�MIDDLE AGES – AMERICAN REVOLUTION �
Documents of Time Periods focused on the role of individual in society.
Back
�1) What is the role for the individual within society?�2) Does the time impact the individual or the individual impact the time?�3) How is the average person impacted by the time period by which they are living?�
SELECT 1 of the following 3 QUESTIONS:
1
2
2
3
3
4
4
5
5
6
6
7
7
8
ELL Intro / 1st Sub
Grading Rubric
`
Back
Back
`
Back
On the other hand, there is a very strange ironic pleasure which comes with the age of Exploration. To paraphrase Raoul Meyers and John Green in their online Crash Course Video #24 on the Atlantic Slave Trade, slavery which has caused some humans immense pain has given other humans products, like sugar & coffee, that give immense pleasure. With this in mind, perhaps people today will look at the sticker before eating their banana and ask themselves: Is a person who has the luxury of having a banana, in any way, responsible, if the working conditions on Farm 422 in Peru where this banana comes from is giving pain to a person working in Peru. Such questioning can make people today wonder if the great things happening in one place are a result of mistreatment in other places. If so, perhaps the mistreatments of humans are not limited to the Age of Exploration but are a continual flaw of human behavior.
6) Crash Course #24 – Atlantic Slave Trade, 1:40-1:50
(Video Listed on P’s Website, Time of Video you are getting evidence
Back
WHAT YOUR HISTORIC PAPER SHOULD INCLUDE:
First, peruse the documents and think about what subject you are most interested in, want to learn more about and would want to write about the most.
And attach your general reasons to support your position (Subtopics)
3) EVIDENCE – Can come from a variety of sources:
A) Textbook B) Packet C) Class lessons (but do not quote or mention Mr P)
D) Documents from Mr P’s Online PDF of Primary Sources (OTHER ASSESSMENT)
E) Video Listed on P’s Website for this Unit
MUST Read, Analyze and then Include at least 3 Documents to support your Purpose.
4) REASON: Sentences that follow and clearly explain in YOUR OWN WORDS why the evidence matters and helps to explain your THESIS.
5) BASIC CITATION: a) Cite where your evidence came from
b) Include a Basic Bibliography at end of your paper
Back
Back
Essay Check List
LIST OF POSSIBLE WINNERS | |||
| | | |
| | | |
| | | |
| | | |
Most Interesting Research Question / Topic | | Added Most to Conversation | |
1 | 30 Karma | 1 | 30 Karma |
2 | 20 Karma | 2 | 20 Karma |
3 | 15 Karma | 3 | 15 Karma |
DISCUSSION DAY BONUS
Back
Back
Chuck’s Most Radical Theme Specific Questions
Big Picture Questions
Middle Ages
Renaissance
Northern Renaissance
Exploration
Back
Back
Chuck’s Most Radical Theme Specific Questions
Big Picture Questions
Reformation
Scientific Revolution
Enlightenment
American Revolution
Overall
1)What are you doing to change your world today? Will you leave your mark on history?
Back
Back
Back
MOST RADICAL TIMES
Back
Back
Back
Back
WHAT YOUR HISTORIC PAPER SHOULD INCLUDE:
First, peruse the documents and think about what subject you are most interested in, want to learn more about and would want to write about the most.
And attach your general reasons to support your position (Subtopics)
3) EVIDENCE – Can come from a variety of sources:
A) Textbook B) Packet C) Class lessons (but do not quote or mention Mr P)
D) Documents from Mr P’s Online PDF of Primary Sources (OTHER ASSESSMENT)
E) Video Listed on P’s Website for this Unit
MUST Read, Analyze and then Include at least 3 Documents to support your Purpose.
4) REASON: Sentences that follow and clearly explain in YOUR OWN WORDS why the evidence matters and helps to explain your THESIS.
5) BASIC CITATION: a) Cite where your evidence came from
b) Include a Basic Bibliography at end of your paper
Back
Back
Back
Back
Back
Back
Middle Ages
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Middle Ages
Back
Back
Renaissance
Back
Back
Back
Back
Renaissance
Back
Back
Renaissance
Back
Back
Renaissance
Back
Back
Back
Renaissance
Back
Back
What is the individual’s role in society?
Historical Background -
The Renaissance refers to the period in history between 1350 and 1650 when Italian culture dominated
Western Europe. Humanistic studies and scholarly analysis of Greek and Latin texts and cultures, the
development of vernacular literature, and new artistic techniques and scientific theories emerged. Since the
Renaissance only influenced the patrician (upper) and merchant classes, modern historians are examining
whether this cultural revival had any effect on the women of Renaissance high society
Renaissance - Women
Back
Back
Renaissance - Women
Back
Back
Renaissance - Women
Back
Back
Renaissance - Women
Back
Back
North Renaissance
Back
Back
North Renaissance
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Exploration
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
Reformation
Back
Back
SCIENTIFIC REVOLUTION
Back
Back
Back
Back
Back
Back
Back
Back
Scientific Revolution
Back
Back
Scientific - Women
Back
Ba
Back
Scientific - Women
Back
Back
Scientific - Women
Back
Back
Scientific - Women
Back
Back
Scientific - Women
Enlightenment
“He that is to govern a whole nation must read in himself, not this or that particular man, but mankind.”
The responsibility of the sovereign is great and requires an awareness of shared human qualities. Thomas Hobbes states that those who would lead others must first study their own thoughts and desires carefully, as this will prepare them to understand all people.
How had ideals and expectations of leadership and government changed from before the Enlightenment to during the Enlightenment?
Back
Back
Document 0:
This is an excerpt from the LEVIATHAN written by Thomas Hobbes in 1651
Below is a suggested BBQ question for the following Enlightenment Documents. Students are welcome to use other questions or create a question to have the Enlightenment documents coalesced around.
Enlightenment
Back
Back
Enlightenment
Back
Back
Enlightenment
Back
Back
Enlightenment
Back
Back
American Revolution
Back
Back
American Revolution
Back
Back
American Revolution
Back
Back
Back
Back
Back
Back
American Revolution
Back
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) 2) 3) |
2 | 4) 5) |
3 | 6) 7) |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Back
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) 5) |
3 | 6) 7) |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? 5) |
3 | 6) 7) |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) 7) |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question 7) |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question GATHER EVIDENCE → OUTLINE 7) Outline: 1) Intro + 2) 1 Subtopic Paragraph |
4 | 8) |
5 | 9) 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question GATHER EVIDENCE → OUTLINE 7) Outline: 1) Intro + 2) 1 Subtopic Paragraph |
4 | 8) Type Intro + 1 Subtopic Paragraph OUTLINE → TYPE PAPER |
5 | 9) 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question GATHER EVIDENCE → OUTLINE 7) Outline: 1) Intro + 2) 1 Subtopic Paragraph |
4 | 8) Type Intro + 1 Subtopic Paragraph OUTLINE → TYPE PAPER |
5 | 9) Proofread – Intro + 1 Subtopic Paragraph 10) |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question GATHER EVIDENCE → OUTLINE 7) Outline: 1) Intro + 2) 1 Subtopic Paragraph |
4 | 8) Type Intro + 1 Subtopic Paragraph OUTLINE → TYPE PAPER |
5 | 9) Proofread – Intro + 1 Subtopic Paragraph PAPER → PROOFREAD → Re-EDIT 10) Re-Edit – Intro + 1 Subtopic Paragraph |
6 | 11) |
| |
Back
Suggested Plan of Attack
DAY | TASKS TO DO |
1 | 1) Read Themes 2) Peruse Docs GET INTERESTED IN THEME(S) 3) Check online videos |
2 | 4) Pick Theme(s) -What interests you? FOCUS WHAT YOU WILL DO 5) Pick or Create Question |
3 | 6) Gather Evidence to answer question GATHER EVIDENCE → OUTLINE 7) Outline: 1) Intro + 2) 1 Subtopic Paragraph |
4 | 8) Type Intro + 1 Subtopic Paragraph OUTLINE → TYPE PAPER |
5 | 9) Proofread – Intro + 1 Subtopic Paragraph PAPER → PROOFREAD → Re-EDIT 10) Re-Edit – Intro + 1 Subtopic Paragraph |
6 | 11) Prep to turn in / Discuss Your Paper FINISHED PAPER → REREAD → PREP to DISCUSS |
| |
Back
THE REGRESSION OF PROGRESSION�Why and how are some groups impacted by the time period by which they are living?
Hidden in all human movements of progression are strands of regression. This contradiction of discovery coupled with lost sense of humanity can be appreciated by surveying various themes from the Middle Ages to the American Revolution. While the prevailing wisdom may write how each theme has added to human development, these same themes were also obstacles to human development. Hence, while there has been progression, a complete understanding of history cannot be achieved unless serious examination is made into regression experienced by women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most basic backgrounds on the Scientific Revolution highlight the era as an age of progression but are silent on its regressive treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution simply in a positive way. If any hardships are mentioned, these same hardships are overcome by the brilliant scientists of this era. All of whom were male in the videos. All 3 of the short videos make no mention of the involvement and achievement of women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution. First, any achievement by women is secondary to the woman’s flaws. John Eberti decides to overlook the 1650 scientific contribution of German astronomer Marie Cunitz (clarified the astronomical tables by Kepler) when he writes she neglected her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a time of regression. Yet, this regression was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was more esteemed like in previous time periods. Similarly, in 1974, Historian Joan Kelly-Gadol published a breakthrough essay which challenged traditional ideas of eras, themes and periods in history. Kelly Gadol asked: Are the turning points of history the same for women as they are for men? (p.174 Issue 10, Taking Sides) . She went on to argue that they were not the same but often different and even opposite. Hence, advancements for men often resulted in setbacks for women. A few German primary sources from the late 17th and early 18th validate this point. Progressive minded men like Gottfried Kirch describes his wife and astronomer Maria Winkelmann in 1680 as a capable and equal partner in studying the night sky (Scientific Women - Document 6). From the short passage one might even infer Kirch is admitting his wife is better than him at studying the night sky. Furthermore, a German mathematician and philosopher, Goffried Leibniz commented in 1697, “I have often thought women of elevated mind advance knowledge more properly than do men.” (Scientific Women– Document 7). While some praise is giving to women of science in the late 17th century, as time marches into the 18th century it becomes more and more difficult for women to achieve high positions of science. In 1710, Secretary of the Berlin Academy of Sciences Johann Theodor Jablonski wrote a letter to the Academy president calling for the removal of Maria Winkelmann. Jablonski claimed having a women as a member of the academy was causing too much a stir. (Scientific Women – Document 8) And it was doing just that. It was causing a stir for men. Men who were use to competing with men and not women. Not only were they women, but in the case of Mr Jablonski, it was Maria Winkelmann , who from her husband’s account written in 1680 was quite a competent scientist. Follow this line of regression from Mr Jablonski in 1710 to 1745 where a President of a German University suggests the legality of women attending school should be investigated. (Scientific Revolution - Document 10). Step by step and very slowly, the regression of woman’s role during the Scientific Revolution takes place. Eventually, 1775 arrives and it is not male counterparts or university Presidents needed to suppress women involvement in science but self-disciplined women themselves who openly write about the do’s and don’ts for females. Marie Thiroux d’ Arconville , a French anatomical illustrator, says in her book, “Women should not study medicine and astronomy. “
(Scientific Revolution - Document 12). This is not comprehensive research. It is limited to mainly primary source documents pertaining to Germany during the Scientific Revolution. Through the investigation of these primary source documents one can begin to understand how and why one group, women , experience of the Scientific Revolution is regressive . Most importantly, such examination can help an individual not only understand how and why groups are alienated but also question who are these groups today and what can be done to prevent regression today.
Back
THE REGRESSION OF PROGRESSION�
Doc 9 – According to Margaret Cavendish, English Natural Philosopher, Observation on Experimental Philosophy, 1666. Muses, Graces and Science are all of the female gender, yet they were more esteemed in former agers, than they are now.
Doc 1 – According to John Eberti, German Astronomer Marie Cunitz was dedicated and capable who did important work like her 1650 book on clarifying the work of Kepler. Yet, despite all this it was noted Marie neglected her household duties.
Doc 6 – According to Gottfried Kirch, German Astronomer, husband of Maria Winkelmann, 1680
Dedicated and capable Maria found a comet in the night sky as husband slept.
Doc 7 – According to Gottfried Leibniz, German mathematician and Philosopher, 1697 believed women more properly than men at advancing knowledge
Doc 8 – According Johann Theodor Jablonski letter to President of Berlin Academy of Sciences opposing Maria Winkelmann’s application for academy membership in 1710.
Doc 10 – According to Johann Junker, President of a German University in 1745, It is alright for women to study music and arts but the legality of anything beyond that must be investigated.
Doc 11 – According to a letter written by Marquise Emilie du Chatelet, French Aristocrat and Scientist, she works all out because there might be Death at childbirth
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
Historians create time periods. These different time periods explain when humans are doing good or doing bad. Generally, a time period is good when there is enlightened thought, inventions and discovery to improve human existence. To the contrary, a time period is bad if it is plagued by confusion, disease and war. Although often presented in a simple way, time periods are not merely good or bad. Instead, they are both good and bad. Thus, the Middle Ages through American Revolution is filled with great progress and at the same time riddled with regression. Therefore, to achieve a more complete understanding of history, this brief examination, while recognizing great progress, will focus on regression experienced by women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most basic backgrounds on the Scientific Revolution highlight the era as an age of progression but are silent on its regressive treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution simply in a positive way. If any hardships are mentioned, these same hardships are overcome by the brilliant scientists of this era. All of whom were male in the videos. All 3 of the short videos make no mention of the involvement and achievement of women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution.
First, any achievement by women is secondary to the woman’s flaws. John Eberti decides to overlook the 1650 scientific contribution of German astronomer Marie Cunitz (who clarified the astronomical tables by Kepler) when he writes she neglected her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their career and achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a time of regression. Yet, this regression was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was more esteemed in previous time periods.
Similarly, in 1974, Historian Joan Kelly-Gadol published a breakthrough essay which challenged traditional ideas of eras, themes and periods in history. Kelly Gadol asked: Are the turning points of history the same for women as they are for men? (p.174 Issue 10, Taking Sides). She argued they were not the same but often different and even opposite. Hence, advancements for men often resulted in setbacks for women. A few German primary sources from the late 17th and early 18th validate this point. Progressive minded men like Gottfried Kirch describes his wife and astronomer Maria Winkelmann in 1680 as a capable and equal partner in studying the night sky (Scientific Women - Document 6). From the short passage one might even infer Kirch is admitting his wife is better than him at studying the night sky. Furthermore, a German mathematician and philosopher, Goffried Leibniz commented in 1697, “I have often thought women of elevated mind advance knowledge more properly than do men.” (Scientific Women– Document 7). While some praise is giving to women of science in the late 17th century, as time marches into the 18th century it becomes more and more difficult for women to achieve high positions of science. In 1710, Secretary of the Berlin Academy of Sciences, Johann Theodor Jablonski wrote a letter to the Academy president calling for the removal of Maria Winkelmann. Jablonski claimed having a women as a member of the academy was causing too much disturbance. (Scientific Women – Document 8) And it was doing just that. It was causing a disturbance for men. These men were comfortable competing with men and not women. Not only were they women, but in the case of Mr Jablonski, it was Maria Winkelmann. This is the same Maria Winkelmann mentioned in Document 6 who from her husband’s account written in 1680 was quite a competent scientist.
The regression continues from Mr. Jablonski’s complaint about women’s scientific involvement in 1710 to 1745 where a President of a German University suggests, “…the legality of women attending school should be investigated.” (Scientific Revolution - Document 10). By observing the years of these documents, it a appears the regression of woman’s role during the Scientific Revolution is slowly taking place. Women are not be inviting in but locked out of the scientific community. Eventually, 1775 arrives and it is not men of science or university presidents needed to suppress women’s involvement in science. Self-disciplined women themselves openly write about the do’s and don’ts for females. Marie Thiroux d’ Arconville , a French anatomical illustrator, says in her book, “Women should not study medicine and astronomy. “ (Scientific Revolution - Document 12). Ironically, women are restricting themselves and inflicting regression upon themselves as the Scientific Revolution progresses onward. The impact is that fewer and fewer women seem to be able or willing to participate in the Scientific Revolution.
This research is not wide-ranging. It is limited mainly to German primary source documents during the Scientific Revolution. Perhaps the regression presented above was merely found in Germany. Yet, if women and men were equal partners in other places like Britain, the United States or elsewhere, then there would be at least one well known woman of the Scientific Revolution known to people today. Instead, common people today, when pressed to name great figures of the Science Revolution, mention names like: Copernicus, Galileo, Newton and others. Very rarely is any woman mentioned. Perhaps no female is mentioned because there was no great female scientists. Or perhaps because females are not good or interested in science. Or perhaps because women were too good and too interested . And in being so, these females created a threat to men who viewed science as traditionally and properly dominated by males.
Through the investigation of these primary source documents, one can begin to understand how and why one group, women, experience of the Scientific Revolution is regressive . Most importantly, such examination can help an individual not only understand how and why groups are alienated but also question who are these groups today and what can be done to prevent regression today.
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
Historians create time periods. These different time periods explain when humans are doing good or doing bad. Generally, a time period is good when there is enlightened thought, inventions and discovery to improve human existence. To the contrary, a time period is bad if it is plagued by confusion, disease and war. Although often presented in a simple way, time periods are not merely good or bad. Instead, they are both good and bad. Thus, the Middle Ages through American Revolution is filled with great progress and at the same time riddled with regression. Therefore, to achieve a more complete understanding of history, this brief examination, while recognizing great progress, will focus on regression experienced by women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most basic backgrounds on the Scientific Revolution highlight the era as an age of progression but are silent on its regressive treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution simply in a positive way. If any hardships are mentioned, these same hardships are overcome by the brilliant scientists of this era. All of whom were male in the videos. All 3 of the short videos make no mention of the involvement and achievement of women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution.
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
First, any achievement by women is secondary to the woman’s flaws. John Eberti decides to overlook the 1650 scientific contribution of German astronomer Marie Cunitz (who clarified the astronomical tables by Kepler) when he writes she neglected her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their career and achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a time of regression. Yet, this regression was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was more esteemed in previous time periods.
Similarly, in 1974, Historian Joan Kelly-Gadol published a breakthrough essay which challenged traditional ideas of eras, themes and periods in history. Kelly Gadol asked: Are the turning points of history the same for women as they are for men? (p.174 Issue 10, Taking Sides). She argued they were not the same but often different and even opposite. Hence, advancements for men often resulted in setbacks for women. A few German primary sources from the late 17th and early 18th validate this point. Progressive minded men like Gottfried Kirch describes his wife and astronomer Maria Winkelmann in 1680 as a capable and equal partner in studying the night sky (Scientific Women - Document 6). From the short passage one might even infer Kirch is admitting his wife is better than him at studying the night sky. Furthermore, a German mathematician and philosopher, Goffried Leibniz commented in 1697, “I have often thought women of elevated mind advance knowledge more properly than do men.” (Scientific Women– Document 7). While some praise is giving to women of science in the late 17th century, as time marches into the 18th century it becomes more and more difficult for women to achieve high positions of science. In 1710, Secretary of the Berlin Academy of Sciences, Johann Theodor Jablonski wrote a letter to the Academy president calling for the removal of Maria Winkelmann. Jablonski claimed having a women as a member of the academy was causing too much disturbance. (Scientific Women – Document 8) And it was doing just that. It was causing a disturbance for men. These men were comfortable competing with men and not women. Not only were they women, but in the case of Mr Jablonski, it was Maria Winkelmann. This is the same Maria Winkelmann mentioned in Document 6 who from her husband’s account written in 1680 was quite a competent scientist.
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
The regression continues from Mr. Jablonski’s complaint about women’s scientific involvement in 1710 to 1745 where a President of a German University suggests, “…the legality of women attending school should be investigated.” (Scientific Revolution - Document 10). By observing the years of these documents, it a appears the regression of woman’s role during the Scientific Revolution is slowly taking place. Women are not be inviting in but locked out of the scientific community. Eventually, 1775 arrives and it is not men of science or university presidents needed to suppress women’s involvement in science. Self-disciplined women themselves openly write about the do’s and don’ts for females. Marie Thiroux d’ Arconville , a French anatomical illustrator, says in her book, “Women should not study medicine and astronomy. “ (Scientific Revolution - Document 12). Ironically, women are restricting themselves and inflicting regression upon themselves as the Scientific Revolution progresses onward. The impact is that fewer and fewer women seem to be able or willing to participate in the Scientific Revolution.
This research is not wide-ranging. It is limited mainly to German primary source documents during the Scientific Revolution. Perhaps the regression presented above was merely found in Germany. Yet, if women and men were equal partners in other places like Britain, the United States or elsewhere, then there would be at least one well known woman of the Scientific Revolution known to people today. Instead, common people today, when pressed to name great figures of the Science Revolution, mention names like: Copernicus, Galileo, Newton and others. Very rarely is any woman mentioned. Perhaps no female is mentioned because there was no great female scientists. Or perhaps because females are not good or interested in science. Or perhaps because women were too good and too interested . And in being so, these females created a threat to men who viewed science as traditionally and properly dominated by males.
Through the investigation of these primary source documents, one can begin to understand how and why one group, women, experience of the Scientific Revolution is regressive . Most importantly, such examination can help an individual not only understand how and why groups are alienated but also question who are these groups today and what can be done to prevent regression today.
Back
�BIBLIOGRAPHY�THE REGRESSION OF WOMEN DURING SCIENTIFIC REVOLUTION �
1) Scientific Revolution 1 Minute Review – (No mention of females throughout)
2) Scientific Revolution 4 Minute Review - (No mention of females throughout)
3) Scientific Revolution 12 Minute Review - (No mention of females throughout)
4) Scientific Revolution - Doc 9
5) Scientific Women - Doc 1
6) p.174, Issue 10, Taking Sides
7) Scientific Women – Doc 6
8) Scientific Women - Doc 7
9) Scientific Women - Doc 8
10) Scientific Women - Doc 10
11) Scientific Women – Doc 12
Back
�BIBLIOGRAPHY�THE REGRESSION OF WOMEN DURING SCIENTIFIC REVOLUTION �
1) Scientific Revolution 1 Minute Review – (No mention of females throughout)
2) Scientific Revolution 4 Minute Review - (No mention of females throughout)
3) Scientific Revolution 12 Minute Review - (No mention of females throughout)
4) Scientific Revolution - Doc 9 – According to Margaret Cavendish, English Natural Philosopher, Observation on Experimental Philosophy, 1666. Muses, Graces and Science are all of the female gender, yet they were more esteemed in former agers, than they are now.
5) Scientific Women - Doc 1 – According to John Eberti, German Astronomer Marie Cunitz was dedicated and capable who did important work like her 1650 book on clarifying the work of Kepler. Yet, despite all this it was noted Marie neglected her household duties.
6) p.174, Issue 10, Taking Sides
6) Scientific Women - Doc 6 – According to Gottfried Kirch, German Astronomer, husband of Maria Winkelmann, 1680
Dedicated and capable Maria found a comet in the night sky as husband slept.
7) Scientific Women - Doc 7 – According to Gottfried Leibniz, German mathematician and Philosopher, 1697 believed women more properly than men at advancing knowledge
8) Scientific Women - Doc 8 – According Johann Theodor Jablonski letter to President of Berlin Academy of Sciences opposing Maria Winkelmann’s application for academy membership in 1710.
9) Scientific Women - Doc 10 – According to Johann Junker, President of a German University in 1745, It is alright for women to study music and arts but the legality of anything beyond that must be investigated.
10) Scientific Women - Doc 11 – According to a letter written by Marquise Emilie du Chatelet, French Aristocrat and Scientist, she works all out because there might be Death at childbirth
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
Historians create time periods. The time periods can be both good and bad. Thus, the Middle Ages through American Revolution is filled with good and at the same time with bad. While knowing there is good in each period, this short paper will look at how and why bad things happened to groups such as bad treatment of women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most information on the Scientific Revolution highlight the era as good but are silent on its bad treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution good way. If any bad is mentioned, these bad things are overcome by the great scientists of this era. All of whom were male in the videos. All 3 of the short videos do not talk about the good things done by women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution.
First, any good by women is secondary to the woman’s bad. John Eberti decides to not look at the 1650 scientific good of German astronomer Marie Cunitz (who clarified the astronomical tables by Kepler) when he writes she didn’t do her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their career and achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a bad time. Yet, this bad was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was better in previous time periods.
ELL Version
1
2
3
5) No Personal Narratives (I, my me, you, we our, your, etc)
�BIBLIOGRAPHY�THE REGRESSION OF WOMEN DURING SCIENTIFIC REVOLUTION �
1) Scientific Revolution 1 Minute Review – (No mention of females throughout)
2) Scientific Revolution 4 Minute Review - (No mention of females throughout)
3) Scientific Revolution 12 Minute Review - (No mention of females throughout)
4) Scientific Revolution - Doc 9 – According to Margaret Cavendish, English Natural Philosopher, Observation on Experimental Philosophy, 1666. Muses, Graces and Science are all of the female gender, yet they were more esteemed in former agers, than they are now.
5) Scientific Women - Doc 1 – According to John Eberti, German Astronomer Marie Cunitz was dedicated and capable who did important work like her 1650 book on clarifying the work of Kepler. Yet, despite all this it was noted Marie neglected her household duties.
4
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
Historians create time periods. These different time periods explain when humans are doing good or doing bad. Generally, a time period is good when there is enlightened thought, inventions and discovery to improve human existence. To the contrary, a time period is bad if it is plagued by confusion, disease and war. Although often presented in a simple way, time periods are not merely good or bad. Instead, they are both good and bad. Thus, the Middle Ages through American Revolution is filled with great progress and at the same time riddled with regression. Therefore, to achieve a more complete understanding of history, this brief examination, while recognizing great progress, will focus on regression experienced by women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most basic backgrounds on the Scientific Revolution highlight the era as an age of progression but are silent on its regressive treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution simply in a positive way. If any hardships are mentioned, these same hardships are overcome by the brilliant scientists of this era. All of whom were male in the videos. All 3 of the short videos make no mention of the involvement and achievement of women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution.
First, any achievement by women is secondary to the woman’s flaws. John Eberti decides to overlook the 1650 scientific contribution of German astronomer Marie Cunitz (who clarified the astronomical tables by Kepler) when he writes she neglected her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their career and achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a time of regression. Yet, this regression was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was more esteemed in previous time periods.
Back
�BIBLIOGRAPHY�THE REGRESSION OF WOMEN DURING SCIENTIFIC REVOLUTION �
1) Scientific Revolution 1 Minute Review – (No mention of females throughout)
2) Scientific Revolution 4 Minute Review - (No mention of females throughout)
3) Scientific Revolution 12 Minute Review - (No mention of females throughout)
4) Scientific Revolution - Doc 9 – According to Margaret Cavendish, English Natural Philosopher, Observation on Experimental Philosophy, 1666. Muses, Graces and Science are all of the female gender, yet they were more esteemed in former agers, than they are now.
5) Scientific Women - Doc 1 – According to John Eberti, German Astronomer Marie Cunitz was dedicated and capable who did important work like her 1650 book on clarifying the work of Kepler. Yet, despite all this it was noted Marie neglected her household duties.
Back
2 PARAGRAPH PAPER CHECKLIST �(No MLA format needed. Single spaced = OK)
�1) TITLE = Your Essay Question - (Top, centered, bolded & underlined)�2) INTRODUCTION PARAGRAPH = (Advice Video) (Sample Video) Start broad, funnel down & include thesis with 3 subtopics in last sentence�3) 1 SUBTOPIC PARAGRAPH = (Sample Video) a) use 1st of 3 subtopics mentioned in your intro. b) Use minimum of 3 docs. Use TAN writing guide on how to incorporate docs and cite docs in subtopic paragraph�4) CITATION SECTION: At end, cite your sources. Again, see sample on writing guide (TAN sheet)�5) NO PERSONAL NARRATIVES: (Advice Video) (1st & 2nd Person Words: I, My, Me, You, We, Your, Mine, Our, etc) �NOTE: It is OK to use a personal narrative if it is part of a quote or a document used in your essay. �(3rd Person Words: He, She, His, Her, They, etc. are not personal narratives and can be used in essays)
Requirement | Description | Possible Pts |
1) TITLE | Your Essay Question - (Top,centered, bolded & underlined) | 5 |
2) INTRO PARAGRAPH | (Advice Video) (Sample Video) Start broad, funnel down & include thesis with 3 subtopics in last sentence | 10 |
3) 1 SUBTOPIC PARAGRAPH | (Sample Video) a) use 1st of 3 subtopics mentioned in your intro. b) Use minimum of 3 docs. Use TAN writing guide on how to incorporate docs and cite docs in subtopic paragraph | 20 |
4) CITATION | At end, cite your sources. Again, see sample on writing guide (TAN sheet) | 5 |
5) NO PERSONAL NARRATIVES | (Advice Video) (1st & 2nd Person Words: I, My, Me, You, We, Your, Mine, Our, etc) NOTE: It is OK to use a personal narrative if it is part of a quote or a document used in your essay. �(3rd Person Words: He, She, His, Her, They, etc. are not personal narratives and can be used in essays) | NOT accepted |
TOTAL | | 40 |
Back
THE REGRESSION OF PROGRESSION�How are some groups impacted by the time period? Why does it happen?
Historians create time periods. The time periods can be both good and bad. Thus, the Middle Ages through American Revolution is filled with good and at the same time with bad. While knowing there is good in each period, this short paper will look at how and why bad things happened to groups such as bad treatment of women during the Scientific Revolution, those enslaved during Exploration and finally the commoners loss of democratic power following the American Revolution.
Most information on the Scientific Revolution highlight the era as good but are silent on its bad treatment of women. This was the case with the 1, 4 and 12 minute video reviews of the Scientific Revolution found online. All videos describe the Scientific Revolution good way. If any bad is mentioned, these bad things are overcome by the great scientists of this era. All of whom were male in the videos. All 3 of the short videos do not talk about the good things done by women during this era. Like most short videos, they offer little depth and are quite limited. However, an examination of primary source documents provide a better view into the regression of the Scientific Revolution.
First, any good by women is secondary to the woman’s bad. John Eberti decides to not look at the 1650 scientific good of German astronomer Marie Cunitz (who clarified the astronomical tables by Kepler) when he writes she didn’t do her household duties and lazily slept all day after watching the stars the previous night (Scientific Women - Document 1). Rarely, if ever, are such criticisms made of men who studied astronomy. The focus of people like Copernicus, Galileo is their career and achievement. This suggests a double standard for both men and women and, if true, makes the Scientific Revolution a bad time. Yet, this bad was no surprise to women like English Philosopher Margaret Cavendish who claimed of female goddesses in classical mythology in 1666, “Muses, Graces and Science are all of the female gender, yet they were more esteemed in former ages, than they are now.” (Scientific Revolution - Document 9). This suggests women of the time were not only aware of the inequality but, some like Ms. Cavendish, claimed the role of woman was better in previous time periods.
ELL Version
1
2
3
5) No Personal Narratives (I, my me, you, we our, your, etc)
Back
�BIBLIOGRAPHY�THE REGRESSION OF WOMEN DURING SCIENTIFIC REVOLUTION �
1) Scientific Revolution 1 Minute Review – (No mention of females throughout)
2) Scientific Revolution 4 Minute Review - (No mention of females throughout)
3) Scientific Revolution 12 Minute Review - (No mention of females throughout)
4) Scientific Revolution - Doc 9 – According to Margaret Cavendish, English Natural Philosopher, Observation on Experimental Philosophy, 1666. Muses, Graces and Science are all of the female gender, yet they were more esteemed in former agers, than they are now.
5) Scientific Women - Doc 1 – According to John Eberti, German Astronomer Marie Cunitz was dedicated and capable who did important work like her 1650 book on clarifying the work of Kepler. Yet, despite all this it was noted Marie neglected her household duties.
4
Back
2 PARAGRAPH PAPER CHECKLIST �(No MLA format needed. Single spaced = OK)
�1) TITLE = Your Essay Question - (Top, centered, bolded & underlined)�2) INTRODUCTION PARAGRAPH = (Advice Video) (Sample Video) Start broad, funnel down & include thesis with 3 subtopics in last sentence�3) 1 SUBTOPIC PARAGRAPH = (Sample Video) a) use 1st of 3 subtopics mentioned in your intro. b) Use minimum of 3 docs. Use TAN writing guide on how to incorporate docs and cite docs in subtopic paragraph�4) CITATION SECTION: At end, cite your sources. Again, see sample on writing guide (TAN sheet)�5) NO PERSONAL NARRATIVES: (Advice Video) (1st & 2nd Person Words: I, My, Me, You, We, Your, Mine, Our, etc) �NOTE: It is OK to use a personal narrative if it is part of a quote or a document used in your essay. �(3rd Person Words: He, She, His, Her, They, etc. are not personal narratives and can be used in essays)
Requirement | Description | Possible Pts |
1) TITLE | Your Essay Question - (Top,centered, bolded & underlined) | 5 |
2) INTRO PARAGRAPH | (Advice Video) (Sample Video) Start broad, funnel down & include thesis with 3 subtopics in last sentence | 10 |
3) 1 SUBTOPIC PARAGRAPH | (Sample Video) a) use 1st of 3 subtopics mentioned in your intro. b) Use minimum of 3 docs. Use TAN writing guide on how to incorporate docs and cite docs in subtopic paragraph | 20 |
4) CITATION | At end, cite your sources. Again, see sample on writing guide (TAN sheet) | 5 |
5) NO PERSONAL NARRATIVES | (Advice Video) (1st & 2nd Person Words: I, My, Me, You, We, Your, Mine, Our, etc) NOTE: It is OK to use a personal narrative if it is part of a quote or a document used in your essay. �(3rd Person Words: He, She, His, Her, They, etc. are not personal narratives and can be used in essays) | NOT accepted |
TOTAL | | 40 |
Back
Was the life of the average person from the Middle Ages to American Revolution: Easy or Hard?
Life can be hard and it can be easy. However, life can be harder for some depending on the time they are living and the family they are born in to. Most of the time people are born into hard times in hard places. While few may have had it easy, the Middle Ages to American Revolution were hard times and places for the average person as seen during the Middle Ages, Exploration and American Revolution.
The Middle Ages was hard for an average person for many reasons. First, there were no governments. According to Middle Ages by historian Frantz Funk-Brentano, “Society has no longer any government.” There is going to be big problems when there’s no government because people feel unsafe. Brentano explains further “the peasant has abandoned his ravaged fields to avoid the violence of anarchy.” (Middle Ages Documents 1). This document shows a society without a government will lead to unimaginable chaos and people fearing for their life. And the average person living in such a society must be living in a hard life since they have to give up their regular life as farmers and instead live a hidden life in the remote places like forests or mountains in order to avoid hard times from Visigoth. Life became so hard for some like Brother Gerald that he joined the monastic life. The meaning of the monastic life is someone who gives up all what he has in order to know more about God and life. Brother Gerald vowed to give up “my parents, my brother and relatives, my friends, my possessions… … I promise to remain a monk in this monastery all days of my life.”(Middle Ages Documents 8) However, perhaps many of them joined like Brother Gerald not to mediate or think about God but because they were afraid of the hard times in towns and other places. Even though this only looks at few documents, it still tries to shows life for the average person during the Middle Ages was really hard.
REFERENCES
(Middle Ages Documents 1) – Anarchy without Government
(Middle Ages Documents 8) – Monastic Vows
ELL Version
1
2
3
5) No Personal Narratives (I, my me, you, we our, your, etc)
4
Back
What is the Best form of government? And Why?
MAKE SURE YOUR INTRO
SAMPLE INTRODUCTION PARAGRAPH
SAMPLE SUBTOPIC PARAGRAPH
Hook Reader
Funnel
1
2
3
Thesis & 3 Subs
Back