Lesson Title: Introduction to Age of Absolutism Unit Lesson Author: Katie Yarbrough Key Curriculum Words: Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: Students will understand that absolute monarchs emerged in each of the 5 Great Powers to solidify power and leadership into a centralized place. The Age of Exploration brought new wealth and importance to the concept of the European state. These highly-centralized states desired to become as powerful as possible, while simultaneously making sure that other states did not gain power. The cyclical nature of this idea created a unique balance of power among the 5 Great Powers that lasted for centuries. Key Concepts/Definitions:

• Absolute monarch: Unlimited power in the hands of the King and his advisors. The ruler’s power was not limited by having to consult with nobles, common people, or their representatives.

• Divine Right: The political idea that monarchs receive their power directly from god and are responsible only to God for their actions. This allowed monarchs to go unchallenged by their subjects.

• Balance of Power: Each nation helps to keep peace and order by maintaining power that is equal to rival nations.

• Dynasty: This is a family that governs a country based on the idea of divine right passed down from one generation to the next.

Background Paragraph: This lesson is the first lesson of the Absolute Monarchs unit. It serves to transition from the Age of Exploration and discuss how the advancements and colonization led to very powerful monarchs in Europe.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is:

NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

2. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of Characteristics of absolute monarchies • Centralization of power • Concept of rule by divine right

Skills: ⇒ Identify and compare

contemporary political boundaries with the location of civilizations, empires, and kingdoms. (WHII.1d)

⇒ Analyze primary sources

Values/Attitudes: ⇒ The students will gain an

understanding of the changing role of monarchs in Europe and the affect their power had on the world.

Guiding Questions:

1. Who were the absolute monarchs? 2. What effect did the absolute monarchs have on their countries?

Lesson Objectives: Students will be able to:

1. Identify the absolute monarchs of this time period. 2. Identify the major powers that emerged from the Age of Discovery to the Age of

Absolutism. 3. Define the concepts of divine right, dynasty, absolute monarch, and balance of power.

Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will be modified where the teacher’s aide will assist special education students in

completing the map activity and the divine right reading; cooperating teacher will instruct gifted students to answer additional questions on the concept of divine right. Students who have additional learning needs will be given copy of the notes that will be discussed in class. Those students will be responsible for unscrambling the letters to determine the word, but will not have to be responsible for writing down the definitions.

⇒ Assessment for this lesson will not be modified for diverse learner needs Materials/Resources: Handouts (attached) Overhead projector Lecture Notes (attached) Reference Maps or textbook with European Map around 1500 AD

Procedures/Processes/Activities: The Hook: Daily Question (1o minutes) Students will be asked the Daily Question and will record both the question and their answer in their notebook (as they do every class period)

o Name at least 5 qualities that are important for a monarch to possess and tell why.

The students will be given 7 minutes to answer the question and then there will be 3 minutes for students to share their responses with the class.

⇒ Lesson Activities: o Introductory Notes: (15 minutes)

Students will take notes on the four key factors that led to the domination of the absolute monarchs of Europe to serve as an introduction to the Absolute Monarch Unit. Students will be given each of the four concepts scrambled and then will determine the word. Once students have guessed the word, then the teacher will provide the definition as students take notes.

o Map Activity (30 minutes) Students will complete the Map Activity that details the 5 powers that emerged from the Age of Exploration. Students will complete the map individually and then the teacher will go over each country and important city orally.

o Divine Right Primary Source ( 20 minutes) As a class, the teacher will call on students to read the primary source on Divine Right. Students will then answer the questions individually. Once students are finished, the teacher will call on students to go over the answers orally.

⇒ Lesson Closure: o Reflection Writing (15 minutes)

The teacher will review the five emerging powers that dominated Europe after the Age of Exploration. Students will then complete a predictive reflection answering the following question: Which country of the five emerging powers will have the strongest ruler and why?

Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ Participation in map activity ⇒ Journal Entries are graded once a six weeks Assessment Strategies (Formal): ⇒ Questions will appear on unit test from this lesson ⇒ Divine Right Reading Questions will be collected for a grade

Five Powers Emerge to Dominate Europe after the Age of Exploration Label and shade the following countries and cities

• Countries: England, France, Austria, Prussia and Russia • Cities: London, Paris, Vienna and Moscow

Divine Right Primary Source The state of monarchy is the supremest thing upon earth; for kings are not only God’s lieutenants upon earth,

and sit upon God’s throne, but even by God Himself they are called gods… Kings justly gods, for they exercise

a… divine power upon earth… God hath power to create or destroy, make or unmake at His pleasure, to give

life or sent death to judge and to be judged nor accountable to none, to raise low things and to make high things

low at His pleasure… And the like power of kings…

-King James IV/I of Britain, 1609

• Author of the Document:

• Subject of the Document:

• Purpose for Writing the Document:

• Audience for the Document:

• Historical Context:

• Main Points Made in the Document:

How did these countries come to Dominate Europe? Unscramble the words to find the four key concepts that led to the emergence of absolute powers.

1. USOBALET YMNRCOAH ____________________________________ Unlimited power in the hands of the King and his advisors. The ruler’s power was not limited by having to consult with nobles, common people, or their representatives.

2. EIIVND TRHIG ______________________________ The political idea that monarchs receive their power directly from god and are responsible only to God for their actions. This allowed monarchs to go unchallenged by their subjects.

3. EBAALNC FO RWEPO _______________________ Each nation helps to keep peace and order by maintaining power that is equal to rival nations.

4. YDNYAST ___________________________ This is a family that governs a country based on the idea of divine right passed down from one generation to the next.

Lesson Title: Age of Absolutism: Spain Lesson Author: Katie Yarbrough Key Curriculum Words: Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: The purpose of this lesson is to introduce students to the Spanish Monarchs of the Age of Absolutism and understand the factors that led to the demise of the Spanish empire. Students will learn that while some empires were rising in power and authority, Spain was declining in power, wealth, and influence and will connect this occurrence with the monarchs of Spain. Background Paragraph: This lesson comes after the introduction to the Age of Absolutism. This is the second lesson of the Unit and serves to show the situation of the Spanish Empire and the monarchs that ruled during this time period.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is:

NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

2. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of The Spanish Empire

• Charles V • Phillip II • Defeat of the Spanish

Armada • The Golden Century • Decline of the empire

because of incapable monarch, costly wars, and inflation

Skills: ⇒ Note taking ability ⇒ Create word games from

important vocabulary

Values/Attitudes: ⇒ Students will gain an

understanding of the importance of strong rulers and the how the decisions they make influence the country they control.

Guiding Questions:

1. What factors led to the decline of the Spanish Empire? 2. Who were the rulers of Spain and what ruling qualities did they possess? 3. How did the destruction of the Spanish Armada help contribute to the falling power of

Spain? Lesson Objectives: Students will be able to:

1. Identify that Spain decreased as a world power and discuss the reasons why. 2. Create a word game using key words and concepts. 3. Discuss the reasons why the Spanish empire declined as a result of incapable monarchs,

costly wars, and inflation. Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will be modified for special education students by providing them with slot notes that

are already completed. Those students will need to highlight important information as it is discussed.

⇒ Assessment will not be modified for diverse learner needs. Materials/Resources:

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes)

o Students will answer the following prompt in their Daily Question section of their notebook: If you could become monarch for the day, what three rules would you implement and why?

⇒ Lesson Activities: o Activity #1: Spanish Monarch Notes (20 minutes)

Students will follow along with direct instruction from the teacher by completing the slot notes included. The notes will be placed in student notebooks for future reference.

o Activity #2: Spanish Monarch Story with corresponding questions (20 minutes) Students will listen to the Spanish Monarch story while answering the corresponding questions. Students will discuss answers in pairs and then the entire class with review the answers together.

o Activity #3: Absolute Monarchs in Spain Vocabulary Words (30 minutes) Students will define the vocabulary words for the Spanish monarchs and then will create a word search or a crossword puzzle that includes the new words.

⇒ Lesson Closure: Absolute Monarchs Project Introduction (10 minutes) This lesson closure will include the introduction to the project for the Absolute Monarchs Unit. Students will be given an assignment sheet and the due date for this assignment. Any questions about the project will be answered at this time.

Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ Note taking by students ⇒ Listening to the Spanish Monarchs Story Assessment Strategies (Formal): ⇒ Questions will appear on unit test ⇒ Questions from the Spanish Monarchs Story will be collected for a grade ⇒ Word game using vocabulary words will be collected for a grade

Lesson Title: Age of Absolutism: France Lesson Author: Katie Yarbrough Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: Students will understand that through the efforts of Cardinal Richelieu, the Bourbon Dynasty of France became the model of absolutism that other European monarchies imitated. The most powerful of the Bourbon monarchs was Louis XIV who simultaneously increased his own power while expanding the glory and power of France.

Background Paragraph: This is the third lesson of the Age of Absolutism Unit. This lesson will examine the role of Louis XIV as an absolute monarch of France.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is:

NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. Absolute Monarchs gained power and influence during the Age of Absolutism through the concept of divine right.

2. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

3. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of France Absolute Monarchs

• Louis XIV • Cardinal Richelieu • The Sun King • Versailles

Skills: ⇒ Take notes from direct

instruction ⇒ Evaluate primary sources

Values/Attitudes: ⇒ Students will gain an

understanding of the importance of strong rulers and the how the decisions they make influence the country they control.

Guiding Questions:

1. How did Louis XIV gain absolutism as a monarch? 2. Why is Louis XIV considered an absolute monarch? 3. What role did Cardinal Richelieu play in giving the monarch more power in France? 4. What statement did Louis XIV make with the building of Versailles? 5. What significance does the “Sun King” represent about Louis XIV?

Lesson Objectives: Students will be able to:

1. Examine Versailles to understand what it represented to France and to the people ruled by Louis XIV.

2. Evaluate the absolute power of Louis XIV. 3. Determine the effectiveness of the ruling of Louis XIV. 4. Read about a day in the life of Louis XIV and determine what events were essential and what

events were ostentatious. Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will be modified where the teacher’s aide will assist special education students by

helping students take notes from direct instruction; cooperating teacher will instruct gifted students to write an additional reflection on the effectiveness of Louis XIV as an absolute monarch.

⇒ Assessment will not be modified other than allowing special education students to take the test with an aide, who can read and answer questions.

Materials/Resources: Student Notebooks France Monarchy Notes Teacher Notes Daily Schedule of Louis XIV Floorplan of Versailles

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes) Students will answer the following prompt in their Daily Question section of their notebooks: Name the three main reasons for the decline of Spain (inflation, costly wars, and ineffective monarchs)

⇒ Lesson Activities: o France Under Louis XIV Notes (20 minutes) Students will complete the slot notes

that correspond to the lecture given by the teacher. o Sun King Primary Source (10 minutes) Students will read and answer the

corresponding questions o A Day in the Life of the Sun King Activity (20 minutes) Students will take turns

reading the daily activities of Louis XIV and discuss with a partner and write in journal 3 actions that were legitimate for a king and 3 that were not necessary activities of a king. Students will then provide three activities that a king should be performing during any given day.

⇒ Lesson Closure: o Versailles Floorplan (30 minutes) Students will look at the floorplan of Versailles and

will write a two paragraph written reflection on their opinion of the building. They should discuss the effect the building had, the purpose it was built for, what Louis used it for on a daily basis. Students should also draw their version of their own Versailles. (See Build Your Own Versailles Assignment)

⇒ Exit: Build Your Own Versailles Assignment should be completed for homework, if it is not completed in class.

Assessment Strategies (Informal): ⇒ Teacher/student discussion

Assessment Strategies (Formal): ⇒ Questions will appear on unit test ⇒ Daily Questions and Sun King Questions graded as part of Notebook for WHII ⇒ Build Your Own Versailles Assignment will be graded

I. “The Sun King”

THE GREEKS BELIEVED APOLLO PULLED THE SUN ACROSS THE SKY FROM EAST TO WEST IN HIS GOLDEN CHARIOT EVERY DAY, BRINGING LIGHT TO EARTH.

1) Why might Louis XIV adopt the persona of the “Sun King”?

2) How is the myth of Apollo similar to the life of Louis XIV?

II. A Day in the Life of Louis XIV

1) What is the name of Louis XIV’s Palace?

2) What was the Edict of Nantes?

3) What did Louis XIV do the Edict?

III. Build your own Versailles • Look at Louis’ floor plan for the Palace of Versailles • How would you design your ideal palace? What would the floor plan be like? How many

rooms would you have? What activity rooms would you have? How would you decorate your palace? Come up with a design on a separate sheet of paper, to be turned it. You have unlimited money to spend since you are an absolute monarch.

• Be creative!! Use magazine clippings, internet pictures, etc.

Lesson Title: Age of Absolutism: Russia Lesson Author: Katie Yarbrough Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: Russia emerged from isolation to become a major player in European affairs. Russian civilization and religion were different than that of the rest of the main powers in Europe which made Russia an outcast. The emergence of Russia during the Age of Absolutism starts an important Russian trend of “westernization”, which was a theme in Russian foreign policies for centuries to come

Background Paragraph: This is the fourth lesson in the Absolute Monarchs Unit and deals with the absolute monarchs of Russia, including Ivan the Terrible, Peter the Great, and Catherine the Great.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is: NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. Absolute Monarchs gained power and influence during the Age of Absolutism through the concept of divine right.

2. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

3. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of

• Peter the Great • Ivan the Terrible • Catherine the Great • Russian Expansion • Autocracy

Skills: ⇒ Take notes from direct

instruction ⇒ Evaluate primary sources

Values/Attitudes: ⇒ Students will gain an

understanding of the importance of strong rulers and the how the decisions they make influence the country they control.

Guiding Questions: 1. What accomplishments did Ivan, Peter, and Catherine complete? 2. How was Russian different from the other powers in the Age of Absolutism? 3. What changes were made to Russia because of Peter and Catherine the Great? 4. Discuss the importance of the warm water port to Russia?

Lesson Objectives: Students will be able to:

1. Take notes from direct instruction. 2. Evaluate primary sources, particularly political cartoons. 3. Write reflectively on new information

Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will be not be modified for diverse student learner needs. ⇒ Assessment will not be modified for diverse student learner needs. Materials/Resources: Student Notebooks Slot note sheet Teacher notes Political Cartoons on Peter and Catherine the Great

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes) Students will answer the following prompt in their Daily Question section of their notebooks: Who was the “Sun King” and why was he referred to by that name?

⇒ Lesson Activities: o Russia Absolute Monarchs Notes (20 minutes) Students will take notes by

filling in the slot notes provided based on the information presented during direct instruction.

o Political Cartoon #1 (20 minutes) Students will evaluate the political cartoon and will Think-Pair – and Share their responses to what the cartoon means, what is the audience, when was this cartoon published, what does it say about absolute monarchs, etc.

o Political Cartoon #2 (20 minutes) Students will evaluate the political cartoon and will Think-Pair – and Share their responses to what the cartoon means, what is the audience, when was this cartoon published, what does it say about absolute monarchs, etc.

⇒ Lesson Closure: Students will complete the absolute monarchs of Russia chart as an Exit Slip. They may use their notes and their textbooks to find the information needed to complete the chart.

Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ Think-Pair- Share discussion on political cartoons ⇒ Note taking Assessment Strategies (Formal): ⇒ Questions will appear on unit test ⇒ Russian Absolute Monarchs chart

Tsar/Czar Years of Reign

Dynasty Fun Fact-Reason for Great/Terrible

Ivan the _______

Peter the _______

Catherine the _______

Lesson Title: Age of Absolutism: Austria and Prussia Lesson Author: Katie Yarbrough Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: Students will understand that two great powers emerged among the Germanic states to dominate central European affairs after the 30 Years War. While the Catholic Hapsburgs of Austria consolidated power in the southern German states, the Protestant Hohenzollern dynasty in Prussia emerged in the north. The Hohenzollerns were given power by the Prussian nobles, or Junkers, to protect Protestantism in the north. In order to do so the Hohenzollern dynasty emphasized and built up the Prussian military to become the strongest and most feared in Europe. Background Paragraph: This lesson will be the fifth lesson of the Absolute Monarch Unit and will involve the monarchs of Austria and Prussia.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is: NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. Absolute Monarchs gained power and influence during the Age of Absolutism through the concept of divine right.

2. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

3. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of

• Maria Theresa • Frederick the Great • Hapsburgs • Peace of Westphalia • Holy Roman Empire • Thirty Years War • Balance of Power

Skills: ⇒ Students will be able to

label, color, and interpret maps

⇒ Students will be able to read biographical information and evaluate those facts

Values/Attitudes: ⇒ Students will gain an

understanding of the importance of strong rulers and the how the decisions they make influence the country they control.

Guiding Questions:

1. What were the causes of the Thirty Years War? 2. What contributions did Maria Theresa and Frederick the Great make? 3. How did the balance of power in Europe change with Austria and Prussia? 4. What affect did the Peace of Westphalia have on Germany? Who won and lost?

Lesson Objectives: Students will be able to:

1. Evaluate the effects of the leadership of Maria Theresa and Frederick the Great. 2. Label, color, and identify important landmarks on a map of Europe during Absolutism. 3. Take notes on direct instruction subjects.

Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ Maria Theresa Biography Reading ⇒ Austria/Prussia Questions Assessment Strategies (Formal): ⇒ Questions will appear on unit test ⇒ Review Quiz ⇒ Map of Europe

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes) Students will answer the following prompt in their Daily Question section of their notebooks: What were two accomplishments of Peter the Great and what were two accomplishments of Catherine the Great?

⇒ Lesson Activities: o Map Activity (20 minutes) Students will use their textbook to label, color, and

mark important cities and countries of the Age of Absolutism o Austria/Prussia Notes (20 minutes) Students will take notes and fill in the

slot worksheet provided that goes along with direct instruction from the teacher. o Maria Theresa Biography (10 minutes) Students will read the excerpt and

reflect in their notebook. o Austria/Prussia Questions (20 minutes) Students who complete their quiz

early, will complete these questions, using their notes and their textbooks

⇒ Exit: Review Quiz (20 minutes) Students will be given a quiz on the material presented in the Absolutism Unit.

Lesson Title: Age of Absolutism: England Lesson Author: Katie Yarbrough Grade Level: 1oth Grade World History II Time Allotted: 90 minutes Purpose/Rationale: Students will understand that absolute monarchs in England were not as powerful as absolute monarchs in the other 4 main powers, France, Austria, Prussia and Russia. While monarchs in the other 4 main powers ruled absolutely, Parliament and courts of law in England set bounds on the amount of authority that an English monarch could exercise. England was politically different from the rest of Europe and more prone to a political transformation to democracy. Students will understand that the English Civil War essentially replaced one king with another. The leadership of Oliver Cromwell allowed the Puritan roundheads to defeat the royalist cavaliers in the Civil War. With the Stuart monarchy out of power, Parliament ruled England unchecked and set up a representative government, relying heavily on Oliver Cromwell for protection. Parliament’s reliance on Cromwell allowed him to place England under military rule and establish himself as “Lord Protector” and rule as a king. Background Paragraph: This lesson is the sixth lesson in the Age of Absolutism Unit. This lesson deals with absolute monarchs of England.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great. WHII.6c The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

The NCSS theme that is addressed in this lesson is: NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. Absolute Monarchs gained power and influence during the Age of Absolutism through the concept of divine right.

2. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

3. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

4. Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

Facts/Concepts: The student will gain knowledge of

• King Henry VIII • Queen Elizabeth • Parliament • Glorious Revolution

Development of the rights of Englishmen • Oliver Cromwell and the execution of Charles I • The restoration of Charles II • Development of political parties/factions • Glorious Revolution (William and Mary) • Increase of parliamentary power over royal power • English Bill of Rights of 1689

Skills: ⇒ Take notes from direct

instruction ⇒ Identify, analyze, and

interpret primary and secondary sources to make generalizations about events and life in world history. (WHII.1a)

⇒ Analyze trends in human migration and cultural interaction. (WHII.1e)

Values/Attitudes: ⇒ Students will gain an

understanding of the importance of strong rulers and the how the decisions they make influence the country they control.

Guiding Questions:

1. How did the English Civil War and the Glorious Revolution promote the development of the rights of Englishmen?

2. How did the role of Parliament change as the role of the monarch changed in England? 3. How were the results of the absolute power in England different from other powers? 4. What were the results of the English Civil War?

Lesson Objectives: Students will be able to:

1. Discuss the events leading up to and during the English Civil War. 2. Understand the role of Oliver Cromwell. 3. Identify and discuss the contributions of the major monarchs of English absolutism.

Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will not be modified for diverse learner needs. ⇒ Assessment will not be modified for diverse learner needs.

Materials/Resources: England Absolute Monarchs Notes Trial of Charles I English monarchs chart Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ English monarchs chart ⇒ Absolute monarchs notes Assessment Strategies (Formal): ⇒ Questions will appear on unit test

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes) Students will answer the following prompt in their Daily Question section of their notebooks: What effect did the Peace of Westphalia have on Europe? (weakened Holy Roman Empire, France won, Hapsburgs lost, Germany separated into many states)

⇒ Lesson Activities: o English Monarchs Notes (20 minutes)Students will take notes based on direct

instruction provided by the teacher on their slot note worksheets o English Monarch Charts (30 minutes) Students will use their notes and

textbooks to complete the chart in pairs. When students have finished, the teacher will go over the answers orally. This will go in each student’s notebook.

o Charles I Trial (15 minutes) Students will read the Charles I trial and then will read the Saddam Hussein Trial individually.

⇒ Lesson Closure: Trial Comparison Questions (15 minutes) Students will complete the questions that go along with the Trial of Charles I readings. This will be turned in at the end of the block and will be graded for completion.

I. The Trial of the Century? With the victory of the Roundheads, Charles I was put on trial for treason. The following is an account

of his trial

The trial was arranged so as to be as public as possible. The intention was to justify the execution of Charles I in the eyes of

the people, many of whom did not wish to see the king dead.

Sir Thomas Fairfax also did not want to see him dead, and protested that killing Charles would only lead to further problems with his successor, then Prince of Wales. However, his protestations fell on deaf ears.

No English laws could be discovered in all history that dealt with the trial of the monarch. The order convening the court was written by a Dutch lawyer, Isaac Dorislaus, and dated back to the Roman era, wherein the Praetorian Guard (a military body) could legally overthrow a tyrant.

The rump parliament elected a court of commissioners 135 strong on 1 Jan 1649. However, only 68 of these obeyed this summons. None of the existing high court judges agreed to preside over the court, and a lawyer called John Bradshaw was elected president.

The House of Lords threw this ordinance out the very next day. However, parliament re-enacted the ordinance on the 4th, although only 46 MP's were now in the house, and only 26 of these voted for the ordinance.

The king himself, although forced to attend, refused to acknowledge the court, considering it completely illegal. Fairfax refused to attend, and strove to save the king from execution, but could not do so without dividing the army against itself, which could have led to further hostilities.

Apart from the commissioners and the king, the hall was crowded with soldiers to guard against possible attacks. Bradshaw himself apparently wore an iron hat, fearing for an assassination attempt. Ironically, though, the public were not allowed into the hall until after the charge had been read, since it was so sketchy, and the public so supportive of the king, that it was considered too dangerous.

II. Sound Similar to Anything Happening Today?

Iraq's Courtroom Drama By Eugene Robinson Tuesday, December 6, 2005; Page A29

The U.S.-sponsored Iraqi government hasn't managed to learn much about fighting an insurgency, preventing corruption by legislators and other power brokers, or interrogating suspects without resorting to torture. But it's hard to blame the Iraqis, since the Bush administration obviously doesn't grasp these concepts, either. You can't teach what you don't understand.

But there's one body of American know-how we've successfully managed to impart: how to stage a Trial of the Century.

The trial of Saddam Hussein is just beginning, and already it has become an utterly compelling made-for-TV spectacle. The Iraqis, in this case, have proved to be precocious students; clearly they understand all the conventions we established over the years in our many television-era Trials of the Century -- Patricia Hearst, Rodney King's cops, Michael Jackson and, of course, the O.J. Simpson trial, our masterpiece, our Mona Lisa of

jurisprudence run amok. And the Iraqis are showing creativity in assembling those elements in new and different ways.

The first necessity is sufficient worldwide interest to attract a media horde, and Hussein's trial certainly qualifies on this score. You also need a celebrity defense lawyer, an F. Lee Bailey or a Johnnie Cochran, and for a while it looked as if the Hussein trial was lacking on this score. But then Ramsey Clark, the former U.S. attorney general, parachuted in to give the defense table some international star power.

So a man who was once the highest-ranking legal official in the United States is defending a dictator whom the United States waged a major war to depose. And it turns out that Clark isn't there just to observe or provide window dressing. He's there to perform. On Monday he insisted on addressing the court, ignored the judge's instruction to keep to one narrow topic, and then led a brief walkout of the whole defense team -- all this without being able to speak a word of Arabic.

A Trial of the Century needs compelling testimony and after the defense team consented to return, the first prosecution witness to face the monstrous tyrant told a riveting story. Ahmad Hassan Mohammed sobbed as he described how Hussein's agents arrested, brutalized and executed seven of his brothers in an orgy of indiscriminate reprisal after someone in their village tried to assassinate the dictator. One brother was tortured with electric shocks as his father was forced to watch, Mohammed said.

A proper Trial of the Century requires a measure of chaos, and this one has plenty. For some reason, Hussein and his co-defendants are being given license to heckle the proceedings. "You are a dog," Hussein's half-brother was heard to hiss at someone in the gallery. Also necessary is a beleaguered judge struggling to keep the proceedings from devolving into anarchy. With his world-weary eyes and unflappable demeanor, Judge Rizgar Mohammed Amin could have been sent by Central Casting.

Most of all, a Trial of the Century needs a fascinating monster at its core. Hussein is supposed to be the defendant, but so far he has been on the attack. "Do not interrupt me, son," he snapped at the witness Mohammed. At another point, he was bold enough to threaten the judge: "When the revolution of the heroic Iraq arrives, you will be held accountable."

Hussein has maintained since his capture by U.S. forces that he is still the legitimate president of Iraq. That is manifestly untrue -- even if he continues to play the role of national patriarch, calling the judge his "brother" and the witnesses his "sons." At the end of each court session, he goes home not to a palace but to a prison cell. But by continuing to act like a head of state, he has managed to dominate the courtroom. When he was in power he was bloodthirsty and brutal beyond imagining, and he exercised total control. Now, even as he sits in the dock, he still demands and receives a certain deference.

"This game must not continue. If you want Saddam Hussein's neck, you can have it," he said to the courtroom yesterday, in one of his outbursts. "I am not afraid of execution. . . . I'm not doing [this] for myself, I'm doing it for Iraq. I'm not defending myself. But I am defending you."

And, finally, a real Trial of the Century requires edge-of-your-seat suspense. In Hussein's case there's not much doubt about the verdict. He's going down.

The only suspense is how long it will take for the judge, the prosecutors, the courtroom galleries and millions of Iraqis watching on television to realize that Hussein is now in their power, rather than the other way around.

• What similarities are there between the trials of Charles I and Saddam Hussein? Use the articles above and any other knowledge from the news.

Lesson Title: Age of Absolutism: Project Presentations and Review Lesson Author: Katie Yarbrough Key Curriculum Words: absolute monarchs, divine right Grade Level: 10th Grade World History II Time Allotted: 90 minutes Purpose/Rationale: The purpose of this lesson is to tie up loose ends of the Age of Absolutism and to allow the students to present their Absolute Monarchs Project. This lesson will also serve as a review for students for the upcoming test. Key Concepts/Definitions: No new concepts or definitions will be introduced in this lesson. Background Paragraph: This lesson is the seventh lesson of the Age of Absolutism. This lesson will provide the closure to the unit and will also prepare students for the Unit Exam.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) Describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is:

NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

2. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of

• Students will be presented information by their peers as they defend their monarch as the “absolutist of them all”.

Skills: ⇒ Listen to student

presentations and take notes on the information presented

⇒ Take information and make conclusions from persuasive arguments

Values/Attitudes: ⇒ Students will be able to

determine which absolute monarch is the most absolute of them all based on student research and presentations.

Guiding Questions:

1. Which student presented the most persuasive argument for their absolute monarch?

2. Could there be many successful absolute monarchs at one time? 3. Which countries benefitted from having an absolute monarch? 4. Which countries were hurt because of the actions of their absolute monarch? 5. Who was the greatest absolute monarch that we have studied?

Lesson Objectives: Students will be able to: Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ Instruction will not be modified for diverse learner needs. ⇒ For assessment, special education students will be assessed by their brochure or booklet and

presentation and will not be required to submit the additional paper. For assessment of all other students, see the grading rubric for the project.

Materials/Resources: Student presentations Grading Rubric for presentations Study Guide for Absolute Monarchs

Procedures/Processes/Activities: The Hook: Daily Question (10 minutes) Students will answer the following question in their daily notebook for World History:

• Which absolute monarch was the greatest ruler of the time?

⇒ Lesson Activities: o Student Presentations (50 minutes) Students will present their Absolute

Monarchs Projects to the class. As students present, other students will take notes on information presented.

o Review Game (30 minutes) Students will break into two groups and come up with 20-30 questions to ask the other team. Team Captains will ask questions and the teacher will keep score. The team that scores the most points will earn candy!

⇒ Lesson Closure: Students will begin working on their study guide and prepare for their test next block.

Assessment Strategies (Informal): ⇒ Teacher/student discussion ⇒ Student notes on presentations Assessment Strategies (Formal): ⇒ Projects and presentations graded

Lesson Title: Age of Absolutism Unit Test Lesson Author: Katie Yarbrough Key Curriculum Words: no new curriculum words Grade Level: World History II Time Allotted: 90 minutes Purpose/Rationale: This lesson will complete the Age of Absolutism Unit. Key Concepts/Definitions: no new concepts are defined in this lesson Background Paragraph: This is the last lesson in the Unit plan and will serve as the final assessment for the students.

Virginia Standards of Learning and/or

Objectives: NCSS Themes:

WHII. 6 b The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) Describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

The NCSS theme that is addressed in this lesson is:

NCSS Theme #10: Power, Authority, and Governance

Enduring Understandings:

1. The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments.

2. The concept of Divine Right played a large role in the ability of monarchs to claim such large amounts of power.

Facts/Concepts: The student will gain knowledge of

• No new facts or concepts will be introduced

Skills: ⇒ No new skills are being

introduced in this lesson

Values/Attitudes: ⇒ No new values or attitudes

are being introduced

Guiding Questions: All questions will be addressed on the unit test Lesson Objectives: Students will be able to:

1. Answer questions on the Unit Test. Diverse Learner Needs: ⇒ Curriculum will not be modified for diverse learner needs. ⇒ For assessment, special education students will be assessed with the help of the special education

resource teacher.

Materials/Resources: Unit Test

Procedures/Processes/Activities: ⇒ Lesson Activities:

o Unit Test (90 minutes) Students will complete the unit test.

This Unit test will be the final formal assessment for the Age of Absolutism Unit

Mirror, Mirror on the Wall, Who’s the Absolutist of Them All?

(60 points, Projects due ___________________) Directions: You will be completing 1 brochure/ booklet that will visually illustrate 1 of the absolute monarchs listed below. You must present one of the following as the “Absolutist Monarch” of them all:

• Phillip II of Spain • Henry VIII of England • Mary I of England • Elizabeth I of England • Henry IV of France • Louis XIV of France

• Frederick the Great of Prussia • Ivan the Terrible of Russia • Peter the Great of Russia • Catherine the Great of Russia • Maria Theresa of Austria

Part One: 5 points

• Picture of the monarch (color is best) • This should be an accurate depiction of the monarch; NOT a caricature.

Part Two- 5 points

• Campaign slogan for the monarch that reflects their goals, political viewpoints, their political agenda, or their accomplishments.

• This should be creative and catchy. Make it memorable. Part Three- 5 points

• One quote stated by the monarch that reflects their goals, political viewpoints, their political agenda, or their accomplishments. Remember these are PRIMARY SOURCES NOT HOW HISTORIANS DESCRIBE THE RULER! (You will need to do research for this- find a credible source)

Part Four- 5 points

• Find a map or in some way illustrate the land/country that the monarch rules over in Europe. LABEL THE MAJOR CITIES.

Part Five- 5 points • You should included everything that your monarch did that was unique outside

of the above criteria, for example, the building of the Palace of Versailles. Part Six- 5 points

• Bibliographical information page that credits sources that were used to gain information

Part Seven- 30 points

• Write and INDIVIDUAL explanation paper of why your monarch should receive the title of Most Absolute Monarch. The explanations should be 500-750 words. Remember to write and support a good thesis. THIS MUST BE TYPED!

• The criteria you should use are how well your monarch 1. Controlled the nobility 2. Controlled the peasantry 3. Controlled the military 4. Controlled religion 5. Controlled taxes and government spending

Absolute Monarchs Test Multiple Choice: Circle the correct answer. You may write on the test. (2 points each) 1. Austrian Rulers of the Holy Roman Empire and the Netherlands:

a. Cavaliers b. Hapsburgs c. William and Mary d. Cervantes

2. What did Peter order the nobles to do?

a. cut their long b. shave their beards c. build St. Petersburg d. commit suicide

3. What was the capital of Russia named?

a. St. Petersburg b. St. Petersville c. St. Mary d. Istanbul

4. What was the result of Louis XVI persecution of the Huguenots?

a. They rose against him in war b. They left France, causing a blow to the French economy c. The entire group was killed off d. They formed a new French state

5. What did Jean Baptiste Colbert do while finance minister for Louis XIV?

a. He reduced trade b. He boosted the economy c. He overturned mercantilist policies d. He refused to finance wars

6. ______________ was the leader of the Roundheads in the English Civil War?

a. Charles I b. Henry VIII c. Parliament d. Oliver Cromwell

7. The Parliament that lasted from 1640 to 1653 became known as the _______.

a. Levellers b. Royal Parliament c. Long Parliament d. War Parliament

8. What was the effect of Louis XIV’s reign on the French Army?

a. It became the strongest in Europe. b. It became the weakest in Europe. c. It lost many wars. d. It ceased to exist.

9. William and Mary were required to accept the ________ before taking the throne.

a. Levellers b. English Bill of Rights c. Glorious Revolution d. Long Parliament

10. The Thirty Years War had both _______ and ______ causes.

a. good/bad b. global/local c. religious/political d. economic/military

11. The biggest losers of the Peace of Westphalia were the

a. French b. Hapsburgs c. English d. Americans

12. _________ forced all of Europe to accept Prussia as a great power.

a. Frederick the Great b. Maria Theresa c. Oliver Cromwell d. The Hapsburgs

13. What was the great symbol of Peter’s desire to forge a modern Russia?

a. The partition of Poland b. St. Petersburg c. The Russian Orthodox Church d. Moscow

14. What Russian dream did Catherine the Great achieve?

a. A modern economy b. The end of serfdom c. Modernizing the Russian alphabet d. A warm water port

15. What countries, in addition to Russia, partitioned Poland?

a. Austria and Prussia b. England and France c. Italy and India d. Spain and Germany

16. Why did Peter the Great spend time in Western Europe?

a. to prepare for war b. to study western technology c. to avoid his duties in Russia d. to find a wife

17. Peter the Great adopted Western technology and culture in order to change what country?

a. Prussia b. Austria c. Poland d. Russia

18. Frederick the Great is generally associated with Prussian

a. technology b. militarism c. religious toleration d. democracy

19. Peter the Great moved the capital city of Russia from Moscow to St. Petersburg to:

a. be closer to the great iron reserves of Northern Russia b. be closer to Western Europe c. move away from the famine and plague that killed thousands d. move away from invading Mongols

20. Which country was the first to end absolute power by a King?

a. England b. France c. Russia d. United States

Matching: Write the correct answer next to the question. (2 points each) 21. What was the name of Louis XIV’s elaborate palace? 22. Who were the royal officials who carried out Louis XIV’s policies in the provinces? 23. What was the distribution of power that prevented any one nation from dominating Europe? 24. What name was given to the tragedy in which thousands of Huguenots were killed? 25. What was the proclamation that granted the Huguenots religious tolerance in France? 26. Supporters of Charles I in the English Civil War. 27. Group who thought the poor men should have an equal say in government. 28. A government in which the monarch’s powers are limited. 29. Prohibited the king from raising taxes without

a. Balance of power

b. Edict of Nantes

c. Intendants

d. St. Bartholomew’s Day Massacre

e. Versailles

f. Cavaliers

g. Habeas corpus

h. Levellers

i. Limited

monarchy

j. Petition of Rights

the consent of Parliament. 30. States that no person can be held in prison without first being charged with a specific crime. 31. This was the first woman to rule Hapsburg lands in her own name. 32. The king of Prussia earned the name______ for his brilliant use of his army. 33. This ruler seized part of Poland. 34. This ruler forced western technologies and social customs on the Russian people. 35. Both Peter and Catherine were determined to gain this to improve Russian trade with the West.

k. Frederick the

Great

l. Maria Theresa

m. Catherine the Great

n. Peter the Great

o. Warm water port

Short Answer: Answer the following questions in complete sentences. (10 points)

1. What is divine right?

2. Why was the coming of William and Mary called the Glorious Revolution?

3. Name two causes of the Thirty Years War:

4. Name two reasons for the Spanish Empire’s decline:

5. In your opinion, who is the most absolutist of all of the monarchs and give two reasons why you think so?

Essay Question: Answer the following prompt using proper essay format, including a thesis statement and supporting paragraphs.

Discuss how Peter, Frederick, and Louis XIV rose to power as absolute monarchs.

Notebook Quiz 3/6/08 (50 pts) Happy Friday!!! TGIF!!! 

 1. Locate your Daily Questions. Select three questions that you have answered. Write the questions and the 

answers below. (6 points)         2. Locate your notes on the Scientific Revolution. Name two causes and two effects of the Scientific 

Revolution. (4 points)       3. Locate the chart that compared Locke and Hobbes. Tell what each believed was the best type of 

government and what the purpose of government was. (4 points)       4. Locate the Powerpoint handout on the Other Contributors of the Enlightenment. What was your answer to 

the reflection question located on the last slide?  (4 points)        5. On that same powerpoint from Question #4, name two people listed who contributed to the 

Enlightenment and name their contribution. (4 points)     6. Using any source from your notebook, name the writings of Locke, Rousseau, and Montesquieu. (3 points)    

 7. Locate your notes on Absolute Monarchs in Spain. Tell two reasons for the decline of the Spanish empire. 

(2 points)   8. Using your Absolute Monarchs notes, define the concept of divine right. (2 points)    9. Locate the primary source document from Absolute Monarchies spoken by King James I/IV. What was the 

purpose for writing this document and what was the main point made in the document? (3 points)         10. Locate your notes on French monarchs and King Louis XIV. Name two facts about King Louis XIV. (2 points)     11. Locate your Absolute Monarchs assignment sheet. Name two absolute monarchs that you could have 

chosen and one fact about each one. (You may need to use other notes to help with this) (4 points)      12. Locate your notes on the Scientific Revolution. Define the heliocentric theory and the geocentric theory. (2 

points)      13. Choose two assignments that have not already received a grade to turn in to complete your notebook 

grade. Below, write the name of the assignment that you have chosen and the # it is on your Assignment Sheet. Staple those two assignments to this sheet and turn them in with this quiz. You should choose two assignments that you have completed. You may not turn in notes!!! (10 points)