| WHII.6 |
The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by |
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describing the Scientific Revolution and its effects; |
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describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great; |
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assessing the impacts of the English Civil War and the Glorious Revolution on democracy; |
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explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; |
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describing the French Revolution; |
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describing the expansion of the arts, philosophy, literature, and new technology. |
NOTE: The Virginia Board of Education adopted the revised 2008 History and Social Science Standards of Learning at the January 10, 2008, meeting. Full implementation of these documents is scheduled for the 2010-2011 school year, as outlined in Superintendent’s Memorandum Informational Number 49.
Explain that, with its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.
Identify pioneers of scientific revolution, using the following information as a guide:
• Nicolaus Copernicus—Developed heliocentric theory
• Johannes Kepler—Discovered planetary motion
• Galileo Galilei—Used telescope to support heliocentric theory
• Isaac Newton—Discovered Laws of Gravity
• William Harvey—Discovered circulation of the blood
Summarize the importance of the scientific revolution, using the following information as a guide:
• Emphasis on reason and systematic observation of nature
• Formulation of the scientific method
• Expansion of scientific knowledge
Explain that the Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.
Summarize the following characteristics of absolute monarchies:
• Centralization of power
• Concept of rule by divine right
Summarize the effect absolute monarchs had on their countries, using the following information as a guide:
• Louis XIV—France, Palace of Versailles as a symbol of royal power
• Frederick the Great—Prussia, emphasis on military power
• Peter the Great—Russia, westernization of Russia
Explain that political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.
Summarize how the English Civil War and the Glorious Revolution promoted the development of the rights of Englishmen. Use the following information as a guide:
• Oliver Cromwell and the execution of Charles I
• The restoration of Charles II
• Development of political parties/factions
• Glorious Revolution (William and Mary)
• Increase of parliamentary power over royal power
• English Bill of Rights of 1689
Explain that Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government.
Explain that Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.
Describe the Enlightenment, using the following information as a guide:
• Applied reason to the human world, not just the natural world
• Stimulated religious tolerance
• Fueled democratic revolutions around the world
Identify some Enlightenment thinkers and their ideas, using the following information as a guide:
• Thomas Hobbes’s Leviathan—The state must have central authority to manage behavior.
• John Locke’s Two Treatises on Government—People are sovereign; God does not choose monarchs.
• Montesquieu’s The Spirit of Laws—The best form of government includes a separation of powers.
• Jean-Jacques Rousseau’s The Social Contract—Government is a contract between rulers and the people.
• Voltaire—Religious toleration should triumph over religious fanaticism; government should ensure separation of church and state
Explain how philosophers of the Enlightenment influenced thinking on political ideas. Also, explain how the Enlightenment promoted revolution in the American colonies. Use the following information as a guide:
• Political philosophies of the Enlightenment fueled revolution in the Americas and France.
• Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.
• The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas.
Explain that the ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established.
Explain that the ideas of the Enlightenment and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations.
Explain how ideas of the Enlightenment contributed to the causes of the French Revolution. Use the following information as a guide:
• Influence of Enlightenment ideas
• Influence of the American Revolution
Summarize events of the French Revolution, using the following information as a guide:
• Storming of the Bastille
• Reign of Terror
Summarize outcomes of the French Revolution using the following information as a guide:
• End of the absolute monarchy of Louis XVI
• Rise of Napoleon
Summarize the influence of the French and American Revolutions on Latin American independence movements. Use the following information as a guide:
• Independence came to French, Spanish, and Portuguese colonies
• Toussaint L’Ouverture—Haiti
• Simon Bolivar—South America
Explain that the Enlightenment brought a new emphasis on order and balance in the arts, as artists borrowed heavily from classical Greece and Rome. New forms of literature were established.
Explain that the Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.
Identify some artists, philosophers, and writers of the sixteenth, seventeenth, and eighteenth centuries using the following information as a guide:
• Representative artists, philosophers, and writers
• Johann Sebastian Bach— Composer
• Eugène Delacroix—Painter
• Voltaire—Philosopher
• Miguel de Cervantes—Novelist
• New forms of art and literature
• Paintings depicted classical subjects, public events, natural scenes, and living people (portraits).
• New forms of literature evolved—the novel (e.g., Cervantes’ Don Quixote).
Summarize the importance of improved technologies and institutions to European economies:
• All-weather roads improved year-round transport and trade.
• New designs in farm tools increased productivity (agricultural revolution).
• Improvements in ship design lowered the cost of transport.
Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.
The Avalon Project at Yale Law School. <http://avalon.law.yale.edu/17th_century/england.asp>. This site provides a copy of the English Bill of Rights.
Cervantes Project. Texas A&M University. <http://www.csdl.tamu.edu/cervantes/V2/CPI/index.html>. This site includes biographical information on Cervantes, as well as images and texts. Site is in Spanish, but viewers may select the English version.
“The Copernican Model: A Sun-Centered Solar System.” The University of Tennessee. <http://csep10.phys.utk.edu/astr161/lect/retrograde/copernican.html>. This article provides information on Copernicus and the heliocentric system.
“Duc de Saint-Simon: The Court of Louis XIV.” Modern History Sourcebook. <http://www.fordham.edu/halsall/mod/17stsimon.html>. This site provides information on the reign of Louis XIV.
“Founding Documents.” The Constitution Society. <http://www.constitution.org/cs_found.htm>. This site offers free copies of the U.S. Constitution and other founding documents.
“Frederick II (the Great).” Encarta <http://encarta.msn.com/encyclopedia_761567792/Frederick_II_(of_Prussia).html>. This site provides information on Frederick the Great.
“French Revolution.” Internet Modern History Sourcebook. <http://www.fordham.edu/halsall/mod/modsbook13.html>. This site provides information on the French Revolution.
“Isaac Newton.” Eric Weisstein’s Book of Scientific Biography. WolframResearch. <http://scienceworld.wolfram.com/biography/Newton.html>. This site provides biographical information on Isaac Newton.
“Jean-Jacques Rousseau.” The European Enlightenment. Washington State University. <http://www.wsu.edu/~dee/ENLIGHT/ROUSSEAU.HTM>. This site provides biographical information on Jean-Jacques Rousseau.
“Johann Sebastian Bach.” Classical Music Pages. <http://w3.rz-berlin.mpg.de/cmp/bachjs.html>. This site contains a brief biography of Johann Sebastian Bach.
“Johannes Kepler.” The Galileo Project. Rice University. <http://es.rice.edu/ES/humsoc/Galileo/People/kepler.html>. This site provides information on Johannes Kepler and Galileo.
“John Locke.” The History of Western Philosophy. Oregon State University. <http://oregonstate.edu/instruct/phl302/philosophers/locke.html>. This site provides biographical information on John Locke.
“The Magna Carta (Great Charter).” The British Library <http://www.bl.uk/treasures/magnacarta/magna.html>. This site provides a picture and translation of the Magna Carta as well as background.
“Montesquieu: The Spirit of the Laws, 1748.” Modern History Sourcebook. <http://www.fordham.edu/halsall/mod/montesquieu-spirit.html>. This site provides information on the life and writing of Montesquieu.
“Oliver Cromwell. The History Channel. <http://www.history.com/encyclopedia.do?articleId=206803>. This site provides biographical information on Oliver Cromwell.
Peter I (the Great). Answers.com. <http://www.answers.com/topic/peter-the-great>. This site provides biographical information on Peter the Great.
“Restoration of Charles II.” British Broadcasting Corporation. <http://www.bbc.co.uk/history/historic_figures/charles_ii_king.shtml>. This site provides information on Charles II of England.
“Thomas Hobbes.” The History of Western Philosophy. Oregon State University. <http://oregonstate.edu/instruct/phl302/philosophers/hobbes.html>. This site provides biographical information on Thomas Hobbes.
“Toussaint L’Ouverture.” Africans in America: Brotherly Love. Public Broadcasting Service. <http://www.pbs.org/wgbh/aia/part3/3h326.html>. This site provides information on Toussaint L’Ouverture.
The Voltaire Society of America. Erratic Impact. <http://www.erraticimpact.com/philosophy/organizations/org_details.cfm?orgID=187>. This site provides access to information on Voltaire.
“William III and Mary II.” Britannia. <http://www.britannia.com/history/monarchs/mon51.html>. This site provides information on the reign of William III and Mary II.
“William Harvey: On The Motion of the Heart And Blood In Animals, 1628.” Modern History Sourcebook. <http://www.fordham.edu/halsall/mod/1628harvey-blood.html>. This site provides access to information on the work of William Harvey.
“Wolfgang Amadeus Mozart.” Classical Music Pages. <http://w3.rz-berlin.mpg.de/cmp/mozart.html>. This site contains a brief biography of Wolfgang Amadeus Mozart.
Virginia Standards of Learning Assessments for the 2001 History and Social Science Standards of Learning: History and Social Science Released Items for World History II. Virginia Department of Education, 2003/04. <http://www.pen.k12.va.us/VDOE/Assessment/Release2003/History/VA-RIBs_g11wh2-1.pdf>.
Virginia Standards of Learning Assessments for the 2001 History and Social Science Standards of Learning. World History and Geography: 1500 a.d. to the Present. Test Blueprint. Virginia Department of Education, 2003/04.<http://www.pen.k12.va.us/VDOE/Assessment/HistoryBlueprints03/2002Blueprint7WHI.pdf>. This site provides assessment information for World History and Geography: 1500 a.d. to the Present. |
