Unit prompt
Unit:From Absolutism to Freedom
Purpose: One Big Idea
The development of individual freedoms during the age of the renaissance and the discovery of new cultures and philosophies around the world urged scholars to ask questions about human existence on Earth. Questioning science prompted the questioning of the political establishment leading to a new wave of philosophies that encouraged the growth of personal freedoms.
Social Studies Standard / Relationship to Unit
SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. / The strengthening of the monarch in Europe, a declining economy in France, and a Russia that is still under the rule of the Mongol Horde, people of Europe were searching for a new way of life in which they determined their own fate. However, a free society was not a society sought by the upper class which stood firm in its belief that a free government would lead to a corrupt society.
SS-HS-5.3.2 Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. / The age of the renaissance was dominated by absolute rulers’ who’s right to the throne came directly from God. However, the discovery new sciences urged scholars to question the old political system leading to the development of new types of governments.
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). / The use of primary and secondary sources help students gain a real life perspective on how the past is connected to the present.
SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. / The power of the monarch increased, many Kings and Queens sought to strengthen their power leading to merchant scholars to question the legitimacy of the crown. Once this question surfaced it grew into a middle class movement that led to the birth of the United States, the collapse of the French Monarchy, and the development of constitutional Monarchies.
Lesson Title / Main Ideas
Absolute Monarchy / 1. The origins of Absolute Monarchy
2. The growth of Central European kingdoms
3. The differences between Russia and the rest of Western Europe
Scientific Revolution / 1. Circumstances leading to the scientific revolution
2. The importance of the heliocentric theory
3. The connection between politics, religion, and science.
Age of Change / 1. Enlightenment philosophers and their impact on global society, economic, and government
2. Impact of women on the enlightenment
3. The effect of art and literature on society
American Revolution / 1. The American Enlightenment
2. Creating a republic
3. The impact of the American Revolution around the world
Lesson Title / Quiz / Points / Homework / Points
Absolute Monarchy / 10 Questions / 10 / Daily sheet/ Absolute Monarch Project / 20
Scientific Revolution / 10 Questions / 10 / Daily Sheet/ Reading Guide/Experiment / 10
Age of Change / 10 Questions / 10 / Daily Sheet/ Reading Guide/Philosophers / 70
American Revolution / 10 Questions / 10 / Daily Sheet/ Reading Guide/Time Line / 10
Assessments / Points
Formative (quizzes, worksheets, ect) / 150
Summative (Unit Exam) / 50
ACT Preparation Reading Assignments / 20
Total: / 220
World Civilization Daily Sheet
Unit: / Lesson: / Section: / Pages: / Date:From Absolutism to Freedom / Absolutism
Purpose of the Lesson:
Absolute powers across Europe were becoming more powerful as their economies increased. However, monarchs in charge of poor economies also squeezed the reins on their subjects in order to maintain control over their kingdoms. Increasing power of the Monarch led to an increase of resentment among the subjects of absolute powers.
Objectives:
1. Define the origins of Absolute Monarchy
2. Explain the growth of Central European kingdoms
3. Characterize the differences between Russia and the rest of Western Europe
I Can . . . / Answer the I can as if it were a question
Discuss why European monarchs became absolute rulers.
Explain why strong states formed more slowly in central Europe than in western Europe.
Understand the difference in the economies of central Europe and western Europe.
Discuss the causes and outcomes of the English Civil War
Define absolute monarchy and describe the positive and negatives consequences of having an absolute monarchy.
Essential Question – Answer in no less than 3 sentences
What impact did Absolutism have on European society?
Terms / Definition /Significance/ Date
Absolute Monarch / Date:
Definition:
Significance
Divine Right / Date:
Definition:
Significance:
Louis XIV / Date:
Definition:
Significance:
War of Spanish Succession / Date:
Definition:
Significance:
Thirty Years’ War / Date:
Definition:
Significance:
Peter The Great / Date:
Definition:
Significance:
Glorious Revolution / Date:
Definition:
Significance:
Constitutional Monarchy / Date:
Definition:
Significance:
Procedure:
Day 1
1. Fill out the daily sheet then begin reading the assigned pages while attendance is taken.
2. Class discussion on the objectives and I can statements: How do you think they are related to each other?
3. Class lecture/discussion and the importance of absolutism
4. Discuss possible answers to the Essential Question
5. Class work/Homework – I can Statements, Vocabulary, and reading guide.
Day 2
1. Discuss the ‘I can” Statements and their relationship to the objectives.
2. Work on Absolute Monarch Project
4. Answer Essential question through a class discussion
Day 3
1. Work on Absolute Monarch Project
Day 4
1. Complete Absolute Monarch Project
Day 5
1. Check off work from Lesson 1
2. Lesson Quiz
3. ACT preparation Reading assignment
Assignments: / Points / Due Date
1. Daily Sheet / 5
2. Absolute Monarch Project / 15
3. Lesson Quiz / 10
ACT Preparation Reading Assignment / 5
Absolute Monarch Project
Prompt:As Feudalism declined, stronger national kingdoms emerged under the control of a Monarch. Throughout Europe societies submitted to the divine right of the absolute monarch.
Directions
Choose one of the following Monarchs of Europe and create a presentation that accurately reflects the King or Queens ruling capability. Each Monarch is given several subjects that must be accurately described in no less than one paragraph. Students need to include pictures, drawings, timelines, and any other type of visual description they can think of.
Monarchs
1. Charles V – Holy Roman Emperor
2. Phillip II – Spain
3. Elizabeth I – England
4. William of Orange – The Netherlands
5. Henry of Navarre – France
6. Louis XIII – France
7. Louis XIV – France
8. Charles II – Spain
9. Charles VI – Austria
10. Maria Theresa – Austria / 11. Fredrick the Great (Fredrick William) – Prussia
12. Ivan the Terrible (Ivan IV) – Russia
13. Peter the Great (Peter Romanov) – Russia
14. King James I – (James Stuart) – England
15. Charles I – England
16. Oliver Cromwell – England
17. Charles II – England
18. King James II - England
18. King James III – England
19. King George III – England
20. Queen Isabella – Spain
Rubric:
The following must be included in the presentation to receive credit.
1. Must have a map of the Kingdom during the time period of rule.
2. Must include pictures of the Monarch – drawn, printed, sketched, digitally created, ect
3. Must have a paragraph and a picture explaining the following:
1. Define absolutism
2. Economic policies (What type of economy did the kingdom have, what did the monarch spend the money on)
3. Religious policies (what religion was practiced and how was it used)
4. Social Policies (how did the monarch treat the people, discuss the art of the time period)
5. Political Policies (What type of government did the monarch have – Monarch or a constitutional monarch – give a definition of which every one it was and explain how the monarch ruled the nation)
6. Legacy of the Monarch
7. Time line of the Monarchs rule that includes important events
8. Annotated Bibliography –Includes a one – two sentence explanation of what type of source it is (book, magazine, newspaper, journal, ect.) and why it is useful for this project.
9. Bibliography must be in APA, MLA, or Turabian format