AP Euro Unit 4

Rancho Buena Vista High School

ADVANCED PLACEMENT EUROPEAN HISTORY
UNIT IV: Changing European Thoughts and the New World View

Return to Advanced Placement European History Title page.

Printable Unit 4 Syllabus

Observation through the newly invented telescope was used by Galileo and others to confirm the controversial theory of Nicholas Copernicus.

SYLLABUS AND DAILY ASSIGNMENTS:

TEXT READINGS:
McKay, Hill and Buckler. A History of Western Society. Chapter 18, "The Scientific Revolution" (pp. 594-627) (glossary) and Chapter 19, "The Expansion of Europe in the Eighteenth Century" (pp. 628-659) (glossary).

SUPPLEMENTAL READINGS:

ON-LINE SUPPORT:
The Scientific Revolution: Notes
The New Astronomy: PowerPoint summary of the changes from Copernicus to Newton
The New Physics: PowerPoint summary of the changes from Galileo to Newton
Quotations from the Scientific Revolution and the Enlightenment: The era speaks.
The Enlightenment: Powerpoint presentation
The Enlightenment: Notes
European Powers in the 18th Century: Notes
Mid-Eighteenth Century Wars and International Relations: Powerpoint presentation
England: From the Restoration to the American Revolution: Notes
The Gradual Development of British Democracy: Notes
Parallel Chronology of English and French Government, 1598-1793: Comparative chronology
Eastern Europe and Absolute Monarchy: Notes

CONSULT YOUR SYLLABUS FOR DAILY ASSIGNMENTS OR THE CALENDAR.

Unit IV Journal Topics (These are the topics given in Mr. Roswell's class and may not always agree with those for Mr. Arias. The topics will be added at the earliest opportunity after they are given in class.)

CALIFORNIA STATE STANDARDS: The following State of California content standards for Grade 10: World History, Culture and Geography, will be dealt with completely or in part:

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).
List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

Analysis skills standards are embedded in the content and will be interwoven throughout this and every unit.

INSTRUCTIONAL OBJECTIVES: After reading and studying this unit, students should be able:

to describe the medieval world-view that existed prior to the Scientific Revolution.
to list the factors that led to the development of the Newtonian world-view.
to explain how the Newtonian world-view differed from the medieval world-view.
to discuss how the Newtonian world-view affected society, religion, the economy, and politics.
to define the Enlightenment and explain its connection to the Scientific Revolution.
to describe the views of the major philosophes and their contributions to European thought.
to define enlightened absolutism (enlightened despotism), identify its most prominent practitioners, and describe its policies.
to account for the dramatic population increase in Europe during the eighteenth century.
to explain how European nations developed world trade during the eighteenth century.
to discuss the political and economic consequences of European expansion upon the common people.
to describe the putting-out or domestic system of manufacture characteristic to pre-industrial Europe.
To compare and contrast the political, economic and social systems found in the American colonies of Britain and Spain.

Hey, look, it's Isaac Newton's Third Law of Motion!

DISCUSSION QUESTIONS:

1. What were the causes, effects, and consequences of the Scientific Revolution on Europe?

2. Define Enlightenment and discuss the issues raised by the application of scientific thought to the European outlook on life.

3. Noting their policies and accomplishments, discuss why you might or might not consider each of the following and Enlightened Absolutist.

a) Frederick the Great

b) Catherine the Great

c) Maria Theresa

d) Joseph II

e) Louis XV

4. Explain what is meant by “Agricultural Revolution” and describe the practices that transformed European agriculture in the 1700’s.

5. How did mercantilism and the growth of trade impact international relations from the end of the Thirty Years’ War to the end of the Seven Years’ War?

SHORT ANSWER QUESTIONS (SA's):

IDENTIFICATIONS that are IMPORTANT BECAUSE . . . (IB's):

*Item not found in text

Nicholas Copernicus	Galileo Galilei	Johannes Kepler
René Descartes	Isaac Newton	John Locke
Jean-Jacques Rousseau	Frederick the Great of Prussia	Catherine the Great of Russia

Links to other resources:
Internet Modern History Sourcebook - Scientific Revolution
Internet Modern History Sourcebook - Enlightenment
Immanuel Kant: "What is Enlightenment?" (A philosophe answer the question.)
Internet Modern History Sourcebook - Enlightened Despots
Virtual tour of Galileo's room in Florence
Boise State University: Lecture pages that cover the Scientific Revolution.
Newton's 3 Laws of Motion (A student-made page)
The Index of Prohibited Books (contains a list of authors whose works were banned)
The Scientific Method (as done by Oregon high school students)
Galileo's letter to Christina, Grand Duchess of Tuscany on science and religion

Mark Harden's "The Artchive"
Art History - Dr. Christopher Witcombe
CGFA - A Virtual Art Museum
Artcyclopedia
Web Gallery of Art
Tigertail Virtual Museum
Web Museum

Return to Advanced Placement European History Title page.
Go to Unit 5 Syllabus.
Go to Unit 3 Syllabus.
Go to Mr. Roswell's Home Page.
Go to IB/AP Stress Relief Page.

E-mail to Mr. Roswell

E-mail to Mr. Arias

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