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153 UNIT COVER PAGE UNIT 8 School District: BHSD 228 Unit Title: Rulers Absolutism Department: Social Studies Course: Grade Levels: World History 10 Topic Areas: The absolute monarchies of England, France, Spain, and Russia 1 Wk. 2009 Date Created: Spring, 2004 Date Modified: G. Andruch, M. Bracena, J. Curtin, W. Podbbielniak, J. Robison, D. Stell, Unit Designer(s): R.Tustin, D. Uniek, Greg Huelsman, Andrew Rybarczyk Time Frame: Link to State Standards 14.D.1 - Identify the roles of civic leaders (e.g., elected leaders, public service leaders). 14.D.5 - Interpret a variety of public policies and issues from the perspectives of different individuals and groups. 14.F.1 - Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom. 14.F.2 - Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights). 16.B.1 - Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions. 16.B.2a - Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations. 16.B.3c - Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE. 16.B.5a - Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I and II. 16.B.5c - Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. 16.C.3a - Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress. 16.C.3b - Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans. 16.C.3c - Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present) 16.C.5c - Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history. 16.D.2 - Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa). 16.D.3 - Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 16.D.5 -Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history. 154 16.E.1 - Compare depictions of the natural environment that are found in myths, legends, folklore and traditions. 16.E.2a - Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments. 16.E.5b - Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social history. 17.A.1a - Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). 17.A.3a - Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water). 17.A.4b - Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17.B.3a -Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources. 17.B.4a - Explain the dynamic interactions within and among the Earth's physical systems including variation, productivity and constructive and destructive processes. 18.B.1a - Compare the roles of individuals in group situations (e.g., students, committee member, employee/employer). 18.B.1b - Identify major social institutions in the community. 18.B.2a - Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms). 18.B.2b - Describe the ways in which institutions meet the needs of society. 18.B.3a - Analyze how individuals and groups interact with and within institutions (e.g., educations, military). 18.B.3b -Explain how social institutions contribute to the development and transmission of culture. 18.B.4 - Analyze various forms of institutions (e.g., educational, military, charitable, governmental). 18.B.5 - Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience. 155 Summary of Unit Students will learn about absolute monarchs and how their nations both benefited from, and suffered under their rule. Resources See Curriculum Binder Key Words absolute Monarch divine right skepticism intendment westernization habeas corpus constitutional monarchy cabinet glorious revolution 156 STAGE 1: IDENTIFY DESIRED RESULTS Enduring Understandings Students will understand that absolutism gave Europe structure but limited the rights of the people. Essential Questions 1. Compare England's Constitutional Monarchy to U.S. Democracy. 2. What happens to citizens' personal liberties if their ruler has absolute control? 3. What are some negative consequences of allowing one ruler to have complete control? 4. Why does absolute power corrupt? 5. How might a commoner feel about their monarch? 6. How do I know I don’t live under absolute rule? Knowledge and Skills Students will know Absolute Monarchs Westernization Habeas Corpus Constitutional Monarchy Cabinet What differs absolute rulers from other types of rulers Divine right Glorious Revolution English Civil War Students will be able to explain how absolute rulers are both beneficial and negative. show how different societies sought to limit these rulers. Students will be familiar with Peter the Great Charles I Oliver Cromwell Charles II Frederick the Great Maria Theresa Phillip II Spanish Armada 157 Frederick II Louis XVI Cardinal Richelieu Ivan Terrible Elizabeth Catherine the Great Louis XIV 158 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand? Required Assessments (brief description) Create a travel brochure from the perspective of the king/queen trying to persuade people to come their kingdom Other Assessments (brief description) Posters on various Kings/Queens of Europe 159 PLAN LEARNING EXPERIENCES AND INSTRUCTION What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Learning Activities W How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated? -Weekly calendars provided to the students. -Objectives stated at each lesson -Rubrics will be used as an assessment tool H How will you hook students at the beginning of the unit? Students will examine the powers and limitations of contemporary leaders. E What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Students will research past and present rulers and examine the impact the people under their rule faced. R How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Students will participate in journal entries. Students will be exposed to quizzes and self correct assessments with provided rubrics E How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Students will be analyze their work based on pre distributed rubrics Exit cards will contain reflective questioning to illustrate growth T How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Multiple intelligence research will be utilized in creating assessments. EPAS reading scores will assist teachers in tailoring instruction and assessment Students will be given a variety of assessment choices 160 O How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? Each unit will be approached topically to identify common themes. Absolutism Travel Guide Project 1. Create a travel brochure for a King or Queen in Europe. a. You must have persuasive reasons of why people should visit your kingdom b. Each entry on the brochure must contain at least 2 pieces of factual information i. Choose the most interesting because you want people to come to your kingdom!! c. Each entry on the brochure must be accompanied by a picture or symbol d. The travel brochure must contain a title with a “catchy” slogan e. You should have 6 entries 2. Based on your travel brochure: Complete a persuasive essay. See attached rubric. 161 162 163 164 165 166 167 Student Performance Task Unit: 7 Task: Travel Brochure on Kingdoms Course: World History Time Frame: 2 Days Overarching Understanding: Students will understand that there has been a constant struggle throughout history between more democratic and less democratic philosophies of government. Enduring Understanding: Students will understand that absolutism gave Europe structure but limited the rights of the people Essential Question: How might a commoner feel about their monarch? Vignette: Students will research a particular kingdom. They will then create a travel brochure from the king’s perspective that persuades the reader to come to the kingdom. Standard: You will be graded on the following scale: See attached rubric