Changing+Empires+Changing+Ideas

=Unit 7: Changing Empires, Changing Ideas=

Key Words

 * coronation:** the ceremony or act of crowning a ruler
 * Cartesian coordinate system:** Rene Descarte's idea of locating a point where two lines come together
 * geocentric theory:** theory that the Earth is the center of the Universe
 * heliocentric theory:** idea that the sun is the center of the universe
 * Ptolemy:** a Greek astronomer and mathematician who lived in ancient Egypt and who named many of the constellations
 * Scientific Revolution:** a period of time beginning during the 1600s in which scholars made great progress in understanding the workings of nature
 * Deism:** a system of thought that held that God created the universe and its laws, but God does not interfere with those natural laws
 * philosophes:** political thinkers of the eighteenth century who believed that wisdom, reason, and knowledge could bring justice, equality, and freedom

Lesson 1: Elizabethan England and North American Initiatives, Day 1
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King Henry's Family Tree

Elizabeth I was such a powerful monarch that she had an entire "age" named for her. In her hands, England grew from an island nation to a great world power. but struggles after Elizabeth brought civil war and England never again granted its monarch so much power. At the same time, new ideas in science changed the way people thought and launched the modern era. Have you ever examined something to find out more about it? Or conducted a small experiment? Do you believe you can figure many things out by using your mind? That's the influence of the Scientific Revolution and Enlightenment.

Kings ruled for nearly 800 years before a queen finally assumed the throne of England. Mary, Henry VIII's elder daughter, reigned for five tumultuous years. Her half-sister Elizabeth then ruled unchallenged for almost half a century. Bright, educated, and ambitious, Elizabeth courageously transformed England into a world power. She encouraged exploration and colonization. England challenged Spain for control of the seas and even defeated the mighty Spanish Armada. The prosperous island nation went on to produce great literature that included the works of William Shakespeare. The Elizabethan Age changed the world.

Lesson Objectives

 * Identify Elizabeth I and her accomplishments
 * Describe English explorations in the sixteenth century and the explorers who led them
 * Describe the causes and results of England's conflict with Spain
 * Identify Edmund Spenser and William Shakespeare and their accomplishments
 * Identify Queen Mary and what she is known for


 * 1) Read Chapter 7 from the beginning to "Walter Raleigh's New World Initiatives," pages 273-278, and complete Day 1 of the Reading Guide.
 * 2) Review King Henry's Family Tree at the link above

Lesson 1: Elizabethan England and North American Initiatives, Day 2
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Queen Elizabeth I


 * 1) Read Chapter 7, from "Walter Raleigh's New World Initiatives" to "At the Globe with Shakespeare," pages 278-285, and complete Day 2 of the Reading Guide.
 * 2) Read [|Elizabeth I : the outcast who became England's queen] by Simon Adams
 * 3) Complete a short biography of Elizabeth I (outlines and examples are in Dropbox/LA folder)

Lesson 1: Elizabethan England and North American Initiatives, Day 3
Shakespeare's Globe Theatre


 * 1) Watch Standard Deviants: Shakespeare's Tragedies
 * 2) Read Chapter 7, from "At the Glove with Shakespeare" to the end, pages 285-289, and complete Day 3 of the Reading Guide.
 * 3) Create a model of the Globe Theater. You can see a color model at the link above, and also use [[file:Globe.pdf]] After you have assembled the model, jot down interesting facts, and describe the key locations and points of interest on note cards. Be prepared to give a tour of the Globe and share what you have learned.

Lesson 2: England: Civil War and Empire, Day 1
media type="youtube" key="ekLhtlF0yJk" width="560" height="315" British Life and Culture

Has England always had a monarch? In the middle of the seventeenth century, conflicts between England's Parliament and the king led to violence, war, a beheading, and a new kind of government--at least for a while. During this turbulent time, England was establishing colonies. All that religious and political unrest changed England, and prompted some to flee to the east coast of North America.

Lesson Objectives

 * Define political revolution
 * Describe the major events of the Restoration
 * Explain reasons for the conflict between James I and Charles I and the English Parliament
 * Identify on a map the areas/countries that make up Great Britain, England, and the United Kingdom
 * Identify significant individuals and events in the English Civil War
 * Recognize key goals, events, problems, and people in the settlement of the English colonies in North America


 * 1) Visit Geography and What is the Difference? to identify and distinguish Great Britain, England, and the United Kingdom. Be able to explain each one and where it is located.
 * 2) Read Chapter 8 from the beginning to "England Reaches Across the Sea" pages 291-298, and complete Day 1 & 2 of the Reading Guide.
 * 3) Civil wars and revolutions do not start overnight. Disagreements, misunderstandings, poor decisions, and anger usually build up for many years before civil war breaks out. In your own words, summarize the factors that led to the English Civil War.

Lesson 2: England: Civil War and Empire, Day 2

 * 1) Read Chapter 8, from "England Reaches Across the Sea" to the end, pages 298-307, and complete Day 3 of the Reading Guide.
 * 2) Take the Civil War Quiz Make a screen shot of your results & upload to Dropbox.

Lesson 3: The Scientific Revolution, Day 1
media type="youtube" key="9hodYUDDfsY" width="420" height="315"media type="youtube" key="GmwAr54L_pM" width="560" height="315" What happens if you mix blue paint with red? How long does it take water to turn into ice in your freezer? Do tomato plants grow better in sun or shade?

If you have ever watched something carefully, or done a little experiment to answer a question, you have behaved like a scientist. But if you had lived before the seventeenth century, it is unlikely that you would have used a scientific approach. Science as we know it has existed for less than three hundred years. The Scientific Revolution changed the way we think and made the modern age possible.

Lesson Objectives

 * 1) Define the Scientific Revolution
 * 2) Define //heliocentric and geocentric//
 * 3) Identify Copernicus
 * 4) Identify Vesalius
 * 5) Recognize Newton's achievements in science and mathematics and his impact on the field of scientific study
 * 6) Recognize the work of Descartes and Bacon in developing reliable ways to acquire knowledge
 * 7) Trace the development of scientific thought during the Scientific Revolution
 * 8) Summarize Galileo's achievements and the obstacles he faced


 * 1) Read Chapter 9 from the beginning to "Galileo Under Fire," pages 309-316. As you read, start work on the Scientist's Hall of Fame sheet.
 * 2) Re-read "Galileo's Celestial Observations," pages 314-315, and complete the Document Analysis: Galileo's Celestial Observations sheet.
 * 3) Play the Scientific Revolution Hangman Game

Lesson 3: The Scientific Revolution, Day 2

 * 1) Read Chapter 9, from "Galileo Under Fire" to the end, pages 316-321, and complete the Scientists' Hall of Fame Sheet.
 * 2) Go online to the Galileo's Battle for the Heavens website to learn more about Galileo. To see some of the interesting instruments that Galileo invented and used in his scientific method of discovery, explore the Sala IV - Galileo Galilei website.
 * 3) Write a short paper on some of Galileo's contributions to science. Include what Galileo studied, how he studied it, and any conclusions he drew.

Lesson 4: The Enlightenment: An Age of Reason, Day 1
media type="youtube" key="07DhMaOgDNs" width="560" height="315" The great minds of the Scientific Revolution had discovered the rational, orderly laws of the physical world. Might natural law exist in other realms as well? Some thinkers said it did. They gathered to discuss how human reason could be used to improve the world and the people who lived in it. The era in which these great thinkers emerged became known as the Age of Reason, or Enlightenment. They asked difficult questions about the nature of human beings, and wrote about the nature and role of governments. Their lively discussions and enthusiasm led to changes that still affect us today.

Lesson Objectives

 * Explain that ideas of the Scientific Revolution were applied to the social world
 * Define philosophe and deist and describe their beliefs
 * Identify Benjamin Franklin
 * Identify John Locke
 * Identify Louis XIV
 * Identify the major events and people of the Glorious Revolution and describe the consequences of the revolution
 * Identify Voltaire, Montesquieu, Diderot, and Condorcet


 * 1) Read Chapter 10 from the beginning to "From John Locke's Two Treatises of Government," pages 323-327, and complete Day 1 of the Reading Guide.
 * 2) Read "From John Locke's Two Treatises of Government," pages 327-328, and complete the Document Analysis sheet.

Lesson 4: The Enlightenment: An Age of Reason, Day 2
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 * 1) Read Chapter 10 from "In the Realm of the Sun King" to the end, pages 329-337, and complete Day 2 of the Reading Guide.
 * 2) Take Enlightenment Quiz Email a copy to my email as well

Lesson 4: The Enlightenment: An Age of Reason, Day 3


During the Enlightenment, many philosophes, artists, writers, and other educated people would gather at salons in the homes of wealthy patrons and engage in intellectual conversations about the philosophy of the day. Many of the popular salons were run by wealthy and prominent women.

2. Watch The Man in the Iron Mask movie
 * 1) Examine the painting shown above of Madame Geoffrin's salon. Visit the links at Salons Blogspot Take some notes about the kinds of people who attended the salons, the topics they discussed, and how the salons broke the cultural barriers of the time. Next, create your own salon. In your History Journal describe the salon that you may have had if you had lived in the 1700s. Include some of the following information in your description.
 * What would it look like? (You can draw it out if you'd like)
 * Who would you invite and why?
 * What would be some of the topics of discussion?

Lesson 5: Review and Reflect

 * 1) Review your history notebook and all papers completed for this unit
 * 2) Complete the Unit Assessment