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Age ofExploration

Unit 3


Unit 3: Age of Exploration

Learning Objectives: INT-5 Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture.INT-1 Assess the relative influence of economic, religious, and political motives in promoting exploration and colonization.

1. Vasco de Gama

2. Hernan Cortes

3. Ferdinand Magellan

4. Christopher Columbus

5. Conquistadors

6. Encomienda

7. Joint-stock company

8. Triangular Trade

9. Viceroy

10. Prince Henry the

Navigator

11. Columbian Exchange

12. Bullion

13. Spice Islands

14. Dutch East Indies

15. British West Indies

16. Plantations

17. mercantilism

Vocabulary Terms


Unit 3: Age of Exploration Section 7: Voyages of Discovery

Topics/Content Notes

Video 7.1 CanvasThe Portugese and Spanish Lead the Way

Video 1.7 AP Rivals on the World Stage (Videos 1, 2, 3)

Lecture NotesDr. Caldwell


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Unit 3: Age of Exploration 1.6 (AP) Technological Advances and the Age of Exploration


Video 1.6 AP (Videos 1, 2, 3)

Lecture Notes


Unit 3: Age of Exploration Section 8: New Empires (Canvas)


Video 8.1 New World Resources and European Impact

Lecture Notes


Unit 3: Age of Exploration Section 1. 8: Columbian Exchange (AP)


Video 8.1 Videos 1.8 Part 1 and 2

Lecture Notes


Unit 3: Age of Exploration Section 8.2: Spanish Empires (Primary Source Exploration)


Video 8.2 Spanish Empires

Lecture Notes


Unit 3: Age of Exploration Section 8.2: Spanish Empires (Primary Source Exploration)


Unit 3: Age of Exploration Section 8.2: Spanish Empires

Primary Source Reading 1Hernan Cortés: from Second Letter to Charles V, 1520

IN ORDER, most potent Sire, to convey to your Majesty a just conception of the great extent of this noble city of Temixtitlan, and of the many rare and wonderful objects it contains; of the government and dominions of Moctezuma, the sovereign: of the religious rights and customs that prevail, and the order that exists in this as well as the other cities appertaining to his realm: it would require the labor of many accomplished writers, and much time for the completion of the task. I shall not be able to relate an hundredth part of what could be told respecting these matters; but I will endeavor to describe, in the best manner in my power, what I have myself seen; and imperfectly as I may succeed in the attempt, I am fully aware that the account will appear so wonderful as to be deemed scarcely worthy of credit; since even we who have seen these things with our own eyes, are yet so amazed as to be unable to comprehend their reality. But your Majesty may be assured that if there is any fault in my relation, either in regard to the present subject, or to any other matters of which I shall give your Majesty an account, it will arise from too great brevity rather than extravagance or prolixity in the details; and it seems to me but just to my Prince and Sovereign to declare the truth in the clearest manner, without saying anything that would detract from it, or add to it.

This great city of Temixtitlan [Mexico] is situated in this salt lake, and from the main land to the denser parts of it, by whichever route one chooses to enter, the distance is two leagues. There are four avenues or entrances to the city, all of which are formed by artificial causeways, two spears' length in width. The city is as large as Seville or Cordova; its streets, I speak of the principal ones, are very wide and straight; some of these, and all the inferior ones, are half land and half water, and are navigated by canoes. All the streets at intervals have openings, through which the water flows, crossing from one street to another; and at these openings, some of which are very wide, there are also very wide bridges, composed of large pieces of timber, of great strength and well put together; on many of these bridges ten horses can go abreast. Foreseeing that if the inhabitants of the city should prove treacherous, they would possess great advantages from the manner in which the city is constructed, since by removing the bridges at the entrances, and abandoning the place, they could leave us to perish by famine without our being able to reach the main land, as soon as I had entered it, I made great haste to build four brigatines, which were soon finished, and were large enough to take ashore three hundred men and the horses, whenever it should become necessary.

Among these temples there is one which far surpasses all the rest, whose grandeur of architectural details no human tongue is able to describe; for within its precincts, surrounded by a lofty wall, there is room enough for a town of five hundred families. Around the interior of the enclosure there are handsome edifices, containing large halls and corridors, in which the religious persons attached to the temple reside. There are fully forty towers, which are lofty and well built, the largest of which has fifty steps leading to its main body, and is higher than the tower of the principal tower of the church at Seville. The stone and wood of which they are constructed are so well wrought in every part, that nothing could be better done, for the interior of the chapels containing the idols consists of curious imagery, wrought in stone, with plaster ceilings, and wood-work carved in relief, and painted with figures of monsters and other objects. All these towers are the burial places of the nobles, and every chapel in them is dedicated to a particular idol, to which they pay their devotions.


Unit 3: Age of Exploration Section 8.2: Spanish Empires

Continued...Hernan Cortés: from Second Letter to Charles V, 1520

I said everything to them I could to divert them from their idolatries, and draw them to a knowledge of God our Lord. Moctezuma replied, the others assenting to what he said, That they had already informed me they were not the aborigines of the country, but that their ancestors had emigrated to it many years ago; and they fully believed that after so long an absence from their native land, they might have fallen into some errors; that I having more recently arrived must know better than themselves what they ought to believe; and that if I would instruct them in these matters, and make them understand the true faith, they would follow my directions, as being for the best.Afterwards, Moctezuma and many of the principal citizens remained with me until I had removed the idols, purified the chapels, and placed the images in them, manifesting apparent pleasure; and I forbade them sacrificing human beings to their idols as they had been accustomed to do; because, besides being abhorrent in the sight of God, your sacred Majesty had prohibited it by law, and commanded to put to death whoever should take the life of another. Thus, from that time, they refrained from the practice, and during the whole period of my abode in that city, they were never seen to kill or sacrifice a human being.

Whenever Moctezuma appeared in public, which is seldom the case, all those who accompanied him, or whom he accidentally met in the streets, turned away without looking towards him, and others prostrated themselves until he had passed. One of the nobles always preceded him on these occasions, carrying three slender rods erect, which I suppose was to give notice of the approach of his person. And when they descended from the litters, he took one of them in his hand, and held it until he reached the place where he was going. So many and various were the ceremonies and customs observed by those in the service of Moctezuma, that more space than I can spare would be required for the details, as well as a better memory than I have to recollect them; since no sultan or other infidel lord, of whom any knowledge now exists; ever had so much ceremonial in his court.

Answer on the following page:1. What is the author saying? (literal message)2. What is the author doing? (what is the intention of the author? What is his

point of view and why?)


Comprehension Questions

1. What is the author saying? (literal message)

2. What is the author doing? (what is the intention of the author? What is his point of view and why?)

Draw and Reflect


Primary Source Reading #2Bartholome de Casas: Primary Source Reader

The common ways mainly employed by the Spaniards who call themselvesChristian and who have gone there to extirpate those pitiful nations and wipethem off the earth is by unjustly waging cruel and bloody wars. Then, whenthey have slain all those who fought for their lives or to escape the torturesthey would have to endure, that is to say, when they have slain all the nativerulers and young men (since the Spaniards usually spare only the women andchildren, who are subjected to the hardest and bitterest servitude ever sufferedby man or beast), they enslave any survivors. With these infernal methods oftyranny they debase and weaken countless numbers of those pitiful Indiannations.

Their reason for killing and destroying such an infinite number of souls is thatthe Christians have an ultimate aim, which is to acquire gold, and to swellthemselves with riches in a very brief time and thus rise to a high estatedisproportionate to their merits. It should be kept in mind that their insatiablegreed and ambition, the greatest ever seen in the world, is the cause of theirvillainies. And also, those lands are so rich and felicitous, the native peoplesso meek and patient, so easy to subject, that our Spaniards have no more consideration for them than beasts. And I say this from my own knowledge of the acts I witnessed. But I should not say "than beasts" for, thanks be to God, they have treated beasts with some respect; I should say instead like excrement on the public squares. And thus they have deprived the Indians of their lives and souls, for the millions I mentioned have died without the Faith and without the benefit of the sacraments. This is a well known and proven fact which even the tyrant Governors, themselves killers, know and admit. And never have the Indians in all the Indies committed any act against the Spanish Christians, until those Christians have first and many times committed countless cruel aggressions against them or against neighboring nations. For in the beginning the Indians regarded the Spaniards as angels from Heaven. Only after the Spaniards had used violence against them, killing, robbing, torturing, did the Indians ever rise up against them….

–– Source: Bartholomé de las Casas, Brief Account of the Devastation of the Indies.(1542)


Unit 3: Age of Exploration Extra Notes Page


ProtestantReformation andReligious Wars

Unit 4


Unit 4: Protestant Reformation and Religious Wars

Learning ObjectivesOS-11 Explain how and why religion increasingly shifted from a matter of public concern to one of private belief over the course of European history.SP-1 Explain the emergence of civic humanism and new conceptions of political authority during the Renaissance as well as subsequent theories and practices that stressed the political importance and rights of the individual.SP-3 Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration.OS-11 Explain how and why religion increasingly shifted from a matter of public concern to one of private belief over the course of European history.SP-2 Explain the emergence of and theories behind the New Monarchies and absolutist monarchies, and evaluate the degree to which they were able to centralize power in their states.P-2 Explain the emergence of and theories behind the New Monarchies and absolutist monarchies, and evaluate the degree to which they were able to centralize power in their states.SP-3 Trace the changing relationship between states and ecclesiastical authoritySP-2 Explain the emergence of and theories behind the New Monarchies and absolutist monarchies, and evaluate the degree to which they were able to centralize power in their states.



1. Huegenots

2. Martin Luther

3. Anabaptists

4. Indulgences

5. Simony

6. 7 sacraments

7. Anglican Church

8. Act of Supremacy

9. Lutheranism

10. Calvinism

11. Johann Tetzel

12. Diet of Worms

13. Leo X

14. Catholic

Counter-Reformation

15. Philip II

16. Peace of Augsburg

17. Politiques

Vocabulary Terms



1. Predestination

2. Sola fide

3. Ninety-Five Thesis

4. Transubstantiation

5. Council of Trent

6. Mary Stuart

7. Mary Tudor

8. King Henry VIII

9. Sir Thomas More

10. Queen Elizabeth

11. English Reformation

12. Anne Boleyn

13. Jesuits

14. Ignatius Loyola

15. Spiritual Exercises

16. Cuius regio, eius religio

Vocabulary Terms Continued...


Unit 4: Protestant ReformationSection 9: Criticism of the Church


Video 9.1 (Canvas)Early Lay Movements and attacks on the Church

Unit 2 (AP)2.2 Videos 1, 2, 3Luther and the Protesnat Reformation

Lecture Notes


Unit 4: Protestant ReformationSection 10: Martin Luther and the Protestant Reformation


Video 10.1 Martin Luther, John calvin and the Reformers

Lecture Notes


Unit 4: Protestant ReformationSection 9: Criticism of the Church


Video 9.1 (Canvas)Early Lay Movements and attacks on the Church

Unit 2 (AP)2.2 Videos 1, 2, 3Luther and the Protesnat Reformation

Lecture Notes


Unit 4: Protestant ReformationSection 10: Martin Luther and the Protestant Reformation

Reformer Main Beliefs Major Works Thoughts on use of sacraments, predestination or sola fide?

Zwingli

Luther

Calvin

Loyola


Unit 4: Protestant ReformationSection 11: The Catholic Reformation (Canvas)


Video 11.1 Efforts at Reform (Canvas)

11.2: Baroque Art and Mannerism (Canvas)

Lecture Notes


Unit 4: Protestant ReformationSection 12: The English Reformation (Canvas)


Video 12. 1 The King’s Affair and New England Church

Lecture Notes


Unit 4: Protestant ReformationSection 12: The English Reformation (Canvas)



Unit 4: Protestant ReformationSection 13: Religious Struggles (Canvas)


Video 13.1 French Wars of Religion (canvas)

Video 13.2 Spanish Politics, Philip II

Lecture Notes


STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

Reformation Timeline

1517 Johann Tetzel travels in Germany preaching on

indulgences. Oct. 31, 1517 Martin Luther sends his 95 Theses with a letter to

the Archbishop of Mainz (Doc A). 1518 Pope Leo calls on Luther to take back the 95

Theses, but Luther refuses. June 15, 1520 The Pope excommunicates Martin Luther from the

Catholic Church. 1521 The Holy Roman Emperor, Charles V, declares

Luther a criminal and attempts to arrest him. 1521 Frederick, a German prince, pledges his support to

Luther and grants him protection at his castle. 1521-1545 Luther’s ideas spread throughout Europe and gain

more and more support. Over the next twenty years, it becomes clear that an irreversible break has occurred between the Catholic Church and the Protestant movement.



Document A: The Introduction to the 95 Theses (Modified) As a young man, Martin Luther became increasingly bothered by the practice of granting sinners indulgences to buy their way out of punishment for their sins. In 1517, Luther decided to write up his criticisms of indulgences and to send them to the Archbishop of Mainz. Luther’s criticisms, known as The 95 Theses Against Indulgences, eventually made their way to the Pope, who responded by attacking Luther and eventually excommunicating him from the Catholic Church. The passage below is an excerpt from the letter Luther sent to the Archbishop of Mainz with the 95 Theses. The grace of God be with you in all its fullness and power! Spare me, Most Reverend Father in Christ and Most Illustrious Prince, that I, the dregs of humanity, have so much boldness that I have dared to think of [writing] a letter to someone of your Sublimity. . . . Papal indulgences for the building of St. Peter's are circulating under your most distinguished name. I do not bring accusation against the outcries of the preachers, which I have not heard, so much as I grieve over the wholly false impressions which the people have conceived from [the indulgences]. The unhappy souls believe that if they have purchased letters of indulgence they are sure of their salvation. Source: Martin Luther’s letter to the Archbishop of Mainz, 1517.

Vocabulary illustrious: respected and admired dregs: a worthless part of something sublimity: something of pure beauty or grandeur distinguished: successful and well-respected



Document B: Against Catholicism (Modified)

As Luther gained popularity, some of his followers began to write down things that Luther said in private. These notes were known as Luther’s Table Talk and were collected and published in the 1560s. The following is presumed to be from Luther’s Table Talk in 1535.

The main reason I fell out with the pope was this: the pope boasted that he was the head of the Church, and condemned all that would not be under his power and authority. He said, although Christ is the head of the Church, there must be a physical head of the Church upon earth. With this I could have been content, if he had taught the gospel pure and clear, and not introduced human inventions and lies. Further, he took power, rule, and authority over the Christian Church, and over the Holy Scriptures, the Word of God. No man can explain the Scriptures. The pope did and he made himself lord over the Church, proclaiming [the Church] at the same time a powerful mother, and empress over the Scriptures. This could not be tolerated. Those who, against God's Word, boast of the Church's authority, are mere idiots. The pope gives more power to the Church, which is begotten and born, than to the Word [the Bible], which has conceived, and born the Church.

Source: From Luther’s Table Talk, 1535.



Reformation: Guiding Questions Document A: Luther in 1517 1) (Sourcing) When was this document written? What was Luther’s purpose in writing it? 2) (Close reading) How would you describe Luther’s tone in this document?

3) (Close reading) According to this document, why did Luther challenge the Catholic Church? Document B: Luther in 1535 1) (Sourcing) When was this document written? What was its purpose?

2) (Close reading) How would you describe Luther’s tone in this document? 3) (Close reading) According to this document, why did Luther challenge the Catholic Church?



Corroboration

What are the differences between Luther’s account from 1517 and his account of 1535?

Difference in: 1517 1535 Tone

Place in Life

Disagreement with the Church



Hypothesis: After reading Documents A and B, and discussing the Guiding Questions, create a hypothesis regarding the question: Why did Martin Luther’s account of his break with the Church change between 1517 and 1535? Is one account more reliable than the other? Explain your answer with specific evidence from the documents:


Unit 4: Protestant ReformationSection 13: Religious Struggles (Canvas)

Consider the painting of Johann Tetzel and answer the question that follows.

Identify and describe 2 practices by the Catholic Church that pressed the need for reformation. Briefly explain how the selling of indulgences by Tetzel exacerbated the secular movement.

(1) By Johann Daniel Lebrecht Franz Wagner (1810 - after 1883) [Public domain], via Wikimedia Commons [https://commons.wikimedia.org/wiki/File:Johann_Daniel_Lebrecht_Franz_Wagner_-_Friar_Johann_Tetzel_Selling_Indulgences.Jpeg]


Unit 4: Protestant ReformationSection 14: Struggle for Supremacy (Canvas)


Video 14.1 England v. Spain (Canvas)

Video 14. 2 30 Years War and Treaty of Westphalia(Canvas)

Lecture Notes


Unit 4: Protestant ReformationExtra Notes



The Economy andSociety of EarlyModern Europe

Unit 5


Unit 5: The Economy and Society of Early Modern Europe

Learning ObjectivesS-1 Explain the characteristics, practices, and beliefs of traditional communities in preindustrial Europe and how they were challenged by religious reform.IS-3 Evaluate the role of technology, from the printing press to modern transportation and telecommunications, in forming and transforming society.IS-9 Assess the extent to which women participated in and benefited from the shifting values of European society from the 15th century onward.

Vocabulary

1. Feudalism

2. Wet nursing

3. William Shakespeare

4. Miguel de Cervantes

5. Elizabethan Age

6. Lay piety


Unit 5: The Economy and Society of Early Modern EuropeSection 15: Changes in Traditional Institutions and Practices


15.1 Video Educational Reforms and Literary Works (Canvas)

Lecture Notes


Unit 5: The Economy and Society of Early Modern EuropeSection 16: Changes in Family Life (Canvas)


16.1 Video Marriage, Wet Nursing and Family Size (Canvas)

Lecture Notes


Unit 5: The Economy and Society of Early Modern EuropeExtra Notes



The ScientificRevolution

Unit 6


Unit 6: The Scientific Revolution

Learning ObjectivesOS-1 Account for the persistence of traditional and folk understandings of the cosmos and causation, even with the advent of the Scientific Revolution.INT-4 Explain how scientific and intellectual advances — resulting in more effective navigational, cartographic, and military technology — facilitated European interaction with other parts of the world.OS-5 Analyze how the development of Renaissance humanism, the printing press, and the scientific method contributed to the emergence of a new theory of knowledge and conception of the universe.OS-4 Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women.OS-3 Explain how political revolution and war from the 17th century on altered the role of the church in political and intellectual life and the response of religious authorities and intellectuals to such challenges..

Vocabulary

1. Ptolemy

2. Copernicus

3. Galileo

4. Sir Isaac Newton

5. Rene Descartes

6. Tycho Brahe


Unit 6: The Scientific Revolution

Vocabulary Continued...

1. Geocentrism

2. Heliocentrism

3. Sir Francis Bacon

4. Mechanism

5. Empiricism

6. Rational deduction

7. Thomas Hobbes

8. John Locke

9. Natural laws

10. Starry Messenger

11. Enlightenment

12. Margaret Cavendish

13. Misogyny

14. Hammer of the Witches


Unit 6: Scientific Revolution Section 17: The Scientific Revolution


Video 17.1 The New Scientific Revolution

Lecture Notes


Unit 6: Scientific Revolution Section 18: Emergence of Natural Philosophy


Video 18.1: Mechanism, Empiricism, Deduction

Video 18.2 Differing ViewPoints and Challenges to Religion

Lecture Notes


Unit 6: Scientific Revolution Section 19: Women in the Scientific Revolution


Video 19.1: Women, Superstition and witchcraft

Lecture Notes



Heliocentrism and the Catholic Church Timeline

1543: Nicolas Copernicus published a book supporting the heliocentric theory. 1545: Pope Paul III called the Council of Trent to stop the spread of

Protestantism and to revive the Catholic Church. It said only the Church could interpret the Bible, and it set up the Inquisition to combat heresy.

1564: Galileo Galilei was born. 1600: The Inquisition tried Giordano Bruno and burned him at the stake for

heresy. He supported the heliocentric theory. 1609: Galileo invented a telescope that convinced him of the heliocentric model. 1615: The Catholic Church told Galileo to stop sharing his theory in public. 1615: Paolo Antonio Foscarini published a book defending Copernicus and

arguing the heliocentric model did not go against the Bible. 1616: The Catholic Church added Copernicus’s work (and others supporting the

heliocentric model) to its list of banned books. 1632: Galileo published Dialogue Concerning the Two Chief World Systems. 1633: The Inquisition charged Galileo with heresy and tried him in Rome. 1642: Galileo died. 1661: Isaac Newton began teaching Galileo and Copernicus’s ideas in England. 1758: The Catholic Church ended the ban on books teaching the heliocentric

model. 1939: Pope Pius XII called Galileo a hero of research. 1979: Pope John Paul II ordered an investigation into the Church’s treatment of

Galileo.



Document A: Galileo’s Letter (Modified)

Galileo wrote the following letter to Duchess Christina of Tuscany in 1615. In this letter, he defends himself against the charges of heresy. Some years ago I discovered in the heavens many things that had not been seen before our own age. The novelty of these things . . . stirred up several professors against me. They hurled various charges and published numerous writings filled with vain arguments, and they made the grave mistake of sprinkling these with passages taken from places in the Bible, which they failed to understand properly. The reason given for attacking the opinion that the earth moves and the sun stands still is that in many places in the Bible one may read that the sun moves and the earth stands still. Since the Bible cannot err, it follows that anyone who claims that the sun is motionless and the earth movable takes an erroneous and heretical position.

With regard to this argument, I think in the first place that it is very pious to say and prudent to affirm that the holy Bible can never speak untruth-whenever its true meaning is understood. But I believe nobody will deny that the Bible is often very complex, and may say things which are quite different from what its bare words signify. . . .

I do not believe that the same God who has given senses, reason and intellect has intended us to not to use them. . . . He would not require us to deny sense and reason in physical matters of direct experience. . . . Can an opinion be heretical and yet have no concern with the salvation of souls? Source: Galileo Galilei, “Letter to the Grand Duchess Christina of Tuscany,” 1615.

Vocabulary

novelty: original or unusual vain: conceited err: to be wrong erroneous: wrong

pious: devoutly religious prudent: wise signify: mean



Document B: Cardinal Bellarmine

Cardinal Robert Bellarmine was in charge of dealing with difficult issues connected to the Church’s power and beliefs during the Galileo controversy. He wrote the following letter to Paolo Antonio Foscarini in response to Foscarini’s book defending Galileo. Historians don’t believe Bellarmine ever saw Galileo’s 1615 letter (Document A). As you know, the Council [of Trent] prohibits interpreting the Scriptures contrary to the common agreement of the holy Fathers. And if you would read not only the Fathers but also the commentaries of modern writers on Genesis, Psalms, Ecclesiastes and Joshua, you would find that all agree in explaining that the sun is in the heavens and moves swiftly around the earth, and that the earth is far from the heavens and stands immobile in the center of the universe. . . .

It would be just as heretical to deny that Abraham had two sons and Jacob twelve, as it would be to deny the virgin birth of Christ, for both are declared by the Holy Ghost through the mouths of the prophets and apostles. . . .

I say that if there were a true demonstration that the sun was in the center of the universe and the earth in the third sphere, and that the sun did not travel around the earth but the earth circled the sun, then it would be necessary to proceed with great caution in explaining the passages of Scripture which seemed contrary, and we would rather have to say that we did not understand the Scripture than to say that something was false which has been demonstrated. But I do not believe that there is any such demonstration; none has been shown to me. . . . [One] clearly experiences that the earth stands still and that his eye is not deceived when it judges that the moon and stars move.

Source: Cardinal Robert Bellarmine, “Letter on Galileo’s Theories,” 1615.

Vocabulary

contrary: against or the opposite of something Genesis, Psalms, Ecclesiastes and Joshua: sections of the Bible

prophets: someone who speaks for God apostles: religious messengers scripture: text from the Bible



Document C: Condemnation of Galileo (Modified)

In 1632, Galileo, who had been teaching and writing about the idea that the Earth moved around the sun, was summoned to Rome to stand trial. After questioning the relevant witnesses, the judges issued the following condemnation of Galileo.

You, Galileo of Florence, were denounced in 1615, by this Holy Office, for holding as true a false doctrine taught by many, namely, that the sun is immovable in the center of the world, and that the earth moves . . . also, for explaining the Scriptures according to your own meaning. Therefore . . . by the desire of his Holiness and the Most Eminent Lords, Cardinals of this supreme and universal Inquisition, the two propositions of the stability of the sun, and the motion of the earth, were qualified as follows:

1. The proposition that the sun is in the center of the world and immovable from its place is absurd, philosophically false, and formally heretical; because it is expressly contrary to Holy Scriptures.

2. The proposition that the earth is not the center of the world, nor immovable, but that it moves is also absurd, philosophically false, and, theologically considered, at least erroneous in faith.

Therefore, in the most holy name of our Lord Jesus Christ and of His Most Glorious Mother Mary, We pronounce, judge, and declare, that you Galileo . . . have made yourself suspected by this Holy Office of heresy, that is, of having believed and held the doctrine (which is false and contrary to the Holy and Divine Scriptures) that the sun is the center of the world, and that it does not move from east to west, and that the earth does move, and is not the center of the world; also, that an opinion can be held and supported as probable, after it has been declared contrary to the Holy Scripture.

Source: “The Crime of Galileo: Indictment and Abjuration of 1633.”

Vocabulary

condemnation: a statement of very strong criticism scripture: text from the Bible denounce: to declare something is wrong or evil

doctrine: a set of beliefs eminent: distinguished, high in station proposition: a statement expressing a judgment or opinion



Document D: New York Times Article (Modified)

In 1979, Pope John Paul II ordered an investigation of the Catholic Church’s treatment of Galileo. The following article from 1992 summarizes the conclusions of the investigation.

Vatican Science Panel Told By Pope: Galileo Was Right

Moving formally to right a wrong, Pope John Paul II acknowledged in a speech today that the Roman Catholic Church had erred in condemning Galileo 359 years ago for asserting that the Earth revolves around the Sun.

The address by the Pope before the Pontifical Academy of Sciences closed a 13-year investigation into the Church's condemnation of Galileo in 1633, one of history's most notorious conflicts between faith and science. Galileo was forced to recant his scientific findings to avoid being burned at the stake and spent the remaining eight years of his life under house arrest.

John Paul said the theologians who condemned Galileo did not recognize the formal distinction between the Bible and its interpretation.

"This led them move a question which in fact pertained to scientific investigation into the realm of the doctrine of the faith.”

Though the Pope acknowledged that the Church had done Galileo a wrong, he said the 17th-century theologians were working with the knowledge available to them at the time.

Source: “Vatican Science Panel Told by Pope: Galileo Was Right,” New York Times, November 1, 1992.

Vocabulary

err: to make a mistake condemn: express complete disapproval recant: to say that one no longer holds a belief

theologians: individuals who study religion doctrine: a set of beliefs



Guiding Questions

Document A: Galileo’s Letter 1. (Sourcing) When was this document written?

2. (Contextualization) Look at your timeline. Why might Galileo write a letter defending himself at this time?

3. (Close Reading) According to Galileo, why do some people think his teachings are heretical?

4. (Close Reading) How does Galileo defend himself against these charges?

5. (Context) Using the information on your timeline, do you think the Catholic Church would accept Galileo’s defense? Why or why not?



Document B: Cardinal Bellarmine

1. (Close Reading) Explain two reasons Cardinal Bellarmine gave for believing thegeocentric theory.

a.

b.

2. (Close Reading) How did Cardinal Bellarmine respond to the following arguments from Galileo?

a. The Bible passages about the earth standing still should not have been interpreted literally.

b. The model of the universe (heliocentric or geocentric) is not a matter ofsalvation.

3. (Context) Why do you think the Catholic Church was so committed to defendingthe literal meaning of the Bible passages?



Judgment of Galileo Imagine you are a member of the Inquisition at Galileo’s trial. You have the following evidence: Heliocentrism and the Catholic Church Timeline, Document A, and Document B. Decide your answer to the question: Was Galileo really a heretic? Explain your response below. Galileo __________ (was/was not) a heretic because . . .

1. Reason 1:

Quote from a document to support your reason:

2. Reason 2:

Quote from a document to support your reason:



Document C: Condemnation of Galileo

1. (Contextualization) Given what you know about the time period, how do you thinkthe Catholic Church ruled in Galileo’s case? Why?

2. (Close reading) By the end of the trial, what was the Catholic Church’s positionon the heliocentric theory?

3. (Close Reading) What two reasons did the Church give for declaring Galileo wasa heretic?

a.

b.

Document D: The New York Times 1. (Close Reading) Why did Pope John Paul say the Church’s treatment of Galileo

was wrong?

2. (Contextualization) Why was it easier for the Church to side with Galileo in 1992than in 1633?


Women During the Scientific Revolution DBQ

Prompt: Analyze the different attitudes and reactions both men and women had towards the participation of women in the sciences during the 17th and 18th centuries, compared to previous centuries.

Historical background: While rarely acknowledged, women actively participated in scientific research in chemistry, astronomy, biology, botany, physics, and medicine. Although most European universities and academies of science excluded women entirely, in Italy a few women held professorships in science and mathematics. Women translated scientific works on physics, astronomy, entomology, and anatomy; they also participated in scientific discussions held in salons (social gatherings).

Document 1: Woman teaching geometry

Illustration at the beginning of a medieval translation of Euclid's Elements (c. 1310 AD)


Document 2: Margaret Lucas Cavendish, duchess of Newcastle and scientist

Document 3: Whilst time is unveiling, Science is exploring Nature. Illustration from a ticket for the Leverian Museum in London, England


Document 4: Abraham Bosse (French, 1602-1676): Conversation of ladies in the absence of their husbands: the dinner



The Enlightenment

Unit 7


Unit 7: The Enlightenment

Learning ObjectivesOS-2 Analyze how religious reform in the 16th and 17th centuries, the expansion of printing, and the emergence of civic venues such as salons and coffeehouses challenged the control of the church over the creation and dissemination of knowledge.OS-7 Analyze how and to what extent the Enlightenment encouraged Europeans to understand human behavior, economic activity, and politics as governed by natural laws.OS-8 Explain the emergence, spread, and questioning of scientific, technological, and positivist approaches to addressing social problems.OS-8 Explain the emergence, spread, and questioning of scientific, technological, and positivist approaches to addressing social problems.S-11 Explain how and why religion increasingly shifted from a matter of public concern to one of private belief over the course of European history.SP-4 Analyze how new political and economic theories from the 17th century and the Enlightenment challenged absolutism and shaped the development of constitutional states, parliamentary governments, and the concept of individual rights.OS-12 Analyze how artists used strong emotions to express individuality and political theorists encouraged emotional identification with the nation.

.



Vocabulary

1. Enlightenment

2. Philosophes

3. Print culture

4. Immanuel Kant

5. Deism

6. Baron de Montesquieu

7. Jean Jacques Rousseau

8. Jonathan Swift

9. Baruch Spinoza




1. Moses Mendelssohn

2. Physiocrats

3. Adam Smith

4. Encyclopedia

5. Cesare Beccaria

6. Laissez faire

7. Denis Diderot

8. Madame Geoffrin

9. Rococo

10. Neoclassicism

11. Mary Wollstonecraft

12. Enlightened Absolutism


Unit 7: The Enlightenment Section 20: The Enlightenment


Video 20.1: Print and The Philosophes

Lecture Notes


Unit 7: The Enlightenment Section 21: Societal and Economic Problems (Canvas)


Video 21.1 Societal and Economic Problems (Canvas)

Video 21.2 Women and the Enlightenment

Lecture Notes


Unit 7: The Enlightenment Section 22: The Role of Religion


Video 22.1: Challenges to Traditional Religious Ideas and Institutions

Lecture Notes


Unit 7: The Enlightenment Section 23: Enlightened Absolutism


Video 23.1 Enlightened Absolutism

Video 23.2: Rococo Art and Neoclassical Styles

Lecture Notes


Short Answer Art Analysis

1. Enlightenment Salonsa. Identify and describe two effects that salons will have on the European

elite.b. Briefly explain the role of print culture during the Enlightenment.

2. When science, art, literature, and philosophy are simply the manifestation of personality they are on a level where glorious and dazzling achievements are possible, which can make a man's name live for thousands of years- Denis Diderot.a. Identify and describe two events of the Enlightenment period that may

have influenced Diderot to publish the Encyclopedia.b. Briefly explain how the Enlightenment was also known as the Age of

Reason.


The Ancien Regime andthe Agricultural

Revolution

Unit 8


Unit 8: The Ancien Regime and the Agricultural Revolution

Learning ObjectivesINT-5 Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture.NT-9 Assess the role of European contact on overseas territories through the introduction of disease, participation in the slave trade and slavery, effects on agricultural and manufacturing patterns, and global con ict.PP-3 Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe.PP-2 Identify the changes in agricultural production and evaluate their impact on economic growth and the standard of living in preindustrial Europe.

.


Unit 8: The Ancien Regime and the Agricultural Revolution

Vocabulary

1. Ancien regime

2. Agricultural revolution

3. Tillers

4. Pugachev’s Rebellion

5. Neolocalism

6. Charles Turnip Townsend

7. Enclosure movement

8. Robert Blakewell

9. Husbandry

10. Jethro Tull

11. Seed Drill


Unit 8: The Ancien Regime and the Agricultural RevolutionSection 24.1


Video 24.1: The Ancien Regime and the Agricultural Revolution

Video 24.2 Aristocracy and Tradition

Lecture Notes


Unit 8: The Ancien Regime and the Agricultural RevolutionSection 25.1: Western v. European Households


Video 25.1: Western vs. European Households

Lecture Notes


Student Task: Compare and Contrast family life in Western and in Eastern Europe. Create a Venn Diagram chart.


Unit 8: The Ancien Regime and the Agricultural RevolutionSection 26.1: The Agricultural Revolution


Video 26.1: Innovations, Ideas and Inventions

Lecture Notes


The IndustrialRevolution,

Mercantilism andTrade Wars

Unit 9


Unit 9: The Industrial Revolution, Mercantilism and Trade Wars

Learning ObjectivesPP-9 Assess how peasants across Europe were affected by and responded to the policies of landlords, increased taxation, and the price revolution in the early modern period.PP-6 Analyze how expanding commerce and industrialization from the 16th through the 19th centuries led to the growth of cities and changes in the social structure, most notably a shift from a landed to a commercial elite.PP-6 Analyze how expanding commerce and industrialization from the 16th through the 19th centuries led to the growth of cities and changes in the social structure, most notably a shift from a landed to a commercial elite.PP-1 Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then a consumer economy.NT-9 Assess the role of European contact on overseas territories through the introduction of disease, participation in the slave trade and slavery, effects on agricultural and manufacturing patterns, and global confict.INT-8 Evaluate the United State’s; economic and cultural influence on Europe and responses to this influence in Europe.

.



Vocabulary

1. Consumer revolution

2. Industrial revolution

3. Textiles

4. Spinning jenny

5. Water frame

6. Steam engine

7. James watt

8. Priscilla Wakefield

9. Urbanization

10. Urban riots

11. Jewish ghettos




1. Spanish colonial system

2. Sugar plantations

3. Transatlantic economy

4. Triangular trade route

5. Atlantic Passage

6. War of Jenkin’s Ear

7. Maria-Therese

8. 7 Years War

9. Treaty of Paris of 1763

10. American Revolution

11. Thomas Paine’s Common Sense

12. Declaration of Independence


Unit 9: The Industrial Revolution, Mercantilism and Trade Wars Section 27: The Industrial Revolution


Video 27.1: New Methods in Iron and Textiles

Video 27.2 The Growth of Cities and Jewish ghettos

Lecture Notes


Unit 9: The Industrial Revolution, Mercantilism and Trade Wars Section 28: The Transatlantic Economy


Video 28.1 European Mercantilism

Video 28.2: Africa, Slavery, and 1700’s European Wars

Lecture Notes


French Revolution

Unit 10


Unit 10: The French Revolution

Learning ObjectivesSP-16 Explain how the French Revolution and the revolutionary and Napoleonic wars shifted the European balance of power and encouraged the creation of a new diplomatic framework.PP-10 Explain the role of social inequality in contributing to and affecting the nature of the French Revolution and subsequent revolutions throughout the 19th and 20th centuries.SP-7 Explain the emergence of representative government as an alternative to absolutism.SP-8 Explain how and why various groups, including communists and fascists, undermined parliamentary democracy through the establishment of regimes that maintained dictatorial control while manipulating democratic forms.SP-11 Analyze how religious and secular institutions and groups attempted to limit monarchical power by articulating theories of resistance to absolutism and by taking political action.

.



Vocabulary

1. Tailles

2. Parlements

3. Louis XVI

4. Louis XVII

5. Charles Calonne

6. Estate

7. 3rd estate

8. Abbe Sieyes

9. Cahiers de doleances

10. Tennis Court Oath

11. National Assembly

12. Bastille




1. Great Fear

2. Declaration of Rights of Man and Citizen

3. Women’s March

4. Declaration of Rights of Women

5. Marie Antoinette

6. Sans culottes

7. Civil Constitution of the Clergy

8. Declaration of Pillnitz

9. Girondists

10. Jacobins

11. Edmund Burke

12. Reign of Terror


Unit 10: The French RevolutionSection 30: French Society under the Ancien Regime


Video 30.1: Foundations of the Revolution

Lecture Notes


Unit 10: The French RevolutionSection 31: Phases of the Revolution


Video 31.1: Phase 1: The National Assembly

Video 31.2: Phase 2: The Great Fear and French Reconstruction

Lecture Notes


Primary Source Analysis Women’s March on Versaille

1. Identify and describe two reasons why the women were marching on Versailles.

2. Briefly explain how this march showcased the rising power of the 3rd estate.




Video 31.3: Phase 3: The Reign of Terror and the The Thermidorian Reaction




Video 31.1: Phase 1: The National Assembly

Video 31.2: Phase 2: The Great Fear and French Reconstruction

Lecture Notes


French Revolution DBQ

Directions: The following question is based on accompanying documents 1-5. The documents have been edited for the purpose of this exercise. Suggested writing time: 30 minutes. 15 minutes for brainstorming and 15 minutes for introductory paragraph and outline.

Prompt: Analyze the extent to which, and the ways in which, Enlightenment ideas were applied to the French Revolution.

Document 1: Jean Jacques Rousseau, Swiss Enlightenment philosopher widely recognized for his intellect, The Social Contract, 1762.

Man is born free, and everywhere is in chains. Many a man believes himself to be the master of others who is, no less than they, a slave….....The death-penalty inflicted upon criminals may be looked on in much the same light: it is in order that we may not fall victims to an assassin that we consent to die if we ourselves turn assassins. In this treaty, so far from disposing of our own lives, we think only of securing them, and it is not to be assumed that any of the parties then expects to get hanged....Now, a man who becomes the slave of another does not give himself; he sells himself, at the least for his subsistence: but for what does a people sell itself? A king is so far from furnishing his subjects with their subsistence that he gets his own only from them; and, according to Rabelais, kings do not live on nothing. Do subjects then give their persons on condition that the king takes their goods also? I fail to see what they have left to preserve.

Document 2: Francois-Marie Arouet (Votaire), French Enlightenment philosopher who had been repeatedly imprisoned and then exiled for his beliefs about religion, A Treatise on Toleration, 1763.

It does not require great art, or magnificently trained eloquence, to prove that Christians should tolerate each other. I, however, am going further: I say that we should regard all men as brothers. What? The Turk my brother? The Chinaman my brother? The Jew? The Siam? Yes, without doubt; are we not all children of the same father and creatures of the same God?

But these people despise us; they treat us as idolaters! Very well! I will tell them that they are grievously wrong.


Document 3: Cesare Beccaria, Italian criminologist, jurist, philosopher, and politician, On Crimes and Punishment, 1764.

There are only two possible motives for believing that the death of a citizen is necessary. The first: when it is evident that even if deprived of liberty he still has connections and power such as endanger the security of the nation….I see no necessity for destroying a citizen, except if his death were the only real way of restraining others from committing crimes; this is the second motive for believing that the death penalty may be just and necessary….….It is not the terrible yet momentary spectacle of the death of a wretch, but the long and painful example of a man deprived of liberty…which is the strongest curb against crimes…For a punishment to be just it should consist of only such gradations of intensity as suffice to deter men from committing crimes. Now, the person does not exist who, reflecting upon it, could choose for himself total and perpetual loss of personal liberty…Many men are able to look calmly and with firmness upon death…

Document 4: The National Assembly, Declaration of the Rights of Man, 1789

The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, inalienable, and sacred rights of man,…

Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of natural rights of each man has no limits….These limits can only be determined by law. The law shall provide for such punishments as are strictly and obviously necessary…

No one shall be disquieted on account of his opinions, including his religious views…


Document 5: Maximilien Robespierre, Speech to the Convention, “The Political Philosophy of Terror,” February 5, 1794. 5

Since the soul of the Republic is virtue, equality, and since your goal is to found, to consolidate the Republic, it follows that the first rule of your political conduct ought to be to relate all your efforts to maintaining equality and developing virtue….

We must smother the internal and external enemies of the Republic or perish with them. Now, in this situation, the first maxim of your policy ought to be to lead the people by reason and the people’s enemies by terror….Terror is nothing but prompt, severe, inflexible justice; it is therefore an emanation of virtue….

…Subdue liberty’s enemies by terror, and you will be right, as founders of the Republic…

Answer the Prompt: Analyze the extent to which, and the ways in which, Enlightenment ideas were applied to the French Revolution.


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