Mini-Sovereign Power Game
If you don’t have time to play the entire game, just do the following limited exercise (1 hour +).
Give Student groups 10 Sovereigns to make any/all enlightened reforms using the accompanying Critical Thinking sheet. They can imitate the reforms of existing rulers, but should be encouraged to think beyond that as well. What should they choose to do and why? They must explain how each action will affect all social classes, and also how the ruler benefits by taking the action.
Freedom is scary! Religious change is scary! Even the oppressed and unfree members of society will resent you if you help them too radically and too quickly. What would happen if you went further than any of these kings and gave the newly freed serfs the vote, for example? And what about those you’re taking power away from? Who are they and how will they react? Each action the group takes costs 2 sovereigns.
Use the included Despot Key in addition to or instead of a Western Civilization textbook. Students can also research these monarchs on-line or in their library if the assignment is done over multiple meetings. You will probably also wish to make sure they’ve read the chapter(s) on the enlightenment in their books or done a little on-line research to discover what this movement was and what it’s basic characteristics were!
Students can simply turn in the Critical Thinking sheet, or they can formally write up the declarations of their country as a constitutional addendum! If a formal paper is created from the exercise, it can be assessed using a standard paper grading rubric such as the one below, otherwise the assignment should be evaluated on participation and engagement of the students and a journal or other reflective assignment is more appropriate.
History 101/102 Paper Grading Rubric
Content (2/3 of Grade)4 points / 3 points / 2 points / 1 point / 0 points
Addresses Entire Assignment. / / One or more aspect not addressed. /
(R) / Most aspects not addressed, assignment not understood. (R)
Argument is clear throughout and logical steps, cause and effect, clear. / / Argument is adequate and generally logical, some steps in thought process not clear. /
(R) / Argument is not clear, little or no cause and effect evident. Logical errors. (R)
Excellent use of quoted relevant primary and secondary sources to prove points. / / Adequate use of quoted relevant primary and secondary sources to prove points. Some quotes out of context or inappropriate. / / No use or inappropriate use of relevant materials. Many quotes out of context or inappropriate. (R)
Excellent historical context and causal circumstances. Excellent use of supporting textbook detail (terms, chronology) to support arguments. / / Adequate historical context and general understanding of causal circumstances. Lack of fine detail from textbook, or details may be extraneous. / / Little or no sense of historical context and causal circumstances. Factual errors, many generic statements.
Substantial depth of analysis in the form of synthesis of ideas and original thought. / / Adequate depth of analysis in the form of synthesis or original thought, some reliance on rote regurgitation of lecture or textbook ideas. / / Lack of synthesis and insight. Needs more original thought on problem.
Content score ______
Form, structure (1/3 of Grade)
4 points / 3 points / 2 points / 1 point / 0 points
Effective introduction with clear thesis. / / Adequate introduction with thesis, thesis perhaps too general, intro should give more context. /
(R) / Weak or absent introduction, no thesis or thesis isn=t what the paper then discusses (R)
Correct grammar, no spelling mistakes. / / A few grammar and three or fewer spelling/typos errors. /
(R) / Repeated significant grammar problems, many spelling errors (R).
Correct citations/works cited (if needed) / / Incorrect citations (if needed), and not relevant everything cited. / / No citations, possible plagiarism (R or F)
Effective, on-topic conclusion adds relevance and meaning. / / Adequate conclusion, sums up thesis. / / Weak or absent conclusion.
Paragraphs solid and organized, with clear topic sentences. / / Paragraphs generally solid but contain extraneous material. / / Disorganized paragraphs, little or no internal unity, no clear topic sentences.
Enlightened Despot Key
Prussia: Frederick II
He is well educated. He institutes these Enlightened reforms: single code of laws, eliminating most use of torture, limited freedom of speech and press, and religious toleration. He thought of himself as a servant to the state. But also builds army to 200,000 man standing and kicks the non-nobles out of civil positions – perhaps because he needs them in the army!!
Austria: Joseph II (1780-90)
Joseph II (1780-90) is a truly enlightened monarch. He eliminates guild restrictions, ends monopolies, abolishes serfdom, torture and the death penalty. He institutes equality before the law regardless of class and religious equality and tolerance. He alienates everyone, even the peasants [why?], and as soon as he dies, his successors begin undoing his work.
Russia: Catherine the Great (1762-960
She was a skilled diplomat and manipulator, but she realized that her power depended on keeping the palace guard and the nobility happy. She questioned torture, serfdom (always especially harsh in Russia), capital punishment, special privileges under the law, etc., but couldn’t really challenge them safely. In fact, she had to deal with a peasant revolt, Pugachev’s Rebellion in 1773, and really cracked down on the peasants in return. She focused on expanding Russia’s territory and holding on to her throne!
Sweden: Gustavus III (1771-92) Assassinated!
He established freedom of speech, press, and religion. He also eliminated torture and instituted a more uniform and universal law code all the while taking power back from the nobles (who were split into pro-French and pro-Russian factions). They eventually united and assassinated him for his troubles. King Christian VII of Denmark (1766-1808) had similar if less severe troubles. His chief minister, John Frederick Struensee, was assassinated.
Italy: Leopold of Tuscany (1745-90)
He also abolishes serfdom, encourages trade, reforms penal code, and eliminates the Holy Office of the Inquisition.
Country of ______Enlightened Reforms
Group Members: ______
Use this Enlightened Absolutism Worksheet to determine: Which reforms will you institute and why/not? To decide, think of as many “pros” and “cons” as you can for each decision, then weigh which seem more significant.
Abolition of Death Penalty? Torture? ______
Pros:______
______
Cons:______
______
Freedom of Speech? Press? ______
Pros:______
______
Cons:______
______
End to Tariffs, Internal trade restrictions, Guild restrictions? ______
Pros:______
______
Cons:______
______
Abolition of Serfdom? ______
Pros:______
______
Cons:______
______
Equality Under the Law? ______
Pros:______
______
Cons:______
______
Education? ______
Pros:______
______
Cons:______
______
Other? ______
Pros:______
______
Cons:______
______