Understanding by Design 1-Page Template s1

GRADE: 11, 12 COURSE: European History

Understanding By Design Unit Template

Unit 3: Enlightenment and Revolution

Stage 1: Desired Results Established Goals or Content (G) Complete 0809 1. Scientific Revolution 2. Enlightenment 3. Agriculture and manufacturing 4. Marriage, family, and faith 5. American Revolution 6. French Revolution

INTERNATIONAL SCHOOL OF THE SACRED HEART GRADE: 11, 12 COURSE: European History

Understandings (U) Complete What will students understand (about what big ideas) as a result of the unit? “Students will understand that…”

Chapter 18 1. In 1500 European thought was based on Aristotle’s geocentric world view until Copernicus. 2. Newton reached the high point with the law of universal gravitation. 3. The critical thinking of Scientific Revolution leads to Enlightenment review of all aspects of life. 4. Philosophes were reformers who influenced monarchs, though the Enlightened monarchs’ top-down approach had limited success with the conservative noble class acting as a restraint. 5. The Enlightenment was the continuation of the Scientific Revolution in politics and society. 6. The Enlightenment has become the basis for much of Western legal and constitutional thought.

Chapter 19 1. The open-field system of agricultural production was replaced by the enclosure movement in the Low Countries and Britain. Benefits were mixed as peasants were moved off the land but more food became available. This is capitalist farming 2. Europe experienced explosive growth in the 18c was caused by less disease and new foods like the potato 3. Manufacturing moves from cities to rural cottages and becomes the basis for later factory system 4. Mercantilist economic philosophy resulted in world wars for trade and colonies and markets for British textiles, which moves Europe into the modern manufacturing age.

Chapter 20 1. Nuclear families were very common, people did not marry in their teens, and illegitimacy was not as common as thought. 2. Marriage and work patterns changed which influenced sexuality. 3. A struggle ensued between a restoration of the importance of Christianity and attempts to replace it with more rational Enlightenment thought. Trends included revivalism and mysticism.

Chapter 21 1. The American and French Revolutions were influenced by the Enlightenment 2. Liberalism called for freedom and equality in the age of monarchy 3. The French Revolution combined liberalism and Enlightenment thought 4. The French Revolution was the alliance of the middle class and the poor. 5. Napoleon establishes a dictatorship at the end of the revolution. Essential Questions (Q)

6. What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?

1. Is human nature naturally good or evil and, consequently, what type of rule is best? 2. Was the trial of Galileo related to the witchcraft hunts? 3. Did high art reflect the culture of Europe in the 17c? 4. Most of the 18c could be characterized as one of commercial expansion and of overall social stability. (J. Colton, History of the Modern World, 1978) 5. What term would best describe the international and domestic economy of the 18c? 6. What title would be best to summarize the wars of 1756-1763? 7. Did France experience a Revolution?

Students will know (Knowledge): 1. Key unit vocabulary

Students will be able to (Skills) Complete 200607

Chapter 18 1. Define and describe the Scientific Revolution 2. Explain how the Newtonian world view differed from the medieval world view 3. Define and describe the Enlightenment and its ideas about society, religion, the economy, and politics Chapter 19 4. Compare and contrast farming methods and the supply of food before and after the Agricultural Revolution 5. Account for the dramatic population increase in Europe during the 18c 6. Explain how European nations developed world trade during the 18c 7. Discuss the consequences of European expansion for the common people Chapter 20 7. Describe the living conditions of the people, and the changing attitudes about marriage, pregnancy, women, and children 8. Describe in what ways and why diet and medical care changed for the masses 9. Describe the influence of religion and the church in everyday life—ad the missing of religion and leisure Chapter 21 10. Distinguish between the American and French Revolutions and their causes and stages 11. Explain the effects of the Revolutions on the people 12. Discuss the impact of the French Revolution on the status of men and women of the middle and lower classes

Stage 2: Assessment Evidence

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

1. Unit vocabulary quiz 1 2. Unit vocabulary quiz 2 3. Unit FRQ/DBQ Test 4. Unit MC Test 5. Unit FRQ in class 6. Unit project

Performance Task Summary (T) Completed 200607 G What is the goal of the task? What is it designed to assess? R What real-world role will the student assume as he/she is performing the task? A Who is the audience for the task? S What is the situation that provides the context for the task? P What is the product or performance that is required by the task? S By what standards will the product or performance be judged?

1. Debate: “ Napoleon was a child of the Enlightenment.” Assess the validity of the statement above. Use examples referring both to specific aspects of the Enlightenment and to Napoleon’s policies and attitudes. 1992

G: The ability to integrate and apply Enlightenment theories and applications to Napoleon’s career, his goals, objectives, and consequences on Revolutionary France. R: Expert on Napoleonic France. A; Meeting of 18c historians. S: In the winter of 1806-1807 Napoleon destroys the Fourth Coalition allied against him by decimating the Prussian army in November and entered Warsaw as a victor in December. This is the 200th anniversary. P: Debate with follow-up essay. S: Debate rubric. Schedule provided by TIPS pg. vi

Other Evidence (OE)

Stage 3: Learning Activities

What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.

W = Help the students know where the unit is going? H = How will the design hook the students and hold their interest? E = Equip the students, explore the issues, and experience key ideas? R = Provide built-in opportunities to rethink and revise their understandings and work? E = Allow students to evaluate their work?

Resources

The Western Experience by Chambers Chapter 14 McKay Chapters 18-21

General vocabulary http://www.lakelandschools.org/wphs/APEuroHistory.htm#dates Good website for exploration http://www.vanguard.org/faculty/barber/aplinks.htm

Print materials

TIPS Comparison of 18c Enlightened Despots TIPS Comparison of de Gourges and Wollstonecrafts’s writings

TIPS War of the Austrian Succession chart 231 TIPS Intellectual trends chart for Enlightenment 216 TIPS Scientific Trends chart for Sci Revo 220

UNIT 3: SCIENTIFIC REVOLUTION AND ENLIGHTENMENT 2011-2012

Readings Chapter 18 Toward a New World View Chapter 19 The Expansion of Europe in the Eighteenth Century Hub Dates: 1715 and 1763

Unit Assessments Weekly Reading Quizzes Unit Project Unit MC Test Unit FRQ Test Document Based Question Syllabus

Day and date Topic for today Reading in McKay

R November 3 Unit 2 Exam Feedback

M November 7 Scientific Revolution 18 "Nature and nature's laws lay hid the night God said, 'Let Newton be,' and all was light."

The couplet above was Alexander Pope's way of expressing the relationship between the Scientific Revolution and Christianity. What was the effect of seventeenth century science on Christianity, and how did each react to the other?

W November 9 Enlightenment 18 Who best understood human nature, the best form of government, and the proper relationship between government and the governed: Hobbes, Locke, or Rousseau ? TWE did the cultural values of the Enlightenment continue, or diverge from, those of the sixteenth century Northern Renaissance? In what ways did Enlightenment thinkers build on or make use of the ideas of Newton and Locke?

R November 10 Enlightenment and Absolutism 18 Despot of the Century speech

How effective were the "enlightened absolutist" regimes of the late 1700s?

Were they more enlightened or absolutist?

M November 14 The Dutch Republic 16 Mona Lisa: Flemish and Dutch Baroque p. 50-59

In the seventeenth century, England and the Netherlands developed effective capitalist economies, while Spain did not. Why did the economies develop so differently in England and the Netherlands, on the one hand, and in Spain on the other? 1979

Using the two Dutch paintings and your historical knowledge of the period, discuss how the paintings reflect the economy and culture of the Netherlands in the seventeenth century. (Aelbert Cuyp, The Maas River at Dordrecht, c. 1650 and Johannes Vermeer, Young Woman with a Water Pitcher, c. 1665) 2007b

W November 16 Building the Atlantic Economy 19 Growth of Cottage Industry, 19

Britain and France were engaged in a geopolitical and economic rivalry during the 18th century (1689-1763). What caused this rivalry? Who won?

R November 17 Agriculture and Land 19 Population Explosion 19

Most of the 18c could be characterized as one of commercial expansion and of overall social stability. Is that true? (J. Colton, History of the Modern World, 1978)

M November 21 Unit 3 MC and FRQ Test Hub Dates: 1715 and 1763 due

W November 23 Unit 4: The French Revolution

Key Vocabulary

1. Copernicus, Nicolas 14. Diderot, Denis 2. Descartes, Rene 15. Encyclopedie 3. Galilei, Galileo 16. Enlightened Despotism 4. Hobbes, Thomas 17. Joseph II 5. Kepler, Johannes 18. Montesquieu, Baron de 6. Locke, John 19. Philosophes 7. Mathematical Principles of Natural 20. Physiocrats Philosophy 21. Frederick the Great 8. Harvey, William 22. Maria Theresa 9. Newton, Sir Isaac 23. Silesia 10. Scientific Revolution 24. Treaty of Paris 1763 11. Skepticism 25. Walpole, Robert 12. Spinoza, Baruch 26. War of Austrian Succession 13. Catherine the Great 27. Adam Smith

General Vocabulary

Nicolas Copernicus Tyco Brahe Johannes Kepler

Francis Bacon Denis Diderot: William Pitt, the Elder William Harvey Encyclopedie Wealth of Nations Galileo Galilei Idea of Progress Rococco style Rene Descartes Baron de Montesquieu & Amadeus Mozart & Sir Isaac Newton Spirit of the Laws Marriage of Figaro Mathematical Principles Beccaria Ludwig van Beethoven of Natural Philosophy Philosophes sonata Linnaeus—taxonomy of Quesnay & Physiocrats Moliere natural world Jean Jacques Rousseau Milton/Pope Lavoissier--chemist Immanuel Kant Watteau—FR Rococo William Gilbert (geology) Cottage Industries painter Napier/slide rule New World Sugar Fraggonard Bayle: Historical and Mississippi Bubble War of Austrian Critical Dictionary (FR)1720 Succession 1740-48 Thomas Hobbes: South Sea Bubble, (BR) Diplomatic Revolution Leviathan 1720 1748 John Locke: Jean-Joseph Laborde, Seven Years War Second Treatise of 1724-1794 Treaty of Paris 1763 Government British East India Charles VI & Pragmatic skepticism Company sanction Baruch Spinoza John Wesley George III Voltaire John Wilkes Partitions of Poland, 1772, Mary Wollstonecraft 1793, 1795

Past Advanced Placement FRQs and DBQs Examples

1. Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750. 2004

2. Describe the new astronomy of the 16c and 17c and analyze the ways in which it changed scientific thoughts and methods. 1991

3. To what extent did the Enlightenment express optimistic ideas in eighteenth-century Europe? Illustrate your answers with specific individuals and their works. 1998

4. Analyze the ways in which specific intellectual and scientific developments of the 17c and 18c contributed to the emergence of the religious outlook known as Deism. 1990

5. Compare and contrast the attitudes toward science and technology held by Enlightenment thinkers with the various attitudes held by European artists and intellectuals in the 20c. 1993

6. Identify features of the eighteenth-century Agricultural Revolution and analyze its social and economic consequences. 2003

7. Describe and analyze the economic, cultural, and social changes that led to and sustained Europe’s rapid population growth in the period from approximately 1650 to 1800. 1997

8. DBQ Analyze and discuss the attitudes and reactions toward the participation of women in the sciences during the 17c and 18c. 1997

9. DBQ Slavery, the Enlightenment, and French Revolution. 1991

200607 Thursday November 2 Intro new unit Scientific Revolution Monday November 8 Scientific Revolution DBQ Tuesday November 9 Enlightenment Thursday November 9 Enlightenment and Absolutism Despot of the Year Speech

Tuesday November 14 Agriculture and the Land Thursday November 16 Population Growth and Cottage… Monday November 20 Atlantic Economy Chapter 18, 19 Quiz

Note: Please write two questions for each of the articles in the reading packet. The questions will be used in the discussion of the topic for that class.

INTERNATIONAL SCHOOL OF THE SACRED HEART