Global
Awareness
Unit 8
Assignment – Scientific Revolution and Enlightenment
Unit Readings:
Western Heritage: Chapters 14 (skip pp. 526-531 (RB);
pp. 493-498 (BB)) &
18
Modern European History: Chapter
9 (pp. 122-124, 126-127, 130-132)
Chapters
11 & 12
Paragraph Questions – Respond to the following
questions in one or more well-written paragraphs, and include the terms below.
Remember to highlight the terms and to begin your paragraphs with strong topic
sentences!
- Use a
combination of text and diagrams to depict the evolution from the
Ptolemaic conception of the geocentric system to the heliocentric model of
the 16th and 17th centuries, emphasizing the
intellectual contributions of the following:
- Ptolemy
- Copernicus
- Tycho
Brahe
- Johannes
Kepler
- Galileo
Galilei
- Sir
Isaac Newton
- Compare
and contrast the ideas of Hobbes, Locke, Rousseau, and Montesquieu on
human nature and the best form of government.
- Thomas
Hobbes
- John
Locke
- Tabula
Rasa
- Social
Contract
- Natural
Rights
- Jean-Jacques
Rousseau
- General
Will
- Montesquieu
- Separation
of Powers
- How
did the Scientific Revolution and the Enlightenment affect European
conceptions of God the world?
- Sir
Isaac Newton
- Blaise
Pascal
- Baruch
Spinoza
- Voltaire
- Deism
- Compare
and contrast the ideas of Francis Bacon and Rene Descartes on the best
means to acquire knowledge and attain truth.
- Francis
Bacon
- Inductive
Method
- Rene
Descartes
- Deductive
Bethod
- “Cogito,
ergo sum”
- Define
the term “philosphe” and explain how the following work and persons
typified the ideals of the philosophes.
- Encyclopedia
- Cesare
Beccaria
- “Laissez-Faire”
- Physiocrats
- Adam
Smith & The Wealth of Nations
- Explain
what an “enlightened despot” was and use specific policies and actions of
Joseph II, Frederick the Great, and Catherine the Great to illustrate how
they were typical enlightened despots.
- Enlightened
Despotism
- Joseph
II
- Frederick
the Great
- Catherine
the Great