The Greatest Scientific Revolutionary



The Greatest Scientific Revolutionary October 26, 2010

Due: October 27, 2010 – beginning of class.

Your Task: Use the information you received yesterday and the power of the internet to decide who you believe was the MOST SIGNIFICANT scientific revolutionary.

I. Choose a scientist from the following list:

- Nicolaus Copernicus

- Galileo Galilei

- Brahe & Kepler

- Robert Boyle

- Isaac Newton

- Bacon & Descartes

- Andreas Vesalius

II. In a brief description and impact of their ideas persuade the reader why this person should be considered the GREATEST SCIENTFIC REVOLUTIONARY.

III. You should also be able to explain why the others should NOT be considered the greatest in relation to the person you chose.

IV. This is meant to be a short explanation of your understanding, and ability to write persuasively. This should NOT take longer than one period, and it should NOT be more than one page typed.

The Enlightenment and Revolution, 1550-1815 October 28, 2010

The Age of Enlightenment: Answer the following questions.

1. The age of Enlightenment is also known as:

2. Give an example of a first generation Philosophes.

3. What would be an example of a second generation Philosophes?

4. What were some ideas of the Enlightenment?

5. What caused the Enlightenment?

6. Identify a “hero” of the Enlightenment and his/her contribution.

7. What was “The Encyclopedia”?

8. What did Physiocrats focus on?

9. What future American leader was greatly influenced by Enlightenment ideas?

10. What important French Revolution writing was a direct result of the influence of Enlightenment thinkers?

Enlightenment Thought Project November 1, 2010

Objective: to reinforce the central ideas of the Pre-enlightenment and the Enlightenment through the lyrics of popular songs.

Directions: You have each been given a set of lyrics for 12 different songs.

Your task is three-fold:

1. Read/listen the lyrics/song. In the computer lap, when you get to Ms. Adams’ website there are links to each of the songs, spend a day listening to the songs and analyzing what they are saying. Using the provided Music Lyrics Analysis sheet, think about how the songs represent Enlightenment thoughts. (You need to analyze four of the provided songs).

2. As you read the lyrics, underline the lines that you think represent ideas that you have studied in the unit. In the space provided underneath the song, list the name of the philosophe whose ideas are represented, and how the song represents those ideas.

**Note that your opinions do not have to agree with each other as some songs might apply to more than one philosophe or Pre-Enlightenment thinker.

3. Then, create a PowerPoint presentation that includes each of the following…

a. Suggestion of a popular song that better reflects these ideas than the ones that I selected (include lyrics).

b. Two well written paragraphs – summarizing why you chose this Enlightenment thinker and then explain why and how the lyrics correspond to those ideas.

c. Link to song, so classmates can listen to this selection.

d. Extra Credit – be willing to present to your classmates, explanation and allow us to listen to the song.

Respect - Aretha Franklin

Freedom – Aretha Franklin

Born Free – Andy Williams

Bad to the Bone – ZZ Top

I Am Woman (Hear Me Roar) – Helen Reddy

Imagine – John Lennon

Mother Nature’s Son – Beatles

Revolution – Beatles

Easy to Be Cruel – Three Dog Night

You Can’t Always Get What You Want – Rolling Stones

We Don’t Need No Education – Pink Floyd

Money – Pink Floyd

Philosophes and their Ideas

• Thomas Hobbes and the nature of society (all men are brutish). Idea that men must forfeit some personal freedoms for the benefit of having a strong ruler who maintains a peaceful and orderly society.

• John Locke – Blank slate theory, natural rights and the idea that man has the right to overthrow a ruler who does not protect those rights.

• Voltaire – tolerance; freedom of speech and religion.

• Montesquieu – separation of government, checks and balances.

• Rousseau – Noble Savage, ideas on education, social contract, the General Will.

• Adam Smith – capitalism, the invisible hand

• Mary Wollstonecraft – women’s rights

• Cesare Becarria – opposed the use of torture

GSIII, Chapter 22, Section 3 – The Spread of the Enlightenment November 5, 2010

Add to the concept web shown below with examples that support the concepts.

American Revolution Matrix November 8, 2010

Read through Chapter 22, Section 4. Fill in the causes of each of the event and then the effect or the significance of each event, we will do the first two together.

|Cause |Event |Effect/Significance |

| | | |

| |French and Indian War | |

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| |Navigation Acts | |

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| |Stamp Act | |

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| |Boston Tea Party | |

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| |First Continental Congress | |

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| |Second Continental Congress | |

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| |Lexington and Concord | |

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| |Declaration of Independence | |

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| |French Aid to America | |

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| |Yorktown | |

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| |Articles of Confederation | |

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| |Shay’s Rebellion | |

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| |Constitutional Convention | |

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| |Federal System | |

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| |Constitution | |

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| |Bill of Rights | |

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Essential Questions – Conflicting Accounts of the Battle of Lexington and Concord November 10, 2010

Instructions: Read Conflicting Accounts of the Battle of Lexington and Concord. Brainstorm an answer to the essential question by listing details using the concept map below. Once the map is complete, construct a paragraph explaining your answer and write it in the space provided below. Good Luck! (

Essential Questions

How did the American and the British accounts of this event differ? Give specific examples in your answer.

America British

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