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GV Daily Lesson PlanStudent Name: Justin D. Smith Course Title; Semester: Student Teaching, FA 2011

Title of Lesson: Extending Spanish Power Total Lesson Time: 30 minutes Grade(s): 9 This lesson is free-standing or lesson 1 of 10 Subject Area: World History

Learning Goals:Students will be able to determine how culture affects the interaction of human populations.

Curriculum Standard(s):Iowa Core CurriculumUnderstand the role culture plays in incidences of cooperation and conflict in the present day world.Understand the causes of boundary conflicts and internal disputes between culture groups.

Waukee Community schools Benchmark 2.2 Describe how trade, warfare and migration spread ideas and inventions.

Learning Objectives and How Assessed:Learning Objective(s) Assessment Plan

Student will be able to:1. Describe how Philip II ensured

absolute power in Spain.

2. Define absolute monarch and divine right.

3. Why did the Spanish economy declined in the 1600s.

1. Formatively assess students KWL, guided reading and exit cards.



Materials Needed: Computer, Whiteboard, notes and worksheets listed below.

Lesson Procedures: Time

Differentiation (Adaptations for Diverse Learners, ELL, Gifted)

Anticipatory Set/Activating Prior 1mi State directions and

Knowledge: Have the question below written on board and inform students that we will answer this question at the beginning of class.

Looking at the map of different wars, what does this map tell them about the rule of Philip II?

Introduction: Inform students of the objectives for today’s lesson and the agenda for the class

Teaching Procedures/Direct Instruction:

1. KWL chart

2. Power Point3. Guided reading with partner.

Examining the cause and effect.

Closure: Exit Card1. Define absolute monarch and divine

right.

2. Why did the Spanish economy declined in the 1600s?

ns

2mins

15min10min

2mins

question orally and in writing.

Rephrase question for students who have trouble understanding what the question is asking.

Allow students to move closer to the board to see information on the board.

Students are paired together based on their ability and behavior.

Repeat major points. Change tone of voice. Ask frequent questions.

References:

Reflection on Student Learning:

Looking at the map of different wars, what does this map tell them about the rule of Philip II?

1. KWL chart2. Power Point

Why did the Spanish economy declined in the 1600s.Philip II extended Spain’s power and helped establish a golden age. In the 1500s, riches from the Americas were flowing into Spain. As a result, Spain became the most powerful nation in Europe. King Philip II ruled Spain from 1556 until 1598. Philip, an absolute monarch, believed that God had given him the right to rule “divine right.” Philip thought of himself as guardian, or protector, of the Catholic Church. He persecuted people who were not Catholic and fought against the spread of Protestantism. He also fought with the Muslim empire of the Ottomans.

Philip II helped to make the period from 1550 until 1650 a golden age in Spain. He set up schools of science and mathematics, and supported the arts. The artist Diego Velazquez painted portraits of the royal family. El Greco used bright colors to paints religious pictures and portraits of Spanish nobles. In literature, Lope de Vega wrote more than 1,500 plays, including comedies and romances. Cervantes wrote Don Quixote, the first novel in Europe.

GOVERNMENT WARS ARTS RELIGION Philip II makes

himself absolute ruler

Builds strong navy

Supports arts and learning

Supports Catholic Reformation

Controls all parts of government

Defeats Ottoman navy in 1571

Sets up schools of science and mathematics

Stops Catholics from converting to Protestantism

Believes God had given him right to rule

English navy defeats Spanish navy in 1588

Encourages painters and writers

Persecutes Protestants in Spain

Fights against Dutch Protestants for many years

In the 1600s, Spanish power slowly declined because rulers spent too much money on wars overseas. The Spanish relied on gold and silver from their American colonies. As a result, they neglected business at home. At the same time, the middle class felt they were being taxed too much so they stopped supporting the government. By the late 1600s, France had replaced Spain as the most powerful European nation.

Does this sound similar to countries we know of today?

Are there any countries spending a lot of money fight wars overseas?

How did Spanish power increase under Charles V and Philip II?

How did the arts flourish during Spain’s golden age?

Why did the Spanish economy decline in the 1600s?

Vocabulary: absolute monarch, divine right armada.

How did Philip II ensure absolute power? How did he try to further Catholicism? (He made all parts of the government responsible to him. He claimed to rule by divine

right. He devoted much time to government, paying attention to even the most trivial matters. (b) He defended the Catholic Reformation and turned the Inquisition against Protestants and others he thought heretics. He fought wars against Protestant countries).

3. Guided reading with partner. Examining the cause and effect.

Closure: Exit Card1. Define absolute monarch and divine right.2. Why did the Spanish economy declined in the 1600s.


Title of Lesson: France under Louis XIV Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 2 of 10 Subject Area: World History



Waukee Community schools 2.2b Describe the ways that cultures can spread and change. HOTS


Student will be able to:1. Describe how Louis XIV

strengthened royal power.

2. Describe the effects of the French wars of religion.

3. Explain how the monarchy Louis XIV was similar to Philip II of Spain.

1. Formatively assess students oral responses and 3,2,1 activity.





Differentiation (Adaptations for Diverse

Learners, ELL, Gifted)Anticipatory Set/Activating Prior

Knowledge: Have the questions below written on board and inform students that we will answer this question at the beginning of class.

“L’etat, c’est moi” = “I am the state”What kind of government do you think the French had and how they felt about it at this time?


Teaching Procedures/Direct Instruction:1. PowerPoint2. Video Engineering and Empire, Napoleon, Part 2 Engineering and Empire, Napoleon, Part 3

How did France rebuild after its wars of religion?

Closure: 3-Things you learned2-Questions or comments you have1-Thing you found interesting

5mins

State directions and question orally and in writing.





References:


“L’etat, c’est moi” = “I am the state”What kind of government do you think the French had and how they felt about it at this time?

1. PowerPointUnder the absolute rule of Louis XIV, France became the leading power of Europe.The period from the 1560s to the 1590s was turbulent time in France. Catholics fought bloody religious wars against French Protestants, called Huguenots. Then, in 1589, Henry IV and later kings increased royal power by making the government stronger and controlling the nobles. Louis XIII destroyed the walled cities of the Huguenots yet allowed them to practice their religion. The king defeated the private armies of the nobles, but gave them high post in court to keep them loyal. Louis XIV continued to strengthen the monarchy. He sent officials to collect taxes and rule the provinces. Louis made his army the strongest in Europe.

During the 72 year reign of Louis XIV, French culture spread throughout Europe. However, many of his foreign and domestic policies failed. Louis fought many wars for power and land. Other European nations thought France was too powerful, so they formed alliances with one another. These alliances created a balance of power that prevented any one nation from dominating Europe. At home, Louis persecuted the hard-working Huguenots, so more than 100,000 of them fled. The French economy suffered as a result.

How did Louis persecution of the Huguenots harm France?

How was Louis XIV monarchy similar to those of Philip II of Spain?GOVERNMENT WARS ARTS RELIGION Louis XIV rules

for 72 years Makes French

army the Supports music,

ballet, and Persecutes the

strongest Europe

theater Huguenots

Becomes absolute ruler

Fights many wars to gain territory

Increases popularity of French styles all over Europe

Called the “Sun King”

Causes European nations to join together to stop France

Sets high standards for the arts

Sends officials to collect taxes and rule the provinces

How did Louis XIV strengthen royal power?

What successes and failures did Louis XIV experience?Vocabulary: intendant, levee, balance of powerWhat were the effects of the French wars of religion?

Why did other European nations join together against France?

2. Video Engineering and Empire, Napoleon, Part 2 Engineering and Empire, Napoleon, Part 3

How did France rebuild after its wars of religion?

Closure: 3-Things you learned2-Questions or comments you have1-Thing you found interesting


Title of Lesson: France under Louis XIV, part 2 Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 3 of 10 Subject Area: World History



Waukee Community schools 2.2b Describe the ways that cultures can spread and change. HOTS


Student will be able to:1. Describe the conflict in Bosnia

during the 1990s.

2. Compare and contrast the life of a teenager in Bosnia during the conflict of the 1990s.

1. Formatively assess student’s oral responses, DBQs and journal writes.

2. Formatively assess student’s oral responses, DBQs and journal writes.




Anticipatory Set/Activating Prior Knowledge:


Teaching Procedures/Direct Instruction:1. PowerPointVideo over Versailles

3. Document Based Questions/Analyze Primary Source

Closure: Journal WriteDefend position on issue.

5mins






References:


1. PowerPointDuring his reign, Louis did not once call a meeting of the Estates General, the medieval council made up of representatives of all French social classes. In fact, the Estates General did not meet between 1614 and 1789. Thus, unlike the English Parliament, the Estates General played no role in checking royal power.

In the countryside near Paris, Louis XIV turned a royal hunting lodge into the immense palace of Versailles. Its halls and salons displayed the finest

paintings and statues, and glittering chandeliers and mirrors. In the royal gardens, millions of flowers, trees, and fountains were set out in precise geometric patterns.

Versailles became the perfect symbol of the Sun King’s wealth and power. As both king’s home and the seat of government, it housed at least 10,000 people, from nobles and officials to servants.

As much as $1.5 billion may have been taken from France’s treasury to build his lavish palace at Versailles. Tens of thousands of workers spent several decades building the palace.

One miner item for the Versailles palace was his bathtub, which was carved out of a single piece of priceless Languedoc marble.

Guards were stationed at every fountain in Versailles’s gardens. The guards’ job was to whistle whenever the king approached so that the water would be turned on fully.

What does the extravagance of Louis XIV say about the power of the French monarch?

Video over Versailles

3. Document Based Questions/Analyze Primary SourceClosure: Journal WriteDefend position on issue.

Document 3

Question(s): • Why was being near the King a coveted position? • What is the attitude of the Duc de Saint-Simon toward Louis XIV?

• What advantages did the king have in governing if the nobles became more concerned about court life and status than about their own political power?

Life at Versailles Very early in the reign of Louis XIV the Court was removed from Paris, never to return. The troubles of the minority had given him a dislike to that city; his enforced and surreptitious flight from it still rankled in his memory; he did not consider himself safe there, and thought cabals would be more easily detected if the Court was in the country, where the movements and temporary absences of any of its members would be more easily noticed.... No doubt that he was also influenced by the feeling that he would be regarded with greater awe and veneration when no longer exposed every day to the gaze of the multitude.

His love-affair with Mademoiselle de la Vallière, which at first was covered as far as possible with a veil of mystery, was the cause of frequent excursions to Versailles. This was at that time at small country house, built by Louis XIII to avoid the unpleasant necessity, which had sometimes befallen him, of sleeping at a wretched wayside tavern or in a windmill, when benighted out hunting in the forest of St. Leger.... The visits of Louis XIV becoming more frequent, he enlarged the château by degrees till its immense buildings afforded better accommodation for the Court than was to be found at St. Germain, where most of the courtiers had to put up with uncomfortable lodgings in the town. The Court was therefore removed to Versailles in 1682, not long before the Queen's death. The new building contained an infinite number of rooms for courtiers, and the King liked the grant of these rooms to be regarded as a coveted privilege.

He availed himself of the frequent festivities at Versailles, and his excursions to other places, as a means of making the courtiers assiduous in their attendance and anxious to please him; for he nominated beforehand those who were to take part in them, and could thus gratify some and inflict a snub on others. He was conscious that the substantial favors he had to bestow were not nearly sufficient to produce a continual effect; he had therefore to invent imaginary ones, and no one was so clever in devising petty distinctions and preferences which aroused jealousy and emulation.... Not only did he expect all persons of distinction to be in continual attendance at Court, but he was quick to notice the absence of those of inferior degree; at his lever, his coucher, his meals, in the gardens of Versailles (the only place where the courtiers in general were allowed to follow him), he used to cast his eyes to right and left; nothing escaped him, he saw everybody. If any one habitually living at Court absented himself he insisted on knowing the reason; those who came there only for flying visits had also to give a satisfactory explanation; any one who seldom or never appeared there was certain to incur his displeasure. If asked to bestow a favor on such persons he would reply haughtily: "I do not know him"; of such as rarely presented themselves he would say, "He is a man I never see"; and from these judgments there was no appeal.

No one understood better than Louis XIV the art of enhancing the value of a favor by his manner of bestowing it; he knew how to make the most of a word, a smile, even of a glance. If he addressed any one, were it but to ask a trifling question or make some commonplace remark, all eyes were turned on the person so honored; it was a mark of favor which always gave rise to comment....

He loved splendor, magnificence, and profusion in all things, and encouraged similar tastes in his Court; to spend money freely on equipages and buildings, on feasting and at cards, was a sure way to gain his favor, perhaps to obtain the honor of a word from him. Motives of policy had something to do with this; by making expensive habits the fashion, and, for people in a certain position, a necessity, he compelled his courtiers to live beyond their income, and gradually reduced them to depend on his bounty for the means of subsistence. This was a plague which, once introduced, became a scourge to the whole country, for it did not take long to spread to Paris, and thence to the armies and the provinces; so that a man of any position is now estimated entirely according to his expenditure on his table and other luxuries. This folly, sustained by pride and ostentation, has already produced widespread confusion; it threatens to end in nothing short of ruin and a general overthrow.SOURCE: The Memoirs of the Duke de Saint-Simon, 1704.


Title of Lesson: Triumph of Parliament in England Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 4 of 10 Subject Area: World History



Waukee Community schools Benchmark 2.1 Describe the roles individuals play in bringing about upheaval and change in

the course of historical development.


Student will be able to:1. Describe how the Stuarts

monarchies clashed with Parliament.

2. Explain the causes and results of the Glorious Revolution.

3. Describe how the Tudors and Stuarts differed in their relations with Parliament.

1. Formatively assess student’s oral responses and exit cards.






Anticipatory Set/Activating Prior Knowledge: Have the questions below written on board and inform students that we will answer this

5mins


Rephrase question

question at the beginning of class.

What do you know about the wars that broke out in the former state of Yugoslavia in the 1990s?


Teaching Procedures/Direct Instruction:1. PowerPoint presentation

Video:Engineering and Empire, Britain Blood & Steel Part 1Engineering and Empire, Britain Blood & Steel Part 2Broadside movie (0-6:15)

Explain two causes of the English Civil War . Why did many people welcome the return of the monarchy?

Closure: Exit Card1. Describe how the Stuarts

monarchies clashed with Parliament.

2. Explain the causes and results of the Glorious Revolution.

for students who have trouble understanding what the question is asking.




References:


1. PowerPoint presentationDuring the 1600s, the British Parliament asserted its rights against royal claims to absolute power. From 1485 until 1603, Tudor Kings and queens ruled England and worked well with Parliament. When the Tudors wanted to make changes, they consulted Parliament first. Then, in 1603, the Stuarts came to power. They angered Parliament by acting like absolute rulers.

One Stuart king, Charles I, got into trouble with Parliament. He put his enemies in prison without trials, collected very high taxes, and angered the Puritans. When Parliament tried to stop him, Charles dissolved, or broke up, Parliament. In 1643, civil war broke out between Charles I and Parliament. Seven years later, Parliament put Charles on trial and beheaded him. Charles was the first European king to be executed. For a time, England did not have a king. It was a republic, known as the Commonwealth. Then, in 1660, Parliament invited Charles II to become king.

How did the Tudors and Stuarts differ in their relations with Parliament?

How did the English Civil War lead to the rise of the Commonwealth?

In 1688, another Stuart king, James II, angered Parliament. This time, Parliament invited Mary, the daughter of James and her husband William to replace the king. James fled to France. This was called the Glorious Revolution because it took place without any fighting. Before William and Mary took power, they accepted the English Bill of Rights. It stated that the king must work with Parliament and gave Parliament control of the nation’s money. Now Parliament had a great deal of power. In this way, England became a limited monarchy, a government in which a legislative body limits the monarch’s powers.

Why did the earlier Stuarts clash with Parliament?

Analyze chart of the development of absolutism in England.

What were the causes and results of the Glorious Revolution?

Which part of Commonwealth society is part of American society today? Which are not?

Describe two results of the Glorious Revolution.How might Puritan teachings have led some women to seek greater liberties?

Why do you think many men were upset by the idea of women speaking out in public?

Vocab: dissenter, habeas corpus, limited monarchy

Video:

Explain two causes of the English Civil War . Why did many people welcome the return of the monarchy?

Closure: Exit Card1. Describe how the Stuarts monarchies clashed with Parliament.2. Explain the causes and results of the Glorious Revolution.


Title of Lesson: Rise of Austria & Prussia Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 5 of 10 Subject Area: World History



Waukee Community schools 2.2c Explain how ideas and technology spread. HOTS, T, CM


Student will be able to:1. Explain the cause and effects of

the Thirty Years’ War.

2. List the two great empires that emerged after the Thirty Years’ War.

1. Formatively assess student’s oral responses, guided readings and quick writes.

2. Formatively assess student’s oral responses, guided readings and quick writes.




Anticipatory Set/Activating Prior Knowledge: Have the questions below written on board and inform students that we will answer this question at the beginning of class.

“For one of [the peasants] they had taken they thrust into the baking oven and there they lit a fire under him…as for another, they put a cord around his head and twisted it so tight with a piece of wood that the blood gushed from his mouth and nose and ears. In a word each had his own device to torture the peasants.”-Jacob von Grimmelshausen

Can you imagine living under conditions like this for 30 years?



5mins






1. PowerPoint presentation

2. Guided reading

Closure: Quick write1. What two empires emerged after the

Thirty Year war?2. What are the similarities and

differences between these two empires?

References:


1. PowerPoint presentationTwo great empires, Austria and Prussia, rose out of the ashes of the Thirty Years’ War. Between 1618 and 1648, the nations of Europe fought each other in the Thirty Year’s war. What started as a fight between Catholics and Protestants soon became a political battle. Armies burned villages and destroyed cities. One third of the population of the Germans states died. When the Thirty Years’ War finally ended, France had won territory from both Germany and Spain. The Netherlands and Switzerland became

independent states. The war left Germany divided into more than 360 states, and the Hapsburgs, ruler of the Holy Roman Empire, lost land.

After the Thirty Years’ War, tow new powers emerged. Although the war weakened the Hapsburgs of Austria, they still wanted a strong empire. They conquered Bohemia, Hungary, and parts of Poland and Italy. However, the Hapsburgs were unable to completely control their empire. Around the same time, the Hohenzollern family united a number of German states. The Hohenzollerns built a powerful Protestant nation called Prussia.

By 1750, Austria, Prussia, France, England, and Russia were the strongest nations in Europe. These nations tried to maintain the balance of power. Two or more nations formed alliances to keep another nation from becoming too strong. To maintain the balance of power, nation sometimes went to war.

What were the causes and results of the Thirty Years’ War?

How did Austria and Prussia emerge as great powers?

How were the goals of these two nations similar?

How did European diplomats try to maintain a balance of power?

What methods did they use?

Vocab: elector, mercenary, depopulation

Westphalia was the first modern peace conference. Why was such a conference needed?

How do nations try to settle disputes today? What ruling family began to unite the German states?

AUSTRIAUnder the Hapsburgs

PRUSSIAUnder the Hohenzollerns

Works to build unified state Adds Bohemia, Hungary, and parts of

Poland and Italy Maria Theresa is a powerful ruler

Wins support of the peopleOrganizes the governmentImproves tax collectionTaxes the nobles and the clergyDefends empire against Prussian invaders

Unites territory across Germany Establishes strong government Takes power away from the nobles Hohenzollerns rule absolutely Creates one of the strongest armies in

Europe Fredrick II is a powerful

Attacks Austria and seizes SilesiaFights wars and wins territory for Prussia

2. Guided reading

Closure: Quick write1. What two empires emerged after the Thirty Year war?2. What are the similarities and differences between these two empires?


Title of Lesson: Absolute Monarchy in Russia Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 6 of 10 Subject Area: World History





Student will be able to:1. Describe how Peter the Great

transformed Russia into a modern state.

2. Explain the reasons and steps Peter took to expand Russia’s borders.

3. Describe how Catherine and Peter strengthened Russia.

1. Formatively assess students oral responses, guided reading and quick write.








Teaching Procedures/Direct Instruction:1. PowerPoint presentation

2. Video: Engineering and Empire, Russia, part 3Engineering and Empire, Russia, part 4

3.Guided reading

Closure: Quick Write1. Describe how two policies of Catherine the Great strengthened Russia.

2. Describe two ways in which Peter the Great introduced western ways to Russia.

5mins






References:


1. PowerPoint presentationCzar Peter the Great and his successor, Catherine the Great, strengthened Russia and expanded Russian territory. In 1682, Peter the Great became czar and absolute ruler of Russia. Peter wanted to make Russia modern and powerful. He introduced western technology, improved education, developed new industries, and encouraged trade. He strengthened the Russian government and reduced the power of the nobles. However, Peter forced the Russian people to become more western, using terror to carry out his plans. His policies maintained serfdom in Russia, long after it had died in Western Europe.

In foreign policy, Peter built the strongest army in Europe, expanded Russian territory, and gained ports on the Baltic. Peter wanted a port city where the water did not freeze during the winter. This way, Russia could trade with the West all year long. However, Peter was not successful in gaining a warm-water port. Still Russian pioneers crossed to Siberia and explored the Bering Strait between Siberia and Alaska. Some Russians even settled in California.

How did Peter the Great try to make Russia into a modern state?

What steps did Peter take to expand Russia’s borders?

In 1762, Catherine the Great, another absolute monarch, came to power. She reorganized the government and laws, set up state schools for boys and girls, and encouraged western ways. Under Catherine, Russian finally won a warm-water port on the Black Sea. In the 1770s, Catherine and the rulers of Prussia and Austria agreed to divide up Poland. By 1795, the kingdom of Poland had disappeared.

How did Catherine the Great strengthen Russia?

What were three goals of Peter the Great? Explain a reform that Peter undertook to achieve each goal.

Why did Peter seek to expand Russian territory?

Why was it important for Russia to conquer a port city where the water did not freeze?

Vocab: westernization, boyar, warm-water port, partition.

2. Video: Engineering and Empire, Russia, part 3Engineering and Empire, Russia, part 4

3.Guided reading

Closure: Quick Write1. Describe how two policies of Catherine the Great strengthened Russia.

2. Describe two ways in which Peter the Great introduced western ways to Russia.

PETER THE GREAT(1689-1725)

CATHERINE THE GREAT(1762-1796)

Government Absolute ruler Strengthens

government Takes power from the

nobles Spreads serfdom

Absolute ruler Organizes the

government Gives more rights to the

nobles Allows peasants to

suffer

Reforms Improves education Develops new

industries Encourages trade

Organizes the system of laws

Sets up state schools for children

Wars Creates largest army in Europe

Conquers land along Baltic

Conquers port where water did not freeze in winter

Seizes territory from Poland

Ideas from Western Europe

Builds capital city, St. Petersburg, in western

Encourages Western

style Forces Russians to dress

like western Europeans

European ways Introduces French

language and ways of life


Title of Lesson: Philosophy & Age of Reason Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 7 of 10 Subject Area: World History





Student will be able to:1. Describe how scientific progress

promoted trust in human reason.

2. Explain how the social contract affected views on government.

1. Formatively assess students oral responses.






5mins


Rephrase question for students who have trouble



Teaching Procedures/Direct Instruction:1. PowerPoint

4. Guided Reading

Closure: Journal Write1. Rousseau put the common good over the interest of the individual. Do you agree with that position? Explain.

2. According to John Lock, what should happen if a government violates people’s natural rights?

(People have the right to overthrow the government).

3. According to Adam Smith, how should wages and prices be regulated?

(by the natural forces of supply and demand).

understanding what the question is asking.




References:


1. PowerPointDuring the Scientific Revolution, scientists used reason to explain why things happened in the universe. By the early 1700s, Europeans also used reason to discover the natural laws of human behavior that explained why people act the way they do. With these laws, they hoped to solve the problems of society. This was the Age of Reason, or the Enlightenment.

Some Enlightenment thinkers wanted to reform government. John Locke believed that the government must protect the natural rights of the people. Natural rights are rights that belong to all humans from birth. If the government did not protect these rights, the people had the right to overthrow it. The Baron de Montesquieu wanted to divide the government into three branches to create a separation of powers. Each branch would make sure the other two branches did not become too powerful. This system is called checks and balances.

Is this similar to any type of government you are familiar with?

Jean-Jacquies Rousseau argued that in a perfect society, people made and obeyed the laws. Voltaire argued for freedom of thought and of speech.

Other thinkers used reason to reform the economy of Europe. They believed that government should let business run itself. This belief is called laissez faire. The economist Adam Smith argued that a free market works through supply and demand.

What ideas did Montesquieu have about government?

What did John Locke believe to be the role of government?

Vocabulary: natural law, social contract, natural right, philosophe, physiocrat, laissez faire

2. DBQ, analyze documents of John Locke and Hobbes

3. Graphic Organizer

Religions and Value Systems How did the Enlightenment challenge the traditional order in Europe?

Economics and Technology How did the ideas of the physiocrats clash with mercantilist policy?

Continuity and Change Why did the Enlightenment ideas only affect the upper levels of European society, at first?

Political and Social System How did constitutional government evolve in Britain and the United States?

How did the social contract and separation of powers affect views on government?

How did the new ideas affect society and the economy?ComprehensionHow did the achievements of the Scientific Revolution contribute to the Enlightenment?

(they led to greater faith in the power of reason. People began to apply reason to human nature and government as well as to the physical world).

How did the philosophes influence ideas on society and the economy? (Their belief in reason led them to support freedom of thought, oppose

slavery, and encourage education. These attitudes were extended to limit government involvement in the economy as well as in people’s lives).

4. Guided Reading

Closure: Journal Write1. Rousseau put the common good over the interest of the individual. Do you agree with that position? Explain.

2. According to John Lock, what should happen if a government violates people’s natural rights?

(People have the right to overthrow the government).3. According to Adam Smith, how should wages and prices be regulated?

(by the natural forces of supply and demand).

Thomas Hobbes People are greedy and selfish

John Locke People have natural rights

Only powerful government can create a peaceful, order society

It is the job of government to protect these natural rights, the people have the right to overthrow it

Baron de Montesquieu The powers of government should be

separated into three branches Each branch will keep the other branches

from becoming too powerful

Jean-Jacques Rousseau In a perfect society, people both make and

obey the laws What is good for everyone is more

important than what is good for one person


Title of Lesson: Enlightenment Ideas Spread Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 8 of 10 Subject Area: World Geography





Student will be able to:1. Explain the roles that censorship

and salons played in the spread of new ideas.

2. Describe how the philosophes influenced enlightened despots.

3. List the areas that the Enlightenment affect arts and literature.

4. Explain how the lives of the majority were unaffected.










Closure:

5mins






References:


As Enlightenment ideas spread across Europe, people began to question the old ways and demand reform. A fair society, they thought, should provide material well-being, justice, and happiness. However, government and the Church believed that God had set up society as it was. To stop the new ideas, they burned Enlightenment books and put the writers in prison.

Philosophers asked rulers to adopt reforms. Enlightened despots were absolute rulers who used their power to reform society. Frederick II of Prussia improved the government and tolerated different religions. He gave tools and seeds to peasants. Catherine the Great of Russia reformed Russian law and government. Joseph II of Austria made the most reforms.

During the 1600s and 1700s, the arts also changed to reflect Enlightenment ideas. Baroque paintings were huge and full of excitement. Rococo art tended to be personal and charming. Ballet and opera became popular. Brilliant musicians such as Mozart and Handel wrote beautiful symphonies and operas.

During this period, most Europeans were peasants living in small villages. They knew little of the Enlightenment. In Western Europe, serfdom had almost disappeared. In central and Eastern Europe, however, most peasants were still tied to the land. Give two ways enlightened despots made reforms based on Enlightenment ideas.

What roles did censorship and salons play in the spread of new ideas?

How did philosophes influence enlightened desposts?

How did the Enlightenment affect arts and literature?

Why were the lives of the majority unaffected?

Peasant during the EnlightenmentUntouched by middle-class culture

Live in small, rural villages

In West1. No longer serfs

2. Rented or owned land

3. Hired as day laborers

4. By late 1700s, some sought reform

and justice

In East1. Still serfs

2. Could be sold with land

3. Owed labor to lords

4. Some forced to serve as soldiers

Vocab: censorship, salon, enlightened despot, baroque, rococo

PPppppppp


Title of Lesson: Absolutism Project Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 9 of 10 Subject Area: World Geography





Student will be able to:1. 1. Formatively assess students

oral responses.





Anticipatory Set/Activating Prior Knowledge:


Teaching Procedures/Direct Instruction:Closure:

5mins






References:


Absolutism and Enlightenment Mini projectStudents will be broken up into groups for the project by European absolute monarchy. The groups will be as follows:

Absolute Monarch PhilospheGroup 1, France Louis XIV John LockeGroup 2, Russia Peter or Catherine the Great Thomas HobbesGroup 3, Austria Maria Theresa VoltaireGroup 4, England James I or Charles I Montesquieu

Group 5, Spain Philip II Jean Jacques RousseauGroup 6, Prussia Frederick the Great Immanuel Kant

1. All papers need to include the following: How this person an Absolute Monarch? (2 examples) (2pts) What were the accomplishments of monarch? (2 examples) (2pts) What effect of the ruler on their country? (2 examples) (2pts) What were the problems or issues that occurred for monarch? (2 examples) (2pts) What are the views or philosophy or your philosophe? (2 examples) (2pts)

Quote work of philosphe (1pts) Picture of your monarch and philosphe (1pts)

Group member task. What are the following reforms or changes that your monarch made?

Each student will be assigned two of the following areas. (ex. Student gets assigned #1 and #5, another student will get assigned #2 and #5. You can work with your group partner and share your information.)

1-Political/Government reforms/changes2-Religious reforms/changes3-Intelluctual reforms/changes4-Military reforms/changes5-Economic reforms/changes6-Social reforms/changes

2. Write a one page paper minimum/maximum. (2pts)

The paper will be double spaced, 12-point font and regular margins. (2pts)

3. Create a Wordle using the text from your papers.

Students will present the information from their assigned task and Worldle to the rest of the class and explain the different words on their Wordle. The website for creating a Wordle is listed below:http://www.wordle.net/createStudents will have to do a five minute presentation.

THIS PROJECT IS WORTH 20 POINTS ALL TOGETHERResearch Report : Absolutism & Enlightenment Mini

Project

Teacher Name: Justin Smith

Student Name: ________________________________________

CATEGORY Excellent Satisfactory Fair PoorAmount of Information

All topics are addressed and all questions answered with at least 2 examples about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

http://www.wordle.net/create

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Length The page requirement is met with a minimum and maximum of 1 page.

The paper is only 3/4 page.

The paper is only 1/2 page.

The paper is under 1/2 page.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

GV Daily Lesson PlanStudent Name: Justin D. Smith Course Title; Semester: Student Teaching, FA 2011 Title of Lesson: Absolutism Project 2 Total Lesson Time: 42 minutes Grade(s): 9 This lesson is free-standing or lesson 10 of 10 Subject Area: World History



Waukee Community schools Explain how different countries develop policies based on the

characteristics of their region and the interaction of other regions.


Student will be able to:1. Describe the conflict in Bosnia

during the 1990s.

2. Compare and contrast the life of a teenager in Bosnia during the conflict of the 1990s.









Teaching Procedures/Direct Instruction:Closure:

5mins






References:


pvs-worldhistory.wikispaces.compvs-worldhistory.wikispaces.com/file/view... · web viewc’est....

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