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2011 Defining Absolute Monarchy and Enlightened Despots Lesson Plan

2011 Defining Absolute Monarchy and Enlightened Despots Lesson Plan. Please get out your Course Overview Signatures for Ms. Barben to check. Please date all your papers : Wednesday, August 31, 2011 Thursday, September 1, 2011 Friday, September 2, 2011 Tuesday, September 6, 2011

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2011 Defining Absolute Monarchy and Enlightened Despots Lesson Plan

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  1. 2011 Defining Absolute Monarchy and Enlightened Despots Lesson Plan Please get out your Course Overview Signatures for Ms. Barben to check. Please date all your papers: Wednesday, August 31, 2011 Thursday, September 1, 2011 Friday, September 2, 2011 Tuesday, September 6, 2011 Wednesday, September 7, 2011 Thursday, September 8, 2011

  2. Essential and Guiding Questions: • What is Absolutism? • Why do people submit to the power of a government? • What is Divine Right? • How does absolute power differ from most modern western governments? • What are Enlightened Despots? • How are Absolute Monarchs and Enlightened Despots similar and different? • How did a Constitutional Monarchy develop in Great Britain? • 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 was the structure of power beneath an absolute ruler? • How did absolute rulers maintain their power? • Why might the new ideas of the Renaissance challenge Absolutism? • How did the lives of commoners differ from that of upper class citizens?

  3. Wednesday, August 31, 2011 • 1. Introduction: Type One Prompt: You have a few choices to make--- A) Read the six quotes on Absolute Monarchy and/or Divine Right and select TWO to do the following: • a) Translate or reword each quote into your own words. • b) Explain the significance of each quote. • c) Compare and contrast the two quotes. • d) Do you agree with each statement? Why or why not? B) Or examine the eight political cartoons on Absolute Monarchy and/or Divine Right and select TWO to do the following: • a) Identify the cartoonist’s main point in your own words. • b) Explain how you arrived at this meaning by analyzing aspects of the political cartoon. • c) Compare and contrast the two cartoons. • d) Do you agree with each cartoonist’s viewpoint? Why or why not? C) Or select ONE of the quotes and ONE of the political cartoon on Absolute Monarchy and/or Divine Right to do the following: • Identify the author’s main point in your own words. Identify the cartoonist’s main point in your own words. • Explain the significance of the quote. Explain how you arrived at the meaning of the political cartoon by analyzing the aspects of the cartoon. • Compare and contrast the quote and political cartoon. • Do you agree with each viewpoint? Why or why not?

  4. Wednesday, August 31, 2011 2. Pair-Share: You will turn to your partner next to you and present your Type One Prompts. Discuss what you each learned and then summarize below: • A)Based upon the primary source quotes and political cartoons, what have you learned about Absolute Monarchy? • B)What questions do you now have about Absolute Monarchy based upon the primary source quotes and political cartoons?

  5. Wednesday, August 31, 2011 • 3. Class: We will come together as a class to share your thoughts and questions raised by the prompt and discuss. • 4. Mediating---Class:Ms. Barben is now going to begin her Defining Absolute Monarchy and Enlightened Despots Historical Content Powerpoint, and you are to use the Interactive Notebook Method.

  6. Wednesday, August 31, 2011 5. Homework: Reading and Talking to the Text---textbook and supplemental secondary reading • Textbook Pages: Defining Enlightened Despots sections on pages 554 and 558---do Talking to the Text on the provided Post-its. • Photocopied 2011 Absolute Monarchy Secondary Supplemental Reading This means that you write in the margins: • Confusing • Interesting • Surprising • Important • Connections to current events, classroom learning, movies, tv shows, literature, etc… • Mark anything that is unfamiliar and keep going. • Make predictions • Formulate opinions • Make connections • Ask questions • Analyze the author's craft • Write reflections/reactions/comments • Look for patterns/repetitions • Reflecting on content or the reading process

  7. Thursday, September 1, 2011 • 6. Class: Ms. Barben is going to begin her Defining Absolute Monarchy and Enlightened Despots Powerpoint, while you continue your Interactive Notes. • 7. Homework: Continue your Reading and Talking to the Text.

  8. Tuesday, Sept 6, 2011 • 8. Class: Ms. Barben is going to finish her Defining Absolute Monarchy and Enlightened Despots Powerpoint, while you finish your Interactive Notes. • 9. Individual: As review of the Powerpoint and Interactive Notes, complete the 3-2-1 to help Ms. Barben clarify any questions.

  9. 3-2-1

  10. Wednesday, Sept 7,2011 • 12. Review---Groups: You will be assigned either Absolute Monarchy or Enlightened Despots to create a Sensory Figure on to review the definitions, key characteristics, and advantages and disadvantages for the type of monarch assigned to your group.

  11. _______________1. The students wrote in complete sentences. Each cue is at least two well-developed sentences, and the reasons or effects for each historical action. Worth 20 Points. • _______________2. The students addressed specific, detailed factual information. • It defined the type of monarchy. • It examined the political, social, cultural, and economic characteristics of the type of monarch. • It examined the advantages and disadvantages of the type of monarch from the assigned perspective. • Worth 20 pts. • _______________3. The students did not repeat information. If so, 5% off. • _______________4. All the cues made sense. The students did not skip any of the cues. Worth 20 Points • THINKS… • SEES…. • HEARS…. • SMELLS…. • SAYS/EATS/DRINKS….You select the one that works best. • DOES…Any of the Does cues can be made into an action verb like controlled, suspended, censored, etc… • DOES…. • DOES…. • DOES…. • LOVES/HATES/FEARS…You select the one that works best. • For each one skipped, a repeated concept, or inaccurate information, it is minus four points.

  12. Thursday, Sept 8, 2011 • 13.Class: Groups will present their Sensory Figures, while the class adds to their Interactive Notes. • 14. Closure---Homework: You will create a Metaphorical Representation on Absolute Monarchy and Divine Right---It is up to you to either focus on the positive or negative aspects. You have a choice between using a Simile, a Metaphor, or an Analogy for this homework assignment. • This is due on:_______________________.

  13. ________1. The assignment was turned in on time. For each day late, it is 10% off the grade._________ • ________2. The assignment was: • done neatly, • in color, • on a blank piece of paper, • and the paragraphs were typed, • spell-checked, • and grammar-checked. • Watch for capitalization errors! • The assignment reflected good effort and thought. • Worth 10 Points. • ________3. The student created a Metaphorical Representation on defining and exploring Absolute Monarchy and Divine Right. It was up to the student to either focus on either the positive or negative aspects. • The development of Absolute Monarchs in Europe during the sixteenth and seventeenth centuries was like…” • ”…overprotective parents that controlling rules suffocate the teenage child.” • ”…a worried parent looking after a rambunctious and unruly toddler.” • ”…God extending his hands from heaven to earth.” • ”… a leviathan (a sea monster) patrolling the oceans and protecting its waters.” • ”… an oppressive humidity on a hot, summer day.” • “…a puppet master controlling all the actions of the citizens like toys.” • g)…come up with one of your own for FIVE bonus points. • It must be written at either the top or bottom of the metaphorical representation. • Worth 5 Points. • ________4. Under the chosen metaphor, simile, or analogy, the student illustrated a scene that supported the literary comparison: • The student incorporated specific historical information into the drawing. • It may be hand-drawn or generated on the computer. • Either way, they must be historically specific to the people, beliefs, and events from the Powerpoint Presentation and Yellow Supplemental Reading. • It is BEST to use historical images from the time period incorporated into the illustration to help prove your point. This is very important. • Do this in color and on a blank piece of paper. • Worth 30 Points. • ________5. On the back of the Metaphorical Representation, the student wrote TWO typed, well-developed paragraphs. In the paragraphs, the student: • Explained the literary comparison using referring to the specific historical elements in the illustration and explaining their relationships to your literary comparison. • Used historical terms, definitions, aspects, and examples from the Powerpoint and Supplemental Reading • Did not write vague or general statements. • Do not keep repeating the same information or point to make it appear longer. • Provided analysis of the supportive illustration as well. • Each paragraph was a minimum of four well-developed sentences. • Worth 30 Points Comments: /75 Points

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