WH07MOD_te_ch05_Rev_s.fm Page 204 Monday, March 5, 2007 2:44WH07MOD_se_CH05_rev_s.fm
PM
5
CHAPTER
5
Quick Study Guide
■
Have students use the Quick Study
Guide to prepare for this chapter’s tests.
Students may wish to refer to the following pages as they review:
Enlightenment Thinkers
Section 1, pp. 183–186
Enlightenment Ideas Influence Democracy
Section 1, pp. 183–185; Section 3,
pp. 200–201
■
■ Enlightenment Thinkers
■ American Declaration of
Independence: Main Ideas
• Thomas Hobbes: social contract in which people give
power to the government for an organized society
• John Locke: natural rights—life, liberty, and property
• Baron de Montesquieu: separation of powers; checks
and balances
• Voltaire: battled corruption, injustice, and inequality;
defended freedom of speech
• Denis Diderot: Encyclopedia
• Jean-Jacques Rousseau: social contract in which
people follow the “general will” for true liberty
• Adam Smith: free market; laissez faire
Declaration of Independence: Main Ideas
• All men are created equal and have natural rights to life,
liberty, and the pursuit of happiness.
• It is the government’s obligation to protect these rights.
• If a government fails to protect these rights, the people can
revolt and set up a new government.
■ The U.S. Bill of Rights
The U.S. Bill of Rights
1st: Guarantees freedom of religion, speech, press, assembly,
and petition
Government’s
power comes
from the people.
2nd: Right to bear arms
3rd: Prohibits quartering of troops in private homes
People have
natural rights to
life, liberty,
and property.
Enlightenment
Ideas
4th: Protects from unreasonable searches and seizures
5th: No punishment without due process of law
6th: Right to a speedy and public trial in the state where the
offense was committed
U.S.
Constitution
Checks and
Balances
7th: Right to jury trial for civil cases if over $20
Guaranteed
individual rights
8th: Prohibits excessive bail and cruel and
unusual punishments
L3
Reading and Note Taking
Study Guide
Note Taking Study Guide, pp. 74, 76, 78
Section Summaries, pp. 75, 77, 79
■
For: Self-test with vocabulary practice
Web Code: nba-1741
Checks and
balances
Key Events from 1700–1789
Section 1 pp. 184–186; Section 2,
pp. 188–192; Section 3, pp. 197–198, 200
■
Progress Monitoring Online
Separation
of powers
The U.S. Bill of Rights
Section 3, p. 201
For additional review, remind
students to refer to the
Quick Study Guide
■ Enlightenment Ideas Influence
Democracy
American Declaration of Independence:
Main Ideas
Section 3, p. 198
■
Page 204 Friday, January 26, 2007 4:03 PM
Separation of
three branches
of government
10th: Powers not granted to the national government belong to
the states and to the people.
■ Key Events
From 1700–1789
1700s
France sees
flowering of
Enlightenment
thought.
Have students access Web Code nbp1701 for this chapter’s
timeline, which includes expanded
entries and additional events.
If students need more instruction on
analyzing timelines, have them read
the Skills Handbook, p. SH32.
9th: Civil rights are not restricted to those specified by
these amendments.
Government’s
authority comes from
the people.
Chapter Events
Global Events
1721
Johann Sebastian
Bach publishes
his Brandenburg
Concertos.
1720
1740
Frederick II
begins his reign
in Prussia.
1730
1740
1735
China’s Emperor Qianlong
begins his long reign.
When students have completed their
study of the chapter, distribute Chapter
Tests A and B.
Teaching Resources, Unit 2,
pp. 15–20
Solutions for All Learners
L1 Special Needs
For Progress Monitoring Online,
refer students to the Self-test with
vocabulary practice at Web Code
nba-1741.
204
L2 Less Proficient Readers
For students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Note Taking Study Guides, pp. 74, 76, 78
Adapted Section Summaries, pp. 75, 77, 79
L2 English Language Learners
For Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Note Taking Study Guides, pp. 74, 76, 78
Spanish Section Summaries, pp. 75, 77, 79
wh07MOD_te_ch05_events_s.fm Page 202 Monday, May 7, 2007 4:53 PM
WH07MOD_se_CH05_events_s.fm
Page 202 Monday, March 5, 2007 1:35 PM
Events That Changed
the World
Spreading the
Word of Revolution
Objectives
■ Explain
the ways newspapers
spread the ideas behind the American
Revolution.
■ Analyze
items that appeared in colonial newspapers.
■ Understand
the impact of the American Revolution on other parts of the
world.
SPREADING THE WORD OF REVOLUTION
While Enlightenment thinkers
had a profound impact on the leaders of the American Revolution,
newspapers made a great impact
on
the
colonists.
Colonists
depended on newspapers for information about the war and the economy. News about the war was the
first great news event to report in
America. Would the colonists be
free? Or would English control continue? As demand increased, newspapers began publishing several
times a week instead of weekly. The
number of newspapers increased
from 29 to 48 from 1770 to 1775.
During this time, the American
newspaper changed from a weak
form of communication to a propaganda machine that included controversial political cartoons and essays.
Trouble for newspapers came in
1765 when the British government
passed the Stamp Act. Newspapers
were forced to pay the tax imposed
by the Stamp Act or face heavy penalties. Colonists already felt they
had no representation so they
became even more discontented.
Many newspapers strongly opposed
the Stamp Act and showed their
resentment in their pages with cartoons, editorial content, and typographical devices. The Maryland
Gazette, for example, set a skull
and crossbones on its front page
where the tax stamp belonged (facing page). Others ceased publication. The strength of the press was
evident when the British government was forced to repeal the
Stamp Act. Newspapers had voiced
protest effectively and would continue to be a powerful medium of
communication for years to come.
Build Background Knowledge L3
Ask students to brainstorm ways that
the American colonists shared their
growing anger toward the British. (word
of mouth, letters, newspapers, pamphlets)
Point out that newspapers became part
of this propaganda machine, printing
controversial political cartoons and
essays.
Instruct
! Engraving by Paul Revere of the 1770
Boston Massacre. Revere exaggerated
the event to incite anger among the
colonists against the British.
" Engraving of the Battle of Lexington, the
first battle of the American Revolution.
Demand for exciting news of the war led
to the creation of more newspapers.
L3
■ Direct
students to the newspaper
engraving on the bottom of this page.
Ask volunteers to describe how Paul
Revere exaggerated the Boston Massacre to incite anger. Then have them
look at the Maryland Gazette and its
depiction of the Stamp Act. How would
the skull and bones drawing incite
anger? Then have students summarize
the ways that newspapers spread the
ideas of resistance and revolt.
Direct students to the map at the top of
the right hand page. Ask What is the
purpose of this map? (to show where
revolutions took place around the globe)
Which of the colonies revolted
first? (the American colonies) Display
Color Transparency 105: Revolutions Since 1776 and have students
identify where subsequent revolutions
took place. Then ask Why was the
American Revolution an important
turning point in world history? (Its
success and ideals inspired revolts
around the globe.)
Color Transparencies, 105
202
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
For visual learners and students who need help
acquiring basic skills, direct attention to each of the
images from colonial newspapers. Ask a volunteer to
describe each image and explain how it might incite
readers. (For example, in the image of the Boston
Massacre, British soldiers are firing upon defenseless
colonists. This might provoke colonists to fight back.)
0204_wh09MODte_ch05Rev_s.fm Page 206 Wednesday, May 30, 2007 12:53
PM
WH09MOD_se_CH05_rev_s.fm
Chapter Assessment
Terms, People, and Places
1. federal republic
2. Montesquieu
3. rococo
4. Joseph II
Page 206 Friday, April 6, 2007 5:00 PM
Chapter Assessment
Terms, People, and Places
5. Yorktown,
Virginia
Complete each sentence by choosing the correct answer from the
list of terms below. You will not use all of the terms.
6. John Locke,
natural rights
natural rights
John Locke
laissez faire
rococo
baroque
Joseph II
Main Ideas
7. A government has an obligation to its
people, and the people have the right
to overthrow that government if it
fails its obligations.
8. Laissez faire is a policy that allows
businesses to operate with little or no
government interference.
9. Some monarchs accepted Enlightenment ideas and were thus called
enlightened despots, or absolute rulers who used their power to bring
about reform.
10. Britain sought to tax the colonies to
pay for their defense, while colonists
thought Britain had no right to tax
them without representation.
11. The Bill of Rights recognized the natural rights stated by Locke and the
duty the government had to protect
them.
1.
2.
3.
4.
5.
6.
Montesquieu
federal republic
Yorktown, Virginia
Frederick the Great
Treaty of Paris
Rousseau
In a _____, power is divided between the federal government and the states.
_____ advanced the idea of separation of powers.
The _____ style influenced by the Enlightenment was personal, elegant, and charming.
The enlightened despot who ended censorship was _____.
The American Revolution ended when George Washington
forced the surrender of the British at _____.
_____ believed in _____, which are the rights to life, liberty,
and property.
11. How does the Bill of Rights reflect a key Enlightenment idea?
Chapter Focus Question
12. How did Enlightenment thinkers inspire revolutionaries to
push for radical changes in government and society?
Critical Thinking
13. Synthesize Information Choose one philosophe from
this chapter and describe how he or she might respond to a
human rights issue that has been in the news recently.
14. Predict Consequences Given the impact the Enlightenment thinkers had on the American Revolution, what can you
predict will happen in other areas of the world? Explain why
you predicted what you did.
15. Analyzing Visuals Identify the style of this painting and
describe its characteristics.
Main Ideas
Section 1 (pp. 182–186)
7. What idea did John Locke advocate for the role of a
government?
8. Explain the economic policy of laissez faire.
Section 2 (pp. 188–193)
9. How did the Enlightenment affect some rulers in Europe, and
what are these rulers known as?
Section 3 (pp. 195–201)
10. How did taxation create tensions between the American colonies and the British government?
16. Make Comparisons Compare Britain and its North
American colonies in the mid-1700s.
17. Analyze Information What ideas about government do
you think English settlers brought with them to the
Americas?
Chapter Focus Question
12. By introducing new ideas on liberty
and government, Enlightenment
thinkers inspired revolutionaries to
question what existed and strive for a
better, more just, society and system
of government.
Critical Thinking
13. Responses should reflect philosophes’
beliefs in the right of all people to life,
liberty, and the pursuit of happiness.
14. Answers may include: Other areas in
the world will most likely follow suit
because people will desire freedom
and equality when they see it is possible to attain them. Also, lower classes
and colonies of large nations are
oppressed around the world, so they
are likely to seek freedom as well.
15. rococo: elegant and delicate
16. Answers should express the differences in power: the colonies were
weak and unorganized, while Britain
was strong and organized.
17. ideas connected with the Enlightenment, Magna Carta, English Bill of
Rights, and the Glorious Revolution
206
● Writing About History
Writing for Assessment Select either a philosopher
from the Enlightenment or an important figure from the
American Revolution. Explain how his or her actions,
beliefs, and/or works contributed to improving society.
Provide specific examples.
Prewriting
• Consider what you know about the people in this
chapter and choose one who interests you.
• Develop a focus or main idea. Write a single sentence
identifying the main idea you will develop.
• As you prepare to write your essay, make sure you
understand the instructions. Circle verbs, nouns, or
important phrases in the question.
Drafting
• Develop a thesis statement that identifies the focus
of your essay.
• Make an outline for your essay and fill in facts and
examples.
• Write an introduction to explain your thesis, a body
to provide evidence for your thesis, and a conclusion.
Revising
• Even though time is limited on essay tests, you
should still leave time to check your writing for accuracy and clarity.
• Use the guidelines for revising your essay on page
SH22 of the Writing Handbook.
● Writing About History
As students begin the assignment, refer them to
p. SH20 of the Writing Handbook for help in writing
for assessment. Remind them of the steps they
should take to complete their assignment, including
prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on p. SH22 of
the Writing Handbook.
Students’ essays should have a clear thesis with
supporting details and contain an introduction,
a body, and a conclusion. They should be free of
grammatical and spelling errors. For scoring rubrics,
see Assessment Rubrics, p. 8.
0204_wh09MODte_ch05Rev_s.fm
Page 207
July
12,
0204_wh09MODse_Ch05rev_s.fm
Page 207 Thursday,
July Thursday,
12, 2007 11:29
AM
2007 12:01 PM
Document-Based Assessment
Enlightenment Thought
Document-Based
Assessment
Document D
Enlightenment thinkers believed in the possibility of social, political, and economic change. Often critical of society during this
time, they were driven by the power of human reason and
progress.
■
To help students understand the documents on this page, give them the following TIP: Preview the documents
by reading the source information
and titles on maps, charts, and
graphs. Are any of the sources or
subjects familiar to you? Keep what
you already know in mind as you
study each document.
■
To provide students with further
practice in answering DocumentBased Assessment Questions, go to
Document-Based Assessment,
pp. 54–66
■
If students need more instruction on
synthesizing information, have them
read the Skills Handbook, p. SH35.
Document A
“Common sense is not so common.“
—From Philosophical Dictionary by Voltaire
Document B
“A prince ought not to deem it beneath his dignity to state that he
considers it his duty not to dictate anything to his subjects in
religious matters, but to leave them complete freedom.“
—From What Is Enlightenment? by Immanuel Kant
Document C
“A strange consequence that necessarily follows from the use of
torture is that the innocent person is placed in a condition worse
than that of the guilty, for if both are tortured, the circumstances
are all against the former. Either he confesses the crime and is
condemned, or he is declared innocent and has suffered a punishment he did not deserve.“
—From On Crimes and Punishments by Marchese di Beccaria
Diderot and Catherine the Great
Document E
Selected Enlightenment Thinkers
Thinker
Lifespan
Nationality
Key Work
Jean D´Alembert
1717–1783
French
Encyclopedia
Jeremy Bentham
1748–1832
English
The Principles of Morals
and Legislation
Cesare Beccaria
Denis Diderot
1738–1794
Italian
Crimes and Punishment
1713–1784
French
David Hume
Immanuel Kant
1711–1776
1724–1804
Scottish
E. Prussian
Encyclopedia
Treatise of Human Nature
John Locke
1632–1704
English
Essay Concerning
Human Understanding
Charles Montesquieu
1689–1755
1712–1778
French
French
The Spirit of the Laws
Jean-Jacques Rousseau
Adam Smith
1723–1790
English
Voltaire
1694–1778
French
Critique of Pure Reason
The Social Contract
The Wealth of Nations
Philosophical Dictionary
Analyzing Documents
Use your knowledge of the Enlightenment and Documents A, B, C, D, and E to answer the questions below.
1.
Kant believes in _____ based on Document B.
A freedom of religion
B freedom of speech
C the government making a religious choice for its people
D dignity
2.
In Document C, the author condemned
A capital punishment.
B religion of any kind.
C torture.
D the Inquisition.
3.
Catherine the Great and Diderot pictured in Document D are
most likely
A sharing war stories.
B sharing Enlightenment ideas.
C planning the American Revolution.
D discussing population growth in France.
4.
Writing Task Which of the above documents do you think
best exemplifies the spirit of the Enlightenment? Why? Use
your knowledge of the Enlightenment and specific information from the documents to support your opinion.
Answers
1. A
2. C
3. B
4. Responses should show a clear understanding
that during the Enlightenment, philosophes
used reason and natural law to study and
reform society. Answers should use specific
evidence from the documents and the chapter
to support their conclusions.
207