<p> 9th Grade Semester Two Unit Eight: Absolute Monarchy</p><p>Stage 1: Desired Outcomes Topic / Unit Title: How have beliefs about government changed European nations? NYS Content Standards Common Core Skills Standard 2, key idea 1  RH 1, 3, 4, 7, 8, 9 Standard 2, key idea 2  W 1, 2, 4, Standard 2, key idea 3  SL 1, 3, 4, 5, 6  L 1, 2, 4, 6</p><p>Understandings: Essential Questions:  Define and identify the following terms: Sun  What are the King, L’etat c’est moi, Palace of Versailles, advantages/disadvantages of Louis XIV, absolute rule, divine right, having an absolute monarch? intendment, Huguenots, Queen Elizabeth I,  Can a strong central government Elizabethan settlement, 39 Articles, Tudors, help ensure order within a nation? divine right, Parliament, “God Queen Bess,”  How were monarchs able to Virgin Queen, Spanish Armada, Elizabethan establish absolute control? Age, Mary Queen of Scots, Peter the Great, St.  How did absolute monarchs use Petersburg, westernization, warm water port, divine right to justify their absolute boyars, partition, rule? Thomas Hobbes, John Locke, Bousset,  What are the difficulties Leviathan, Two Treatises of Government, encountered by a female absolute Machiavelli, political absolutism, social monarch? contract, state of nature, inalienable rights,  How did Queen Elizabeth I, Maria Divine Right Theory, Charles I, Parliament, Long Theresa, and Catherine the Great Parliament, Petition of Rights, Cavaliers, govern their nations? Roundheads, Levellers, Stuart Dynasty, James I,  How did Queen Elizabeth I, Maria Charles I, Stuart Dynasty, Oliver Cromwell, Theresa, and Catherine the Great Justification of Absolute Monarchy, Instrument handle the problems of their of Government, Navigation Acts, Glorious nations? Revolution, Bill of Rights (1689), John Locke,  How did Peter the Great impact habeas corpus, limited monarchy, intolerance Russia?  Should Peter have limited the rights of the Russian people to advance the country?  How do the Ideas of Hobbes and Locke differ?  How did Hobbes and Locke differ about the type of social contract that should be followed and the role of a monarch?  How did the time period influence the ideas of Hobbes and Locke?  How did England change under the rule of the Stuart kings?</p><p>Stage 2: Assessments and Tasks Common Core Literacy Task Performance Task(s) – Other Evidence  Dialogue between the President of the United  Unit Exam States and Louis XIV discussing whether  Analyze and answer questions about absolute monarchy would be beneficial for the primary and secondary source U.S. (one page) documents  Exit Ticket determining whether the female  Participate in discussion about the ruler was effective and use at least three causes and impacts of absolute examples from class to support your monarchs determination  Classroom debate between Hobbes  Debate between Hobbes and Locke over and Locke over whose beliefs would whose beliefs would create a better civilization. create a better civilization Include at least three reasons per side.  Create a society based on the ideas of  Create a resume and/or a report card for either Hobbes or Locke an absolute monarch (can be used for any  Classroom debate over the death of absolute leader we discuss this semester) Charles I. Should he have been put to  Exit Ticket stating whether or not you would death? want to live in England under the rule of Oliver Cromwell. Include a minimum of six sentences and three supporting reasons</p><p>Accommodations: Scaffolds and Differentiation t</p><p> n o Modify primary source texts (variety, complexity, length) e</p><p> t o Incorporate alternative materials (visual, video, audio, internet) n</p><p> o o Provide supplementary resources for supports C o Group with a purpose s</p><p> s o Model skills, task and/or product e</p><p> c o Utilize graphic organizers / note taking template o</p><p> r o Provide individual or group intervention and support P o Re-enforce vocabulary / concept development o Provide choice / variety of activities or tasks o Group with a purpose t</p><p> c o Assign specific, purposeful assessments to individuals or groups u</p><p> d o Allow students to choose from a variety of assessments o</p><p> r o Provide scaffolds / supports (outlines, templates, models) P o Provide extension activities to expand thinking or understanding o Group with a purpose How will students reflect upon and self-assess their learning?  Unit exam with feedback  Homework assignments with feedback</p><p>Stage 3: Learning Plan Instructional Activities and Materials (W.H.E.R.E.T.O.) AIM: Can absolute rule ever be justified?  Describe and analyze the policies Louis XIV used to centralize power and establish complete control over France.  Discuss whether Louis XIV’s policies strengthened or weakened France.  Analyze portraits, coins, pictures of the Palace of Versailles to assess how they reflect the image, personality and methods of Louis XIV.  Evaluate whether Louis XIV was a state builder or a tyrant.  Activity: write a dialogue between Louis XIV and the President of the US discussing whether absolute monarchy would be beneficial for the US</p><p>AIM: Can a woman effectively govern a nation? (Case Study: Queen Elizabeth I, Catherine the Great, or Maria Theresa)  Explain the conflicts between the Protestants and the Catholics prior to and at the time of Elizabeth’s reign.  Explain how Maria Theresa dealt with Frederick of Great’s attempts to steal Silesia (seven years war)  Explain how Catherine the Great improved education and healthcare in Russia and how she expanded the Russian empire  Describe how each woman handled conflict within her realm  Assess whether each woman’s policies and rule strengthened or weakened their respective country  Evaluate whether each woman was an effective leader.  Activity: Write an exit slip evaluating whether or not the leader was effective and use at least three reasons discussed in class to support your answer</p><p>AIM: Was Elizabeth a good queen for her people?  Discuss the ways in which Elizabeth responded to internal and external threats to her role.  Assess the ways in which Elizabeth was a successful politician.  Discuss the accomplishments/achievements of the Elizabethan Age.  Discuss the problems Elizabeth faced as a female ruler in a “man’s world.”  Analyze why Elizabeth was a popular monarch.  Evaluate whether Elizabeth was a good queen for her people.  Activity: Create an advertisement for the Elizabethan Age in England trying to convince people to come and visit England during the reign of Elizabeth</p><p>AIM: is a nation’s progress more important than individual freedom?  Locate on a map and describe the expansion of Russia in Europe under Peter the Great.  Explain how Peter the Great strengthened Russia.  Discuss the steps Peter took to westernize Russia and assess their effects on the people of Russia.  Compare and contrast Peter the Great to Louis XIV.  Assess the impact of Peter’s reforms on individual freedoms in comparison to Russia’s progress.  Evaluate whether a nation’s progress is more important than individual freedom.  Activity: Create a poster showing how Peter impacted Russia</p><p>AIM: Is security or liberty more important in society?  Discuss Machiavelli’s ideas on political absolutism.  Analyze the Leviathan and Two Treatises of Government to assess their ideas on man and his relationship with the government.  Compare and contrast the ideas of Locke, Hobbes, Bousset, and Macchiavelli  Evaluate whether security or liberty is more important in society.  Activity: Debate between Hobbes and Locke over whose beliefs would create a better civilization. Include at least three reasons per person.</p><p>AIM: Was the British civil war caused more by religious or political causes?  List and discuss the political and religious causes of the British Civil war.  Discuss the issues that divided the Stuart kings and Parliament.  Assess the outcomes and effects of the war for Parliament and the King.  Evaluate whether the British Civil War was more the result of religious or political causes.  Activity: Debate over the death of Charles I – Should he have been put to death?</p><p>AIM: Is revolution an effective solution to a nation’s problems? (Case Study: Puritan Revolution)  Describe the causes of the Puritan Revolution.  Analyze the changes brought to England during the commonwealth government of Cromwell as a result of the Puritan Revolution.  Describe the influence of Puritan society on the people of England.  Assess whether the changes made as a result of the Puritan Revolution were more beneficial or harmful to English society.  Evaluate whether revolution is the best method of effective change in a society.  Activity: Exit Ticket – Would you want to live in England under the rule of Oliver Cromwell? (minimum six sentences and three reasons to support your answer)</p><p>AIM: Did The Glorious Revolution significantly transform English society?  Discuss the causes of the Glorious Revolution and the reason for its success.  Explain how the Glorious Revolution ensured the rule of law.  Analyze the English Bill of rights and the Toleration Act and assess the extent to which they furthered democracy in England.  Determine whether the Glorious Revolution gave power to the people or to a small oligarchy.  Assess the extent of political transformation that England experienced due to the Glorious Revolution.  Activity: Create a T chart comparing and contrasting the English Bill or Rights and the US Bill of Rights. Is the American Bill of Rights fair?</p><p>Teacher Reflection for Future Planning  Evaluate student work and response to questions during discussion  Will explore test results and essay writing skills on class exams to shape future writing lessons Related Thematic Essay Tasks January 2012 Theme: Change—Individuals Throughout history, various circumstances have led individuals to develop or modify ideas. These ideas have often affected societies.</p><p>Task: Select two individuals from your study of global history and for each  Describe the historical circumstances that led this individual to develop or modify an idea  Explain an action taken by this individual as a result of this idea  Discuss how this individual’s idea affected a society</p><p>You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include Pericles, Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Karl Marx, Mohandas Gandhi, Jomo Kenyatta, Mao Zedong, Mikhail Gorbachev and Mother Theresa.</p><p>January 2013</p><p>Theme: Change—Collapse of Government The sudden death of a ruler, a defeat in war, or a successful revolution has often led to the collapse of government. Political, social, and economic changes have occurred as a result of the collapse of a government.</p><p>Task: Select two situations where the collapse of a government has led to significant changes in a country or region and for each  Describe the historical circumstances that led to the collapse of a government  Discuss the political, social, and/or economic changes that occurred as a result of the collapse of that government</p><p>You may use any situation from your study of global history and geography in which the collapse of a government led to significant changes in a country or region. Some suggestions you might wish to consider include collapse of the Roman Empire, collapse of Louis XVI’s government, collapse of the Tokugawa shogunate, collapse of Czar Nicholas II’s government, collapse of the Ottoman Empire, collapse of the Nationalist government in China [Guomindang], collapse of Batista’s government in Cuba, fall of Reza Pahlavi’s government in Iran, breakup of Yugoslavia, and collapse of the Soviet Union.</p><p>August 2007 Theme: Political Systems Political systems have affected the history and culture of nations and societies.</p><p>Task: Choose two different political systems and for each  Describe the characteristics of the political system  Discuss how the political system has affected the history or culture of a specific nation or society</p><p>You may wish to use any political systems from your study of global history. Some suggestions you might wish to consider include absolute monarchy, constitutional monarchy, parliamentary democracy, direct democracy, theocracy, communism, and fascism. Multiple Choice 1 Historians frequently portray Louis XIV’s construction of the palace of Versailles and Peter the Great’s building of the city of Saint Petersburg as (1) shrines to religious beliefs (2) monuments to personal rule (3) examples of colonial architectural influences (4) efforts to isolate and protect the ruler</p><p>2 Louis XIV strengthened the power of the monarchy in France by (1) centralizing control (2) granting democratic reforms (3) practicing religious toleration (4) reducing the size of the bureaucracy</p><p>3 One way in which Peter the Great, Louis XIV, and Philip II are similar is that each (1) supported missionary efforts of the Roman Catholic Church (2) sought to centralize power by limiting the power of the nobility (3) fought to block the establishment of British colonies in the Western Hemisphere (4) challenged feudal practices by emancipating serfs</p><p>4 One similarity in the policies of Louis XIV and of Suleiman the Magnificent is that both leaders (1) expanded their empires in the Americas (2) encouraged the growth of democracy (3) increased the power of their central governments (4) abolished the bureaucracy</p><p>5 The Magna Carta and the English Bill of Rights both served to (1) extend the voting privileges of commoners (2) abolish the government’s role in levying taxes (3) limit the power of the monarchy (4) support the theory of the divine right of kings</p><p>6 Which individual suggested the idea that if a government fails to protect its people’s natural rights of life, liberty, and property, the people have the right to overthrow it? (1) Karl Marx (2) John Locke (3) Thomas Hobbes (4) Niccolò Machiavelli</p><p>7 One similarity in the rule of Akbar the Great and the rule of Elizabeth I is that both leaders implemented policies that encouraged (1) compulsory education (2) military disarmament (3) voter participation (4) religious toleration</p><p>8 Which institution became stronger and limited the monarchy in order to end absolutism in England? (1) banks (2) Parliament (3) universities (4) Anglican Church</p><p>9 • Signing of the Magna Carta • Signing of the Petition of Right • Passage of the English Bill of Rights</p><p>In England, these events were instrumental in (1) supporting a disarmament policy (2) promoting government control of the economy (3) justifying the acquisition of territory in foreign lands (4) developing parliamentary democracy</p><p>10 Which heading best completes the partial outline on British history below? I. ______A. Magna Carta B. Glorious Revolution C. Bill of Rights</p><p>(1) Rise of Absolutism (2) Beginning of Socialism (3) Challenges to Papal Power (4) Evolution of Parliamentary Democracy</p><p>11 Oliver Cromwell led the Puritan Revolution in England in response to the (1) passage of the Bill of Rights (2) autocratic rule of the king (3) implementation of mercantilism (4) defeat of the Spanish Armada</p><p>12 One way in which Suleiman the Magnificent and Peter the Great are similar is that they both (1) modernized their military (2) promoted free speech (3) isolated their people from outside influences (4) reduced taxes levied on their people</p><p>13 One way in which the rule of Peter the Great in Russia and the rule of Emperor Meiji in Japan are similar is that both leaders (1) emancipated serfs (2) granted equality to women (3) encouraged modernization (4) ruled according to a constitution</p><p>14 What happened in Russia as a result of actions taken by Peter the Great? (1) Russia was weakened by French invasions. (2) Catholicism was adopted as the state religion. (3) The Duma was reformed and the serfs were freed. (4) Russia borrowed Western ideas and expanded its territories.</p><p>15 Which form of government is associated with the reigns of Suleiman the Magnificent, Akbar the Great, and Peter the Great? (1) constitutional monarchy (2) direct democracy (3) theocracy (4) absolute monarchy</p><p>16 One way in which the reigns of Peter the Great and Catherine the Great are similar is that both leaders (1) promoted the emancipation of serfs (2) strengthened the role of the Duma and centralized royal power (3) shared their power with the Russian Orthodox Church (4) pursued a policy of westernization and expansion </p><p>17 Peter the Great is to Russia as Emperor Meiji is to (1) Mongolia (3) India (2) Japan (4) Korea</p><p>Base your answer to question 18 on the statement below and on your knowledge of social studies. ... I conclude, then, returning to being feared and loved, that since men love at their convenience and fear at the convenience of the prince, a wise prince should found himself on what is his, not on what is someone else’s; he should only contrive to avoid hatred, as was said.</p><p>18 This statement is taken from the written work of (1) John Locke (2) Niccolò Machiavelli (3) Adam Smith (4) Ignatius Loyola</p><p>19 Which writer opposed political absolutism? (1) Niccolò Machiavelli (2) James I (3) Jacques-Bénigne Bossuet (4) John Locke</p><p>20 Which idea is central to John Locke’s Two Treatises of Government? (1) A government’s power comes from the consent of the people. (2) Predestination will determine who will go to heaven. (3) Famine, disease, and conflict are natural checks on population growth. (4) The have-nots will rise up and overthrow the government of the haves.</p><p>21 Which statement represents a key idea directly associated with John Locke’s Two Treatises of Government? (1) Freedom of speech should be denied. (2) The king’s power on Earth comes from God. (3) All people are born with the right to life, liberty, and property. (4) Individuals acting in their own self-interest will achieve economic success.</p>