Influence on Government
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This document discusses several Enlightenment thinkers and their ideas, including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, and Adam Smith. It focuses on their ideas about government, including natural rights, separation of powers, social contract theory, and laissez-faire economics. The objective is to explain the effect of Enlightenment ideas on society and government, such as increased calls for democracy, reforms to education and government, and questioning the divine right of kings to rule.
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Why have a revolution power point
During the Enlightenment period in the 1600s-1700s, people began to question traditional sources of authority like religion and hereditary monarchy. Philosophers like Locke, Montesquieu, and Rousseau proposed new democratic ideas about government, believing power should come from the people rather than divine right of kings. Their ideas spread and influenced groups like the American colonists, who revolted against Britain to establish one of the first modern democracies. Revolutions have driven many transformations throughout history by allowing people to challenge unfair systems and fight for greater freedoms.
World history pages
The document summarizes several important revolutions and documents:
1) The Magna Carta established the rule of law in England in 1215, limiting the king's power and protecting citizens' rights.
2) The Glorious Revolution of 1688 saw King James II of England replaced, and the Magna Carta influenced later documents restricting monarch power.
3) The English Bill of Rights of 1689 further curtailed the monarch's power over laws and military.
Unit 1 - The Ancien Régime. Europe in the 18th century.pdf
This document provides an overview of Europe in the 18th century under the Ancien Régime. It discusses the rise of absolutism versus parliamentary systems of government. It also examines the major intellectual movements of the Enlightenment such as rationalism, liberalism, and the philosophies of thinkers like Voltaire, Rousseau, and Locke. Additionally, it outlines the economy of the time which was based on agriculture, crafts, and mercantilism. Society was hierarchical and stratified into estates. The document also summarizes Spain during this period as it transitioned to rule under the new Bourbon dynasty following the War of the Spanish Succession.
The enlightenment
The document outlines the timeline of major works and thinkers during the Enlightenment period from 1690 to 1795. It discusses how Enlightenment philosophers built upon the Scientific Revolution to apply reason to the study of human society and government. They criticized absolute monarchy and proposed reforms to promote individual freedom and rights. The two main views on government during this time came from Thomas Hobbes, who argued for a strong sovereign to maintain order, and John Locke, who believed people had natural rights to life, liberty, and property, and that governments derived power from the consent of the governed.
The enlightenment
The document outlines the timeline of major works and thinkers during the Enlightenment period from 1690 to 1795. It discusses how Enlightenment philosophers built upon the Scientific Revolution to apply reason to the study of human society and government. They criticized absolute monarchy and proposed reforms to promote individual freedom and rights. The two main views on government during this time came from Thomas Hobbes, who argued for a strong absolute ruler to maintain order, and John Locke, who believed people had natural rights to life, liberty and property and governments derived power from the consent of the governed.
The Enlightenment
The document outlines the timeline of major works and thinkers during the Enlightenment period from 1690 to 1795. It discusses how Enlightenment philosophers built upon the Scientific Revolution to apply reason to the study of human society and government. They criticized absolute monarchy and proposed reforms to promote individual freedom and rights. The two main views on government during this time came from Thomas Hobbes, who argued for a strong sovereign to maintain order, and John Locke, who believed people had natural rights to life, liberty, and property and governments derived power from the consent of the governed.
Enlightenment lecture
The Enlightenment was an intellectual movement in the 18th and 19th centuries characterized by belief in reason and human rights. It challenged old traditions and promoted scientific thought. Key thinkers included John Locke, who identified natural rights like life, liberty, and property, and Montesquieu, who advocated for separation of powers in government. The Enlightenment had social, political, and economic impacts including increased criticism of social stratification and revolutions separating governmental powers.
Enlightenment overview[1]
The document summarizes major Enlightenment ideas and thinkers. During the Enlightenment, philosophers such as Thomas Hobbes, John Locke, Jean-Jacques Rousseau, Denis Diderot, Voltaire, Baron de Montesquieu, and Adam Smith developed new ideas that differed from previous beliefs. They advocated for concepts like natural rights, social contracts, separation of church and state, freedom of speech and religion, and laissez-faire economics. These Enlightenment thinkers helped spread new philosophical perspectives that challenged absolute rule and promoted individual liberties.
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Unit 1 - The Ancien Régime. Europe in the 18th century.pdf
Unit 1 - The Ancien Régime. Europe in the 18th century.pdf
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The Medieval Catholic Church
Here are the answers to your questions:
1. Catholic Mass is the weekly ritual service in the Catholic Church where Communion is taken. It commemorates Jesus's death and sacrifice on the cross.
2. The building monks live in is called a monastery.
3. One example of power the Catholic Church had was that it could excommunicate people, essentially kicking them out of the Church and preventing them from receiving sacraments and going to heaven.
4. One of the Catholic reform movements was the Friars in the 1200s. Friars were wandering preachers that lived among common people to encourage reform and preach the gospel.
The Anglo-Saxons
The document summarizes the history of Britain from its conquest by the Romans in 55 BC until the Anglo-Saxon period from 449-1066 AD. It describes how the Romans introduced cities, roads, and Christianity before abandoning Britain in 449 AD, leaving it open to invasion by Germanic tribes like the Angles, Saxons, Jutes and Frisians. These tribes organized the area into several kingdoms and introduced their pagan culture before converting to Christianity in the late 6th-7th centuries. Monasteries played a key role in spreading Christianity and literacy. The Danes later invaded parts of eastern and northern England but were eventually defeated by King Alfred the Great in 878 AD.
Japan religions
- Early Japan was ruled by clan chiefs who were believed to be descended from nature spirits called kami. The chief held both political and religious power.
- Kami refer to spirits or forces in Shintoism, the native religion of Japan, and can represent elements of nature or landscapes. There are believed to be millions of kami.
- Shintoism incorporates beliefs in kami and nature worship and emphasizes traditions, family, cleanliness, and festivals honoring kami and ancestors. Shinto shrines feature torii gates and origami is used in worship.
Japan's Geography
The document discusses a picture on page 437 of a textbook that shows the geography of Japan. It instructs students to identify key physical features from the photo, including the four main islands of Japan and bodies of water surrounding the country. It also mentions labeling a map of Japan on page 441 with the locations of the islands, surrounding water, Tokyo, and Mount Fuji.
Booklet information
Mansa Musa ruled Mali from 1312 to 1337, expanding its empire and controlling trade routes for gold and salt throughout Africa. In 1324, Mansa Musa embarked on a pilgrimage to Mecca with an enormous caravan carrying over 2 tons of gold. His spending in Cairo caused gold values to drop. Upon his return, he brought Arab scholars and architects to Timbuktu, establishing it as an Islamic learning center.
Sundiata united the Mandinka people after defeating the brutal Samanguru in battle in 1235. As the new King of Mali, Sundiata improved agriculture and introduced cotton.
Roman Empire study guide notes
The Roman Empire unit test study guide provides an overview of the history and development of the Roman Empire from its origins as a kingdom in Rome to its eventual decline and fall. It covers the establishment of the Roman Republic and leaders like Julius Caesar who expanded Roman territory through military conquests. It also discusses the transition to an empire under Augustus and the influence and spread of Christianity. The guide outlines some of the key reasons for the fall of the Western Roman Empire and the continued existence of the Eastern Byzantine Empire centered in Constantinople until its conquest in 1453.
Constantine & Religion
- A group of local people in one of Rome's provinces refuses to participate in Roman rituals and holidays, saying it violates their religious beliefs, while otherwise remaining peaceful. Some Roman soldiers see this group as a potential threat.
- The document discusses the rise of Christianity in the Roman Empire and the persecution of Christians by Roman authorities for roughly 300 years. It then outlines the conversion of Emperor Constantine to Christianity and his efforts to legalize and promote the religion.
- The Roman Empire was divided into Western and Eastern sections with Constantinople as the new capital of the Eastern Byzantine Empire, which continued Roman traditions and controlled major trade routes.
Roman empire vocab.
This document provides instructions for a Roman Empire vocabulary assignment, asking students to choose 10 words to complete a crossword puzzle, draw a detailed picture explaining definitions, or write a paragraph using the words correctly about their contribution to the Roman Empire. It also allows choosing 7 words to complete another activity for a homework pass due the next day.
Roman Empire unit vocabulary
The document provides definitions for 37 important terms related to the rise and fall of the Roman Empire. It describes key figures like Romulus and Remus, events like the Punic Wars that expanded Rome's territory, and accomplishments such as establishing Latin as the dominant language and developing civil law. The summary also mentions the eventual adoption of Christianity as the official religion and the reasons for Rome's decline, including invasions from outside groups and internal political issues.
Roman Legacies
This document discusses the many legacies and influences of ancient Rome that are still present in modern society. It notes that many common words in English come from Latin, the language of Rome, and that Latin shaped the development of several modern European languages. Architecturally, Roman innovations like vaults, columns, domes and arches can still be seen in buildings today. Rome also had a significant influence on modern government, law, sports, Christianity, and culture. The document aims to illustrate how deeply Rome impacted Western civilization and the many ways its contributions are still visible in our world today.
Rome from Republic to Empire
The document describes a scenario where a Roman senator is worried about generals in Rome gaining too much power and potentially becoming dictators. Some senators want to take violent action against the generals to prevent this, but it is unclear if using violence against them to save the Republic would be justified.
Roman Republic
- In 753 BC, Romulus founded the city of Rome, which would later expand into the massive Roman Republic.
- The Roman Republic began in 509 BC after the overthrow of the last Roman king. It established a system where elected representatives led the people rather than kings.
- Roman society was divided between the patricians, who were the wealthy landowning class, and the plebeians, who made up the common people.
Archaic Rome
The document provides information about the Roman Empire from several sources, including:
- A lesson on analyzing the legacy of the Roman Empire and its importance.
- Geography questions about Italy and the location of Rome that set the stage for the rise of the Roman Empire.
- Maps showing the extent of the Roman Empire and its extensive road network, implying the Romans had effective government, trade, religion, language, and culture due to their roads connecting the empire.
- A passage explaining how all roads literally led to Rome, as the Romans built roads from conquered territories and provinces straight to the capital city, with mile markers measuring distance from Rome.
- A timeline of important events in Roman history from
BC and AD timeline events
The document provides instructions for creating a timeline, including circling BC dates and putting them in descending order, ordering AD dates ascending from 0, choosing 10 dates to illustrate with events, and using the dates 2000 BC, 753 BC, and 2016 AD as examples. It then lists 44 historical dates between 3000 BC and 2050 with significant events for potential inclusion on the timeline.
Time Line lesson
BC and AD are common abbreviations used on timelines to denote periods before and after the estimated birth of Jesus Christ. BC stands for Before Christ and AD stands for Anno Domini, which translates to "In the year of our Lord". Some mistakenly think AD means After Death, but that would place the start at year 33 rather than year 1. Alternatively, timelines may use BCE (Before Common Era) and CE (Common Era) to avoid religious references. The document instructs students to create a timeline using the provided materials and guidelines.
Map lesson
The document discusses the key features of maps that help people use them, including the map title, compass rose, legend/key, scale, and locator. It also lists different types of maps such as physical, political, historical, and land use maps. The document emphasizes the importance of geography and includes an activity for students to label lines of longitude and latitude on maps.
Declaration of Independence
The document provides instructions for a bell ringer activity where students are asked to:
1) Write a list of rights they have as United States citizens or residents
2) Have extra time to write a song, rap or poem about the rights they listed
The overall objective is for students to understand the rights granted in the Declaration of Independence and be able to write an essay explaining these rights using evidence from the text. Students are given 15 minutes to read the Declaration of Independence and create a rights chart before choosing an writing activity option that discusses the rights or their denial.
Types of government
The document is a lesson on different types of governments that will be taught to students. It includes definitions and examples of 8 types of governments: democracy, oligarchy, monarchy, communism, dictatorship, anarchy, republic, and totalitarianism. Students will be assigned to groups that focus on one type of government. They will take notes on all the types and work in their groups to create their own hypothetical government based on their assigned type.
House Rules lesson
The document assigns groups of students to present on different "House Rules" during class. Each group will have 10-15 minutes to create a lesson on their assigned rules, explaining what each rule is and why it is important. Their lesson should include a visual and a question for the class, and can take the form of a teaching lesson, skit, or song. The document then lists which rules each of 8 groups will present on.
First Day of School 16-17
This document provides information for students in Mrs. James's homeroom class. It outlines schedules, rules, and procedures for the class. The daily schedule includes periods for homeroom, classes, lunch, and announcements. Cell phone policies and dress code are reviewed. The class will use a house system with rewards for following rules. Thirty-five rules address behavior, manners, classroom conduct, and character. The document also previews activities like filling out schedules and a get-to-know-you scavenger hunt.
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Influence on Government
- 1. Bell Ringer 3/15/16 a. Idea that men must forfeit some personal freedoms for the benefit of having a strong ruler who maintains a peaceful and orderly society. b. Blank slate theory, natural rights and the idea that man has the right to overthrow a ruler who does not protect those rights. c. tolerance; freedom of speech and religion. d. separation of government, checks and balances. e. Noble Savage, ideas on education, social contract, the General Will. f. capitalism, the invisible hand g. women’s rights 1. Voltaire 2. Thomas Hobbes 3. Mary Wollstonecraft 4. Adam Smith 5. Rousseau 6. Montesquieu 7. John Locke
- 2. OBJECTIVE • I can explain the effect the new Enlightenment ideas had on society and government. • 7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu.
- 3. • In the 1600s and 1700s kings, queens, and emperors ruled Europe. • Look at the map on page 617- Which European monarch ruled the largest country? • Many of these believed they ruled through divine right. What do you think this means?
- 4. • King Louis XIV held the most power and he believed he was the entire government. He declared ‘”L’etat, c’est, moi!” or “I am the state”. • Although he had a ton of power other groups in society had privileges..nobles paid few taxes and held the highest positions in the army. • The French clergy paid no taxes at all. However, most of the French people (the commoners) were poor, paid high taxes and had no role in the government.
- 5. • People began to question do these kings have the right to rule??
- 6. • Outside of France, some monarchs began to change their ideas about their government. • They began to apply Enlightenment ideas to their government. These rulers became known as the enlightened despots. Despot – rule with absolute power
- 7. • A despot is a ruler with absolute power. The enlightenment despots tried to make life better for the commoners. They also believed they could make the country stronger if the commoners were happier. What are your thoughts on this- think about it and create a response in your composition book. • Emperor Catherine the Great and Fredrick II of Prussia felt government and education should be reformed- they began to consider the need for democracy – What is democracy?
- 8. What’s He Talkin’ About?? “As to the having and possessing of things, teach them to part with what they have, easily and freely to their friends, and let them find by experience, that the most liberal has always the most plenty…This I imagine, will makes brothers and sisters kinder and civiller to one another, and consequently to others, than twenty rules about good manners…” - John Locke
- 9. Which Enlightenment Thinker?? “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” JOHN LOCKE
- 11. Which Enlightenment Thinker?? “Governments are instituted among Men, deriving their just powers from the consent of the governed.” JEAN-JACQUES ROUSSEAU
- 12. Thinking on the Government… • Of the Enlightenment thinkers we’ve discussed, three had the greatest influence on government! – John Locke – gov. power limited; people have natural rights – Charles Montesquieu – gov. powers should be separated into branches – Jean-Jacques Rousseau – gov. should express will of people; social contract
- 13. Defending Locke!! • John Locke spent years, from 1683 to 1689, in Holland to avoid arrest by the British government. – He believed the right of common people to think and worship as they pleased and to own property • Based on what we’ve discussed about John Locke’s ideas, write a letter to the editor of a newspaper defending Locke and his views and state logical reasons why the government should let him live in peace.
Editor's Notes
- Day 1
- Divine right- god had given them the right to rule as they chose