2011 Development of Constitutional Monarchy in Great Britain Lesson

1. 2011 Development of Constitutional Monarchy in Great Britain Lesson Date your papers: Friday, October 7, 2011 Monday, October, 10, 2011 Tuesday, October 11, 2011 Wednesday, October 12, 2011----Afternoon, Periods 1, 6, and 2 Block Days: Thursday, October 13 and Friday, October 14, 2011 Test Days: Monday, October 17 and Tuesday, October 18, 2011 Notebook Due: Tuesday, October 18, 2011

2. Essential and Guiding Questions: • What are Enlightened Despots? • How did a Constitutional Monarchy develop in Great Britain? • What is the significance of absolute rule becoming shared Parliamentary rule in England? How will this affect the rest of the world? • What are the characteristics of Absolute rule? Enlightened Despot rule? • What effect would the exercise of Absolute rule have on a nation? • How did Absolutism differ in the various nations in which it existed? • What causes people to rebel? • How did religion influence the course of the English Civil War? • How did the political structures in France and England differ? How did these differences affect the course of revolution in each country?

3. Friday, October 7, 2011 • Quiet Question: Type Two Prompt---Read the following primary source written by King Frederick II, of the Hohenzollern Ruling Family of the German Kingdom of Prussia, who was also an Enlightened Despot like Empress Catherine II of Russia. Frederick believed, “My chief occupation is to fight ignorance and prejudices in this country. . . I must enlighten my people, cultivate their manners and morals, and make them as happy as human beings can be, or as happy as the means at my disposal permit.” a) Read and Talk to the Text to the rest of the primary source. b) Then turn to your partner and complete “The 6 C’s of Primary Source Analysis”

4. Friday, October 7, 2011 • Now referring back to the previous lesson and your notes on Catherine II, you and your partner should complete the following T-Chart writing down examples for both columns. • Catherine Met Frederick’s ExpectationsCatherine Didn’t Meet Frederick’s Expectations

5. Catherine Did Live Up To Frederick’s Enlightened Despot Expectations • Created free and public national schools for all social classes and genders • Population, economic, physical, and political surveys of Russia to see what they needed • Focused on economic growth and cultural reforms • Her new constitution was based on the idea that all people equal in the eyes of the law • Researched to find out how to improve the lives of the serfs and peasants • Tried not to rule selfishly…worked 18 hours days to serve the people---hard-working • Taxed everyone, not just the poor, to raise money for the reforms---benefitted everyone • Set an example for her country---smallpox vaccination, wrote plays, operas, short stories, valued arts and education • Building of 100 new towns and renovation of older towns to be safer • Established orphanages that took in over 40000 children • Smolny Institute for Women • Enforced religious tolerance…Jews, Muslims, Protestants, Catholics, and the Russian Orthodox Church • Political reforms: innocent until proven guilty, trial by jury, new constitution

6. Lived Up • Did not waste money and repaid ¾ of Russia’s debt within five years and built up a budget surplus • Saw herself as the first servant of the people…”Little Mother” of Russia • Creation of hospitals and medical school to treat majority of Russia • Created new job opportunities for peasants…working and owning factories • Created a uniform and strong legal system • Created a more efficient economy with paper money, improved roads and bridges, etc…. • Created the College of Foreign Affairs---Russian National Archives to chronicle Russian history

7. Catherine Did Not Live Up To Frederick’s Enlightened Despot Expectations • Not to use the people’s tax money for luxuries…but she added on to the Winter Palace and built the Hermitage • Had several lovers and questionable coup of her husband…a life of debauchery • One of her lovers took advantage of their relationship to gain land and money for his family • She knew serfdom was wrong, but did not abolish to maintain the nobles’ support---expanded in the Ukraine • Began crack down on criticisms of her reign and limit freedom of the press towards the end of her reign • Favored the nobles in some areas to keep their political support…political survival • Let the nobles tax the peasants who were already paying taxes to the government and could not afford more taxes

8. Friday, October 7, 2011 • Class: Pairs will share their overall analysis of the primary document and then review all the major actions of Catherine’s reign. We will discuss how she behaved like an Enlightened Despot and how she did not in some circumstances. • Class: Share reasons. Use to introduce the British Stuarts. Turn to the House of Stuart Family Tree and highlight and number the following Kings and Queens in the order they ruled • James I---first Stuart King of England • Charles I---son of James I • Under Charles I, WRITE IN OLIVER CROMWELL---Lord Protector • Charles II---son of Charles I---The Restoration King or the Merry Monarch • James II---son of Charles I and brother of Charles II • William and Mary of Orange---Dutch son-in-law of James II and daughter of James II • Ann---daughter of James II and sister of Mary, last of the Stuart line---official Protestant line • George I---German cousin of the Stuart Family with the royal last name of Hanover

9. Friday, October 7, 2011 • Class: Turn to the back of the Stuart Family Tree. Ms. Barben is going to read aloud, “Setting the Stage”. Let’s make predictions about what you think is going to happen in Britain based upon what you know thus far? • Groups: Using the Jigsaw Method, you will be assigned one of the above rulers to: • Research and Take Notes on. Assign each of the FIVE sources to a different group member to read and take notes from. • Read about in the Textbook on pages 461-463. • Read about in the Photocopied “Parliament Limits the English Monarchy” Chapter Five. • Read about in the Photocopied “Slimy Stuart Timeline” and “Oliver Cromwell and his Wars”. • And read about in the Photocopied “Teacher Notes on the Stuarts”. • Addition: Photocopied “Bill of Rights in Action” Article • Using all of the above sources, you are going to complete the Conflicts with Parliament Graphic Organizer. • You will then do this on the poster board for a larger scale and teach to the class.

10. Friday, October 7, 2011 • In the graphic organizer, identify the following: • Monarch • His Conflicts with Parliament/Abuses of Power as a Absolute Ruler • Parliament’s Attempts to Limit his Power/Attempts to Protect Rights • Results and Effects of Conflicts and Attempts

11. Friday, October 7, 2011 • Homework: Finish reading and taking notes on your monarch from your assigned source.

12. Monday, October 10, 2011 • Groups: Continuing to work on your Conflicts with Parliament Graphic Organizer. • Each member of the group should teach the other group members what he found in his assigned source. • Group members should add to notes in Conflicts with Parliament Graphic Organizer. • If group members disagree, discuss and make decision. • This should take about half the class period. • Once all five sources have been covered and everyone’s graphic organizer is complete, now write it NICE and BIG on the poster board to use to present to the class the next class period. • Homework: Finish up poster for presentations.

13. Tuesday, October 11, 2011 • Class: We will now cover each leader in chronological order, and as the groups present and explain, while the rest of the class should be taking notes and filling in the graphic organizer. • Each group will have about 8 minutes to teach about their leader. • Homework: Work on Study Guide and Notebook.

14. Wednesday, October 12, 2011: Periods 1, 6, and 2Block Day: Periods 3 and 7 • Class: We will finish the group presentations and taking notes. • Groups of Three or Four Depending on the Class: Type Two Prompt--- You will be assigned one of the British leaders to write a Biopoem on as review. The leader will be different than who you had for the earlier activity. • You will have the rest of the class period to work on this. • It is then your homework night to work on. • Periods 1, 6, and 2: You will have 15 minutes of the Block to complete. • The next class period will be presentations to act as the final review.

15. Wednesday, October 12, 2011 or Block • Format for Biopoem: • A Biopoem is a biographical poem that captures the main characteristics and events of a person’s life. It allows the writer to reflect on large amounts of materials and condense it into logical categories. • It requires the writer to put himself into the subject’s shoes. • Line One is the First Name. (First name of your leader) • Line Two consists of FOUR ADJECTIVES that describe the person’s personality and traits as a leader • Line Three examines Family Relationships…examples would be Father of…, Mother of…, Son of…, Brother of… all of which are literal. Or it can be more metaphorical…examples would be Protector of children, Father of astronomy • Line Four consists of THREE things the person loved. “Who loves….” • Line Five consists of THREE things the person felt. “Who feels…” • Line Six consists of THREE things the person needed. “Who needs…” • Line Seven consists of THREE things the person gave to others or the world. “Who gives…” • Line Eight consists of THREE things the person feared or did not fear. “Who fears…” or “Who did not fear…” • Line Nine examines what this person wanted to happen in the world or country. “Who would like to see…” • Line Ten examines what this person shared with the world either positively or negatively. “Who shares…” • Line Eleven examines overall who the person was. “Who is…” • Line Twelve identified where the person lived and worked and when. “Resident of….from….to….” • Line Thirteen is the Last Name (Last name of leader…either Stuart or Cromwell) • DO NOT REPEAT WORDS OR INFORMATION. • BE SPECIFIC WITH HISTORICAL CONTENT TO SERVE AS A BETTER REVIEW.

16. Wednesday, October 12, 2011 or Block: • Louis XIV • Power-hungry, Educated, Short-Sighted, Controlling • Son of Louis XIII • Who loved science like botany and astronomy, Baroque art, architecture, and music, and himself • Who felt threatened by the Fronde Revolt, the glory of Divine Right, and that it was important to modernize the French army • Who needs to raise taxes on the middle and lower classes due to his spending, to expand France’s borders at all cost, and to eliminate the power of the noble class • Who gives France the magnificence of the palace of Versailles, the Academy of Ballet, and Academy of Science • Who did not fear going to war with the most of Europe in the War of Devolution, the Dutch War, the War of the Grand Alliance, and the War of the Spanish Succession • Who would like to see France rid of the Protestant religious minority, Huguenots • Who shares his vision of Absolute Monarchy with Cardinal Marazin and Colbert • Who is known as the Sun King and the epitome of an Absolute Monarch • Resident and King of France from 1653 to 1715 • Bourbon

17. Wednesday, October 12, 2011 or Block • Homework: • Finish notes and ideas for Biopoem • Work on Notebook • Work on Study Guide • Unit Test Days: • Objective Portion: Monday, October 17 • Short Answer Portion: Tuesday, October 18 • Notebook Due: Tuesday, October 18

18. Block Day for Periods 1, 6, and 2: • Pairs/Groups: You will have 15 minutes to finish your Biopoems. • Class: Groups will present their Biopoems. Class will add to their notes in the graphic organizer. • Rest of Block: Work on your Study Guide and Notebook. • Test Days: • Objective Portion: Monday, October 17, 2011 • Short Answer Portion: Tuesday, October 18, 2011 • Notebook due: Tuesday, October 18, 2011