Crisis and Absolutism in Europe

1550-1715
A Traditional Unit Plan Model
INSTRUCTIONAL PHASE

Developed by Molly A. McCollum, Department of Teacher Education, Samford University, 2013.

Mini-Unit #1: Europe in Crisis: The Wars of Religion 1. Define- militant, Armada. (Knowledge) 2. Identify- Huguenots, Henry of Navarre, King Philip II, William the Silent, and Elizabeth Tudor. (Knowledge) 3. Describe the causes of the French Wars of Religion and explain how they were resolved. (Knowledge) 4. Explain the militant Catholicism of Philip II and its effects on Europe. (Comprehension) 5. Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, and the English Reformation, and wars of religion. (Comprehension) 6. Analyze causes of religious wars in 16th- and 17th-century Europe and account for the rise of religious pluralism. (Analysis) 7. Discuss the situation in many European nations in which Protestants and Catholics fought for political and religious control. (Analysis)
IV. DIRECTED TEACHING 1. Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will

project the outlined lecture notes to the class. The teacher will instruct students that while there may seem to be a lot of slides, there is less information on each so there wont be a lot of time spent copying down each slide. The students will copy their notes down in their Interactive Student Notebooks and the teacher will guide them through each slide. As students copy the notes from the slides, the teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. (See textbook, Teachers Edition.) 2. Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the
outlined lecture notes to the class. The teacher will instruct students that while there may seem to be a lot of slides, there is less information on each so there wont be a lot of time spent copying down each slide. The students will copy their notes down in their Interactive Student Notebooks and the teacher will guide them through each slide after they have finished writing so students do not miss information. The teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. This is only a temporary arrangement as a creative note-taking solution less dependent on copies (which are limited) is sought. (See textbook, Teachers Edition.) V. GUIDED PRACTICE 1. The teacher will guide the class through a reading activity around the Edict of Nantes.

Using the Chunking Strategy, the available English translation of the edict will be used, and the teacher will guide the students through a class reading and discussion focusing on pulling away informational content and focusing on improving reading comprehension and interpreting primary document skills. (See Appendix B) 2. To incorporate an element of guided practice, the teacher will finish guiding the class through the reading activity around the Edict of Nantes. Using the Chunking Strategy, the available English translation of the edict will be used, and the teacher will guide the

students through a class reading and discussion focusing on pulling away informational content and focusing on improving reading comprehension and interpreting primary document skills. Guided practice will continue when the groups in Independent Practice join back in whole group and engage in discussion over what was brought up in small groups. The teacher will then have the opportunity to check student understanding and elaborate on points that need emphasis or clarification
VI. INDEPENDENT PRACTICE 1. The independent practice of today is the bell ringer activity which challenges students to

use their section vocabulary to create original sentences with contemporary application and to copy down and begin a reading strategy chart entitled, Chapter Seven Monarchs Chart. (See Appendix B) 2. Because the students have developed a base understanding of the content of the section, they will now be better prepared to work independently and in small groups. In addition to the bell ringer question which will be answered independently, students will engage in small-group work. (See Appendix B) The other independent practice is as follows: The class will be split into three groups based on the regions we studied where the wars of religion happened: France, The Netherlands, and England. The students in each corresponding group will look at the French Wars of Religion, Philip IIs battles in the Netherlands, and the Spanish Armadas battles with England and have each group list the religious, social, and political issues involved with these wars. After this has been done, students will leave their groups and there will be class discussion on the points listed in their groups.
VII. FORMATIVE ASSESSMENT 1. The teacher will ask questions throughout the lecture to assess whether students are

understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also listen as students respond to and discuss the Edict of Nantes reading to assess whether or not students are struggling with the content or with deciphering the primary document. 2. Formative evaluation will take place throughout the lesson in direct teaching, guided practice, and independent practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also listen as students respond and what they discussed in their small groups on the causes of the various wars of religion, assessing whether or not students are struggling with the content or need points clarifies or reiterated.
VIII. DIFFERENTIATING INSTRUCTION 1. Re-Teaching Activities

To re-teach concepts from the day, the class can be split in to groups where at-risk students are with those who seem to be mastering the objectives, and each group will be

given one of two topics: The French Wars of Religion or Philip II and the Wars of Religion in the Netherlands. Each group is given time to discuss the notes and the lecture points to assemble a list of the religious, social, and political issues involved with these wars. After group work, the class will come together and the teacher will combine the lists on the board as students from each group are called on to contribute what their group came up with.
Extension Activities: Vertical- Those students in need of vertical extension can assume the role of group leader or teacher for the group and be responsible for leading re-teaching activities in the group. Horizontal- For horizontal extension, students may be assigned to work in groups and rather than having the teacher combine lists on the board, each group may assign a teacher to go to the board and lead the class in what their small group came up with. Accommodations and Modifications:

For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and note-taking process. There may come a point where at-risk students seem to not be on the same page as the majority of class. This will be determined through formative evaluation. 2. Re-teaching Activities: To re-teach concepts from the day, the class can be split in to groups where at-risk students are with those who seem to be mastering the objectives, and each group will have a teacher, a note taker, and a questioner. Each student will assume a role within the group and they will change two times in the space of the class period. The teacher will refer back to the notes and re-teach the group the key ideas and what was discussed. The note-taker will write down the summary of the points and content discussed in the small group. The questioner will create and collect questions the group has surrounding the content, and share them with the group when everyone comes back together for class discussion at the end of the period.
Accommodations and Modifications:

For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and note-taking process. There may come a point where at-risk students seem not to be on the same page as the majority of class. This will be determined through formative evaluation.

Appendix B
B-1 Annotated Teacher Copy of Edict of Nantes Reading Activity B-2 Daily Schedule 27 September B-3 Daily Schedule 30 September

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TEACHER COPY: As historians in this class, it is important that we learn how to read and interpret primary texts. By breaking up this reading in to four different chunks, we will read them aloud and question the text as we read. This is a good way to check our understanding and comprehension of what were reading, and is a good habit to grow for the future as youll be asked to interpret texts.

The Edict of Nantes: Available English Translation

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Henry

, by the grace of God king of France and of Navarre, to all to whom these

presents come, greeting: Among the infinite benefits which it has pleased God to heap upon us, the most signal and precious is his granting us the strength and ability to withstand the fearful disorders and troubles which prevailed on our advent in this kingdom. Q: Based on what we discussed in the notes, what fearful disorders and troubles prevailed in the kingdom? The realm was so torn by innumerable factions and sects that the most legitimate of all the parties was fewest in numbers. Q: What group is Henry referring to, and how many were there? God has given us strength to stand out against this storm; we have finally surmounted the waves and made our port of safety, - peace for our state. Q: This statement tells us the document was written when? The French Wars of Religion have ended. For which his be the glory all in all, and ours a free recognition of his grace in making use of our instrumentality in the good work. . . . We implore and await from the Divine Goodness the same protection and favor which he has ever granted to this kingdom from the beginning.... We have, by this perpetual and irrevocable edict. Q: What does this word mean? Established and proclaimed and do establish and proclaim: I. First, that the recollection of everything done be one party or the other, between March, 1585 and our accession to the crown, and during all the preceding period of troubles, remain obliterated and forgotten, as if no such things had ever happened.... Q: What is he referring to? The multiple militant behaviors and Wars of Religion. Full amnesty for crimes committed during the war on both sides.

C2II. We forbid on all our subjects, of some state and quality that they are, to renew the
memory, to attack, to feel, to scold, nor to provoke each other by reproach of what took place, for some cause and excuse whether it is, to compete for it, to dispute, quarrel nor offend itself or take offence actually or at word, but contain itself and live peacefully together as brothers, friends and fellow countrymen, on punishment to the offenders to be punished as infracteurs of peace and troublemakers of the public rest. Q: What is this proclaiming? Someone summarize. What is the punishment for not following this part of the decree? III. We ordain that the Catholic Apostolic and Roman religion shall be restored and reestablished in all places and localities of this our kingdom and countries subject to our sway, where the

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exercise of the same has been interrupted, in order that it may be peaceably and freely exercised, without any trouble or hindrance: forbidding very expressly all persons, of whatsoever estate, quality, or condition, from troubling, molesting, or disturbing ecclesiastics (clergy) in the celebration of divine service, in the enjoyment or collection of tithes, fruits, or revenues of their benefices, and all other rights and dues belonging to them: and that all those who during the troubles have taken possession of churches. Houses, goods or revenues, belonging to the said ecclesiastics, shall surrender to them entire possession and peaceable enjoyment of such rights, liberties, and sureties as they had before they were deprived of them. Q: So, what happens to belongings taken from the Church during the Wars of religion? Do you predict that will be done or should be done for the Huguenots lost property?

C3VI. And in order to leave no occasion for troubles or differences between our subjects, we
have permitted, and herewith permit, those of the said religion pretended Reformed to live and abide in all the cities and places of this our kingdom and countries of our sway, without being annoyed, molested, or compelled to do anything in the matter of religion contrary to their consciences, . . . upon condition that they comport themselves in other respects according to that which is contained in this our present edict. VII. It is permitted to all lords, gentlemen, and other persons making profession of the said religion pretended Reformed, holding the right of high justice [or a certain feudal tenure], to exercise the said religion in their houses. IX. We also permit those of the said religion to make and continue the exercise of the same in all villages and places of our dominion where it was established by them and publicly enjoyed several and divers times in the year 1597, up to the end of the month of August, notwithstanding all decrees and judgments to the contrary. Q: Huguenots were to be entitled to worship freely
everywhere in France in private, and publicly in some 200 named towns and on the estates of Protestant landowners.

XIII. We very expressly forbid to all those of the said religion its exercise, either in respect to ministry, regulation, discipline, or the public instruction of children, or otherwise, in this our kingdom and lands of our dominion, otherwise than in the places permitted and granted by the present edict.

C4XIV. It is forbidden as well to perform any function of the said religion in our court or
retinue, or in our lands and territories beyond the mountains, or in our city of Paris. Or within five leagues of the said city. XVIII. We also forbid all our subjects, of whatever quality and condition, from carrying off be force or persuasion, against the will of their parents, the children of the said religion, in order to cause them to be baptized or confirmed in the Catholic Apostolic and Roman Church; and the same is forbidden to those of the said religion pretended Reformed, upon penalty of being punished with especial severity. Q: What is this saying? No forced conversions of either side. Important since both sides had been so aggressive in trying to win converts.

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XXI. Books concerning the said religion pretended Reformed may not be printed and publicly sold, except in cities and places where the public exercise of the said religion is permitted. Q: This is a reference to no Protestant propaganda being printed and spread. Why would this article be included? XXII. We ordain that there shall be no difference or distinction made in respect to the said religion, in receiving pupils to be instructed in universities, colleges, and schools; nor in receiving the sick and poor into hospitals, retreats and public charities. Q: What is this saying?
French Protestants were permitted to inherit property, engage in trade, attend all schools and universities, and be treated in hospitals on the same basis as everyone else.

XXIII. Those of the said religion pretended Reformed shall be obliged to respect the laws of the Catholic Apostolic and Roman Church, recognized in this our kingdom, for the consummation of marriages contracted, or to be contracted, as regards the degrees of consanguinity and kinship. Q: So, does Catholic remain a Catholic government and country with a strong minority?

Signed:

Henry IV of France

QUESTIONS TO ASK AFTER READING: - All in all, there were ninety-two articles granting them a measure of religious toleration as well as social and political equality. - Think about what we have just read. With Catholicism as the official religion of France, can this document serve to provide the Protestants with full religious freedom? - Based on what we learned about Philip II of Spain, is it possible that a document such as the Treaty of Nantes would appear in Spain during this period? - This is also the time period that we will talk about Elizabeth Tudor, or Elizabeth I, the daughter of Henry VIII. Does anyone remember what religion she followed? What was her sister, Mary I, before her? Hypothesize whether a document like this would be needed in England.

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September 27, 2013 *Bell Ringer: Use the vocabulary words militant and armada to write two original sentences using the words. Apply to a contemporary situation. *Then: Copy this Chapter Seven Monarchs Chart on the BACK PAGE of your Notes Cover. Will add more monarchs as we go, so leave room. Name of Ruler Henry IV Country France Religion
Protestant, then Catholic

Challenges Civil wars

Accomplishments Edict of Nantes, 1598

*NOTES *Edict of Nantes Activity * Wrap-Up and Exit Slips

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September 30, 2013 *Bell Ringer: Who was Elizabeth Tudors mother and why is this fact relevant to our discussion on the wars of religion? * Finish Edict of Nantes Activity * Finish Section One Notes *Group Activity (?) * Exit Slip: Consider all that we have learned about the various wars of religion
in Europe. Summarize the causes for the wars that we have discussed in class. In your opinion, which was the most important war and why?

Mini-Unit #2: Social Crises, War, and Revolution 1. Define- inflation, witchcraft, divine right of kings, commonwealth. (Knowledge) 2. Identify- James I, Puritans, Charles I, Cavaliers, Roundheads, Oliver Cromwell, James II, and Holy Roman Empire. (Knowledge) 3. List the causes and results of the Thirty Years War. (Knowledge) 4. Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. (Comprehension) 5. Explain the impact of the English Revolution on political institutions and attitudes in the North American colonies and on the outbreak of the American Revolution. (Comprehension) 6. Discuss the significance of the English Revolution and the Glorious Revolution. (Analysis) 7. Relate how democratic ideals were strengthened as a result of the English and Glorious Revolution. (Synthesis)
IV. DIRECTED TEACHING 1. This is the first day of mini-unit #2, so students will be oriented with the sub-objectives for the section and the content that they can anticipate in this section. The teacher will verbally introduce what themes will be covered over the coming days and will connect how it is relevant to what was studied in the last mini-unit. For example, the teacher will explain that we will be looking at the Thirty Years War and why it was not included in the Wars of Religion mini-unit. After setting up these bridges and making connections, the teacher will move in to the directed teaching phase and begin the lecture. Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the outlined lecture notes to the class. The teacher will again instruct students that while there may seem to be many slides, they will be given time to both listen and write down the information from the lecture. Students are advised to use the slides as a guide to structure notes they will be taking from the lecture. The students will briefly take down the key ideas in their Interactive Student Notebooks and the teacher will guide them through each slide so the key ideas and terms are augmented and the students do not miss the information given during the lecture. The teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. 2. The teacher will project onto the board, a speech made by James I to Parliament on 21 March 1609. The teacher will select a student volunteer to read the speech in chunks, and the teacher will stop at the end of each chunk to discuss and summarize the points of the speech. The teacher will use this framework to introduce the student to James I, the idea of the divine right of kings, and hint at how such unbending, uncompromising interpretations of power can lead to conflicts like the English Civil War. Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the outlined lecture notes to the class. The teacher will instruct students that while there may seem to be a lot of slides, there is less information on each so there wont be a lot of time spent copying

down each slide. The students will copy their notes down in their Interactive Student Notebook and the teacher will guide them through each slide after they have finished writing so students do not miss information. The teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. This is only a temporary arrangement as a creative note-taking solution less dependent on copies (which are limited) is sought. 3. Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the outlined lecture notes to the class. The students will copy their notes down in their Interactive Student Notebook and the teacher will guide them through each slide after they have finished writing so students do not miss information. The teacher will lecture incorporating content knowledge not seen in their notes and will encourage students to write as much extra information from the lecture as they can. The teacher will use experiential knowledge from studying in the United Kingdom and teaching this material to British school children to add another layer to the content instruction.

V. GUIDED PRACTICE 1. To incorporate an element of guided practice, the teacher will guide the class through the

completion of a chart in their notes on the causes and effects of the Thirty Years War. Guided practice will also occur during the group work continued from the previous days lesson where the students will be prompted throughout their small group work and where they finally get back in whole group for discussion where the teacher will guide them through analysis versus just listing and identifying the causes and motives for the various religious conflicts covered by each different group. 2. The element of guided practice incorporated in to this lesson manifests when the teacher guides the class through a group reading and discussion of a speech made by James I to Parliament on 21 March 1609. Using the Chunking Strategy, the teacher will break the speech up in to three separate groups and will stop the students after each for summary, questioning, and discussion. The teacher will guide the students through a class reading and discussion focusing on pulling away informational content and focusing on improving reading comprehension and interpreting primary document skills. 3. To incorporate an element of guided practice, the teacher will guide the class through a reading of the English Bill of Rights and the U.S. Bill of Rights and verbally connect related information together with the class. As a means of setting up the independent practice, the teacher will model a Venn Diagram on the board.
VI. INDEPENDENT PRACTICE 1. As the students develop a base understanding of the content of the section, there will be

more independent practice assigned. The independent practice of today is the bell ringer activity which challenges students to use their section vocabulary to create original sentences. Students will also work independently on updating their Chapter Seven

Monarchs Chart that includes information on the names, region, religion, challenges, and accomplishments of each monarch we have and will cover in this unit. 2. Because the students have developed a base understanding of the content of the section, they will now be better prepared to work independently. In addition to the bell ringer question which will be answered independently, students will work independently on their journal-entry activity. The journal-entry is as follows: Based on what we have learned today, write a one to two paragraph journal entry in the style of a Cavalier or a Roundhead in the English Civil War. Right about who you are, why you support whom you do, and about your experiences in and leading up to the conflict. 3. After the teacher has modeled the Venn Diagram for the whole group, students will work individually to complete their Venn Diagrams that compare the U.S. and English Bill of Rights. They will then, independently, construct a paragraph to explain the importance of the English Bill of Rights, how it was related to the Glorious Revolution and how it changed English government at the time. (See Appendix C for handouts.) VII. FORMATIVE ASSESSMENT 1. Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also listen as students share what they discussed in their small groups to assess whether or not students are struggling with the content or with deciphering analyzing and determining the causes and results of the Thirty Years War. 2. Formative evaluation will take place throughout the lesson in direct teaching, guided practice, and independent practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also walk around the room as students are writing their journal entries to determine if students are able to successfully and explain how the English Civil War affected government, religion, economy, and society in England through assuming a first-person perspective in their journal entry. 3. Formative assessment will take place when the teacher walks around the room to read student Venn Diagrams and to see if they are able to identify similarities and differences. When students have finished their paragraphs, they will bring them to the teacher and the responses will be read and immediately assessed for understanding.

VIII. DIFFERENTIATING INSTRUCTION 1. Re-Teaching Activities:

Based on student responses to formative assessment, students will be re-taught whole group, or individually based on the level of need for vocabulary re-teaching. Because the words are foundational to our understanding of the concepts of the unit, the teacher may choose to re-teach in whole group time. Extension Activities: Vertical Extension- Students in need of a vertical extension will, on an as needed basis, be given another passage and empty chart to practice their analysis skills. They will then be asked to create another graphic organizer of the content, and present their findings to the class. Horizontal Extension- Students in need of horizontal extension may be paired together to, as a pair, develop a song, rhyme, or story that encapsulates the objective of the day. They will then be asked to share these with the other students. Accommodations and Modifications: For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and note-taking process. There may come a point where at-risk students seem to be not on the same page as the majority of class. This will be determined through formative evaluation. Additionally, students will be made aware that they are allowed to read aloud and talk through their task, given that they have asked to do so ahead of time and can be put in a part of the classroom where this extra talking will not be disruptive. 2. Re-Teaching Activities: Students who struggled with reading the primary text and following the chunking activity will be identified as those who could not or did not respond positively to verbal formative assessment. The teacher will walk around the classroom as students work independently to focus on re-teaching concepts through one-on-one instruction. Extension Activities: Vertical Extension- Students who have mastered the days objectives and are in need of a cognitive extension will be given permission to use their device to go online and research other monarchs who declared a belief in the divine right of kings. Students will be asked to construct a defense of monarchs belief in the divine right to rule. Horizontal Extension- To provide an extension for students who may struggle with writing a journal response to indicate that they can explain the impacts of the English Civil War, students will be given the option to instead engage in a role play situation where they verbally express and explain what the know, in the perspective of a 17th century English soldier instead of having to write it down. The teacher will be able to assess their understanding by observing them perform individually or in front of the class. Accommodations and Modifications: For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the

lecture and note-taking process. There may come a point where at-risk students seem to be not on the same page as the majority of class. This will be determined through formative evaluation.

3. Re-Teaching Activities: Students in need of re-teaching will be given the opportunity to have
content reinforced when the teacher is moving around the room during independent practice. The teacher will identify who has struggled with the content for the day, and will collect those students and bring them to the table in the back of the room to go over the assignment together. If this level of re-teaching is not needed, they can be put with a partner in need of an extension activity. See below. Extension activities: Vertical Extension- Those students that have mastered the days objectives and are in need of an extension may be asked to extend the length of the paragraph and depth of analysis with their Venn Diagram activity, as well as working with a peer in need of re-teaching. Horizontal Extension- Students assessed as in need of horizontal accommodation may be provided the opportunity to create a role-playing scenario for the class where they reenact the major themes of the Glorious Revolution and perform the skit to the class the next day as a means of review of the previous days lesson. Accommodations and Modifications: For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and note-taking process. There may come a point where at-risk students seem to not be on the same page as the majority of class. This will be determined through formative evaluation.

Appendix C
C-1 Daily Schedule 2 October C-2 Daily Schedule 3 October C-3 Copy of the English Bill of Rights C-4 Copy of the U.S. Bill of Rights C-5 Bill of Rights Venn Diagram Teacher Instructions C- 6 James I Extract from Speech to Parliament

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2 October 2013 *Bell Ringer: What major contribution did Elizabeth Is successor, James I, make to the Christian religion? * Do not forget to update your table of contents after class today. * Read James I Speech to Parliament * Notes *Activity *Update Chapter Seven Monarch Chart

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3 October 2013 - I will be checking to see if you updated your Chapter Seven Monarch Chart Bell Ringer: Why is the Glorious Revolution named the Glorious Revolution? - Notes - Bill of Rights Venn Diagram - Give instructions for homework: Update Chapter Seven Monarch Chart

Exit Slip: How did the Glorious Revolution of 1688 and its aftermath ensure that the English monarchy would thereafter be limited in power?

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English Bill of Rights December 16, 1689 Whereas the late King James the Second, by the assistance of divers evil counsellors, judges, and ministers employed by him, did endeavour to subvert and extirpate the protestant religion, and the laws and liberties of this kingdom. 1. By assuming and exercising a power of dispensing with and suspending of laws, and the execution of laws, without consent of parliament. 2. By committing and prosecuting divers worthy prelates, for humbly petitioning to be excused from concurring to the said assumed power. 3. By issuing and causing to be executed a commission under the great seal for erecting a court called, The court of commissioners for ecclesiastical causes. 4. By levying money for and to the use of the crown, by pretence of prerogative, for other time, and in other manner, than the same was granted by parliament. 5. By raising and keeping a standing army within this kingdom in time of peace, without consent of parliament, and quartering soldiers contrary to law. 6. By causing several good subjects, being protestants, to be disarmed, at the same time when papists were both armed and employed, contrary to law. 7. By violating the freedom of election of members to serve in parliament. 8. By prosecutions in the court of King's bench, for matters and causes cognizable only in parliament; and by divers other arbitrary and illegal courses. 9. And whereas of late years, partial, corrupt, and unqualified persons have been returned and served on juries in trials, and particularly divers jurors in trials for high treason, which were not freeholders. 10. And excessive bail hath been required of persons committed in criminal cases, to elude the benefit of the laws made for the liberty of the subjects. 11. And excessive fines have been imposed; and illegal and cruel punishments have been inflicted. 12. And several grants and promises made of fines and forfeitures, before any conviction or judgment against the persons, upon whom the same were to be levied. All which are utterly and directly contrary to the known laws and statutes, and freedom of this realm. And whereas the said late king James the Second having abdicated the government, and the throne being thereby vacant ... the said lords spiritual and temporal, and commons ... do in the first place (as their ancestors in like case have usually done) for the vindicating and asserting their ancient rights and liberties, declare; 1. That the pretended power of suspending of laws, or the execution of laws, by regal authority, without consent of parliament, is illegal. 2. That the pretended power of dispensing with laws, or the execution of laws, by regal authority, as it hath been assumed and exercised of late, is illegal. 3. That the commission for erecting the late court of commissioners for ecclesiastical causes, and all other commissions and courts of like nature are illegal and pernicious. 4. That levying money for or to the use of the crown, by pretence of prerogative, without grant of parliament, for longer time, or in other manner than the same is or shall be granted, is illegal. 5. That it is the right of the subjects to petition the King, and all committments [sic] and prosecutions for such petitioning are illegal. 6. That the raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of parliament, is against law.

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7. That the subjects which are protestants, may have arms for their defense suitable to their conditions, and as allowed by law. 8. That election of members of parliament ought to be free. 9. That the freedom of speech, and debates or proceedings in parliament, ought not to be impeached or questioned in any court or place out of parliament. 10. That excessive bail ought not to be required, nor excessive fines imposed; nor cruel and unusual punishments inflicted. 11. That jurors ought to be duly impanelled and returned, and jurors which pass upon men in trials for high treason ought to be freeholders. 12. That all grants and promises of fines and forfeitures of particular persons before conviction, are illegal and void. 13. And that for redress of all grievances, and for the amending, strengthening, and preserving of the laws, parliaments ought to be held frequently. And they do claim, demand, and insist upon all and singular the premisses, as their undoubted rights and liberties; and that no declarations, judgments, doings or proceedings, to the prejudice of the people in any of the said premisses, ought in any wise to be drawn hereafter into consequence or example. ... VI. Now in pursuance of the premisses, the said lords spiritual and temporal, and commons, in parliament assembled, for the ratifying, confirming and establishing the said declaration, and the articles, clauses, matters, and things therein contained, by the force of a law made in due form by authority of parliament, do pray that it may be declared and enacted, That all and singular the rights and liberties asserted and claimed in the said declaration, are the true, ancient, and indubitable rights and liberties of the people of this kingdom, and so shall be esteemed, allowed, adjudged, deemed, and taken to be, and that all and every the particulars aforesaid shall be firmly and strictly holden and observed, as they are expressed in the said declaration; and all officers and ministers whatsoever shall serve their Majesties and their successors according to the same in all times to come. ... XI. All which their Majesties are contented and pleased shall be declared, enacted, and established by authority of this present parliament, and shall stand, remain, and be the law of this realm for ever; and the same are by their said Majesties, by and with the advice and consent of the lords spiritual and temporal, and commons, in parliament assembled, and by the authority of the same, declared, enacted, and established accordingly.

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The Bill of Rights of the United States of America 1791

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Amendment II A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. Amendment III No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense. Amendment VII In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

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VENN DIAGRAM: COMPARE/CONTRAST of the ENGLISH BILL of RIGHTS (1689) and the U. S. BILL of RIGHTS (1791) THE ENGLISH BILL OF RIGHTS (1689): SIMILARITIES: These are the most important articles: - Both documents sought to protect 1. (Royal) power of suspending or executing individual liberties and to limit the laws without the consent of Parliament is illegal. powers of the government. 2. Dispensing and executing laws by regal - Individual liberties to be protected authority is illegal. were, for example: 3. A court for religious (= Catholic) causes 1. Freedom of speech. is illegal and destructive. 2. Freedom to petition the king/ 4. Levying taxes for the crown without the government. permission of Parliament is illegal. 3. Citizens right/Parliaments right 5. English subjects have the right to petition to assemble peacefully. the king. 4. Citizens right to bear arms. 6. There will be no standing army in time of 5. No standing army/no quartering peace. of soldiers. 7. Protestant subjects may have arms for their 6. No excessive bail. defense. 7. No cruel or unusual punishment. 8. Free elections of members of Parliament. The purpose of both documents, 9. Freedom of speech and debates in Parliament. again, was to protect the citizenry 10. No excessive bail, no cruel or unusual from a potential abuse of punishment. governmental power. 13. Parliament ought to meet frequently; Parliament insists upon these rights as DIFFERENCES: undoubted rights and liberties. - The English Bill of Rights addresses issues related to the Previously, in 1628, King Charles I had agreed to king versus parliamentary the PETITION OF RIGHT, yet later violated that authority. petition in spirit. He was sentenced to death in 1649 - The U. S. Bill of Rights for the violation of the Petition of Right. These are addresses issues of how to the most important provisions from 1628 (you may protect the liberties of compare and contrast to the provisions of the English individual citizens from Bill of Rights): potential abuse by the - No taxation without Parliaments consent. government. - No arbitrary arrest. - No imprisonment contrary to the Magna Carta. - Enforcement of habeas corpus rights. - No imposition of martial law. - No exemption of public officials from due process. Keep in mind: England had to go through a very long and bloody English Civil War from 1642 until 1651 before forty years after the execution of Charles I the English middle class finally seized power in the GLORIOUS REVOLUTION of 1689.

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VENN DIAGRAM: COMPARE/CONTRAST of the ENGLISH BILL of RIGHTS (1689) and the U. S. BILL of RIGHTS (1791) BILL OF RIGHTS IN THE U. S. CONSTITUION (1791): (= the first ten amendments to the U. S. constitution) 1. Freedom of religion, press, speech, assembly, and petition the government. 2. Right to keep and bear arms. 3. No quartering of soldiers in peacetime. 4. Freedom from search and seizures (but permitted with a search warrant). 5. Protection of the accused: grand jury; the accused cannot be witness against himself; due process of law. 6. Rights of accused persons: right to a speedy and public trial; to be informed of the nature of the accusations; right to a lawyer; witnesses for and against the accused. 7. Trial by jury: right to trial by a jury of his peers. 8. No excessive fines (bail); no cruel and unusual punishment. 9. Other rights are retained by the people (= the people are the sovereign). 10. Powers not delegated to the United States (= the federal government) are reserved for the states and the people.

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Extract from James I Speech to Parliament, 21 March 1609 The divine right of kings

The state of monarchy is the supremest thing upon earth ... Kings are justly called Gods, for that they exercise a manner or resemblance of divine power upon earth. For if you will consider the attributes to God, you shall see how they agree in the person of a king. God has power to create, or destroy, make, or unmake at his pleasure, to give life, or send death, to judge all, and to be judged nor accountable to none: to raise low things, and to make high things low at his pleasure, and to God are both soul and body due. And the like power have Kings; they make and unmake their subjects: they have power of raising, and casting down: of life, and of death: judges over all their subjects, and in all causes, and yet accountable to none but God only.

Now in these our times we are to distinguish between the state of kings in their first original, and between the state of kings and monarchs, that do at this time govern in civil kingdoms ... In the first original of kings, whereof some had their beginning by conquest, and some by election of the people, their wills at that time served for law; Yet how soon kingdoms began to be settled in civility and policy, then did kings set down their minds by laws ... And I am sure to go to my grave with that reputation and comfort, that never king was in all his time more careful to have his laws duly observed, and himself to govern thereafter, than I.

I conclude then this point touching the power of kings, with this axiom of divinity, that as to dispute what God may do, is blasphemy ... so is it sedition in subjects, to dispute what a king may do in the height of his power: But just kings will ever be willing to declare what they will do, if they will not incur the curse of God. I will not be content that my power be disputed upon: but I shall ever be willing to make the reason appear of all my doings, and rule my actions according to my laws ... Therefore all kings that are not tyrants, or perjured, will be glad to bound themselves within the limits of their laws; and they that persuade them the contrary, are vipers, and pests, both against them and the Commonwealth.

Mini-Unit #3: Response to Crisis: Absolutism 1. Define- Absolutism, czar, boyar. (Knowledge) 2. Identify- Louis XIV, Cardinal Richelieu, Frederick William the Great Elector, Ivan IV, Michael Romanov, Peter the Great. (Knowledge) 3. Describe life at Louis XIVs court at the Palace of Versailles. (Knowledge) 4. Describe the rise of absolutism and constitutionalism and their impact on European nations. (Knowledge) 5. Identify major provisions of the Petition of Rights and the English Bill of Rights. (Knowledge) 6. Distinguish between an absolute monarchy and a constitutional monarchy. (Analysis) 7. Discuss how Prussia, Austria, and Russia emerged as great European powers in the seventeenth and eighteenth centuries. (Analysis) 8. Account for the growth of bureaucratic monarchy in Russia and analyze the significance of Peter the Greats westernizing reforms. (Analysis) 9. Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great. (Evaluate)
IV. DIRECTED TEACHING 1. Teacher will read a letter to set up experiential knowledge/personal connection to content. (See Appendix D.) Using a PowerPoint presentation made prior to the beginning of the class, the teacher will project the outlined lecture notes to the class. In order to capture student attention and have them listen to the lecture instead of just copying down the PowerPoint, students will be given the PowerPoint Notes on a handout with space on the sides for students to write down points from the lecture and will be instructed to put these in their Interactive Student Notebooks. 2. Using a PowerPoint presentation made prior to the beginning of the class, the teacher will project the outlined lecture notes to the class. In order to capture student attention and have them listen to the lecture instead of just copying down the PowerPoint, students will be given the PowerPoint Notes on a handout with space on the sides for students to write down points from the lecture and will be instructed to put these in their Interactive Student Notebooks. V. GUIDED PRACTICE 1. The teacher will introduce the activity that will be completed in independent practice. However, before the students are released to work on their timeline independently, the teacher will guide the class through the completion of a few items to start their timelines out. Additionally, the teacher will prepare the students to work on their own by guiding their thoughts and priming their analysis of what is important information by leading them through a group analysis of a pieces of content from the notes of the day, and having students judge whether it is informational, or just interesting and whether it should be included in the timeline or not.

2. There are three knowledge-level objectives for this lesson; each one is centered on the definition of a term or the identification of an individual. To practice mastery of these objectives, the teachers and the students will define and discuss these terms and people as we go through the lecture. Identifying and defining terms will be a repeated practice throughout class time. The teacher will also be able to observe the need for corrective feedback by using the questions and prompts embedded in the PowerPoint presentation to gauge student understanding. Considering if there is time left, students will find someone who assumed an opposite role from themselves in the letter-writing activity from Independent Practice and will share their letter with their partner.

VI. INDEPENDENT PRACTICE 1. Students will work independently to create a timeline from the unit that is inclusive of all of the key dates, people, events, etc. from the unit. The teacher will guide them in the creation of this timeline and model how to fill it in, and allow the students to work on them independently for the remainder of class time. While the teacher will provide parameters, it is the students prerogative to determine the key people, events, and dates to include in their timeline. The timeline will be used as a resource to help them study for the test. 2. For Independent Practice, students will be assigned a letter-writing activity (sort of like they saw in the pre-instructional phase of the lesson.) The students will receive verbal instructions that communicate that they will: - Assume the role of absolutist monarch Louis XIV of France or constitutional monarchs William and Mary of England. If you have chosen to be Louis: Your task is to write a letter to William and Mary and convince them why it is better to be an absolutist monarch. Tell them about the characteristics of an absolute monarch and support your position with facts from your own country. If you have chosen to be William or Mary: Your task is to write a letter to Louis XIV and convince him why it is better to call the Estates General and by a constitutional monarch. Tell him what is different about a constitutional monarchy and why it is better. Support your position with facts from your country. In partner phase, write (underneath your letter) which point of their letter you found to be most convincing. (See Appendix D.)

VII. FORMATIVE ASSESSMENT 1. As a means of formative assessment, the teacher will provide the students with the opportunity to use the Pair-Share strategy and have students summarize what they have learned. The teacher will then use thumbs up/thumbs down in whole group to determine if the class appears to understand the objectives from the day. Probing questions will be used, asked both of individuals and the group, to identify areas of strength and areas of weakness. The teacher assure that there is equal opportunity for all students to answer, as this is a means of formative assessment. The teacher may also reference the responses to the Exit Slip to determine if any re-teaching is necessary. 2. Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also walk around the room and monitor as students work on their letter-writing and listen to students as they share with their partners to see if they have been able to successfully distinguish the difference between an absolute monarchy and a constitutional monarchy.

VIII. DIFFERENTIATING INSTRUCTION 1. Re-Teaching Activities: Re-teaching and the vertical extension will be combined as students needing concepts discussed today, both through direct teaching and through the explanation of the independent activity to be re-taught, will have the opportunity to have that material covered again when the student going for vertical extension is given the role of a peer teacher. Extension Activities: Vertical Extension- See above. Horizontal Extension- Instead of writing a timeline out, students may work in small groups or pairs to determine relevant information and draw out key events and ideas. Accommodations and Modifications: Due to a previously observed need, the PowerPoint slides have been printed and provided to accommodate students who struggle mastering material and instructions when faced with a combination of lecturing and writing things down at the same time. To ensure students are staying focused and on task, there will be blanks for students to fill in throughout the lecture and note-taking process. The teacher will watch the class for nonverbal indicators of confusion or struggling while leading the lecture, and will use the time devoted to independent practice and/or pair work to gather those students and reteach them in their own group. Students will be able to orally explain the objectives of the activity and write a shorter response in their Interactive Student Notebook. 2. Re-Teaching Activities: Re-teaching will occur on an as-needed basis when the teacher walks around the room and reads student responses. Re-teaching activities will be one-on-one between student and teacher.

Extension Activities: Vertical Extension - Students in need of a vertical extension will be charged with the task of creating a graphic organizer other than a timeline to connect the main ideas, events, peoples, movement, etc. across this unit in order to display interconnectedness and relationships between content. Horizontal Extension- Students will be able to orally explain the objectives of the activity and write a shorter response in their Interactive Student Notebook. They may also chose to give this oral presentation for the class, or in front of the teacher one-on-one. Accommodations and Modifications: Due to a previously observed need, the PowerPoint slides have been printed and provided to accommodate students who struggle mastering material and instructions when faced with a combination of lecturing and writing things down at the same time. To ensure students are staying focused and on task, there will be blanks for students to fill in throughout the lecture and note-taking process. The teacher will watch the class for nonverbal indicators of confusion or struggling while leading the lecture, and will use the time devoted to independent practice and/or pair work to gather those students and reteach them in their own group. Students will be able to orally explain the objectives of the activity and write a shorter response in their Interactive Student Notebook. They may also chose to give this oral presentation for the class, or in front of the teacher one-on-one.

Appendix D
D-1 Teacher Copy of Letter from Floor D-2 Instructions for Absolutism vs. Constitutionalism Activity

D-1

TEACHER COPY: Make this letter more believable my transferring it to notebook paper and writing it in a different style from your normal handwriting!
Answer this for me. I just cannot seem to come up with an explanation for why youve been acting this way. Why do you keep inviting me over to hang out with you if you dont even like me? If youre going to run around and tell people that you dont trust me and you think I am a snob, why even pretend? This is not a relationship. You cannot control everything that I do and go behind my back and act like I am being mean to you and tell our friends you cant trust me. Youre the snob. You get everything you want. People do everything for you. Im sick of it. I dont want to be another one of your pack just begging for your attention. I guess you just expect me to just go along like everyone else. To be impressed by your designer clothes and your popularity. Honestly? I am over it. People are only going to remember how bad you treated the rest of us and how obsessed you were with yourself. Way to make an impact. Jerk. Consider this friendship over.

- F.N.

D-2

Absolutism vs. Constitutionalism Letter Activity Assume the role of absolutist monarch Louis XIV of France or constitutional monarchs William and Mary of England. If you have chosen to be Louis: Your task is to write a letter to William and Mary and convince them why it is better to be an absolutist monarch. Tell them about the characteristics of an absolute monarch and support your position with facts from your own country. If you have chosen to be William or Mary: Your task is to write a letter to Louis XIV and convince him why it is better to call the Estates General and by a constitutional monarch. Tell him what is different about a constitutional monarchy and why it is better. Support your position with facts from your country.
** In partner phase, write (underneath your letter) which point of their letter you found to be most convincing.

Mini-Unit #4: The World and European Culture 1. Define- Mannerism, baroque, natural rights. (Knowledge) 2. Identify- El Greco, Gian Lorenzo Bernini, William Shakespeare, Lope de Vega, Miguel de Cervantes, Thomas Hobbes, and John Locke. (Knowledge) 3. Describe the artistic movements of Mannerism and the baroque, which began in Italy and reflected the spiritual perceptions of the time. (Knowledge) 4. Explain the significant movements in art, literature, and philosophy during the sixteenth and seventeenth centuries. (Comprehension) 5. Summarize the mutual obligations between people and government as understood by John Locke. (Comprehension) 6. Infer how Mannerism masterpieces reflected the political and social life of the period in which it was created. (Analysis) 7. Compare the philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings. (Evaluate)
IV. DIRECTED TEACHING 1. To build in experiential background for the lesson, the students will join the teacher on a virtual tour of The Palace of Versailles. Using resources linked in the PowerPoint presentation, the teacher will take the students to Google Culture Institute / Art Project to take advantage of the museum tour feature for Versailles which uses actual images to simulate a museum experience, as well as to be introduced to the online exhibitions of work related to Louis XIV. This is especially relevant as the class moves in to the European culture section. Students will also be guided to another online resource where they are able to interact with a 3D model of the Palace of Versailles and observe how the palace evolved over the centuries. Students will also be told of how they can reach other supplemental information on this website. (See Appendix for web addresses.) Using a PowerPoint presentation made prior to the beginning of the class, the teacher will project the outlined lecture notes to the class. In order to capture student attention and have them listen to the lecture instead of just copying down the PowerPoint, students will be given the PowerPoint Notes on a handout with space below for students to write down points from the lecture and will be instructed to put these in their Interactive Student Notebooks. The teacher will supplement these notes with a lecture.

2.

There will be limited direct instruction today to cover the remaining material from 7.3, namely through the use of PowerPoint presentation where the students will once again return to copying slides into their Interactive Student Notebooks. The teacher will use two slides that have comparison charts to display the critical information regarding Theater and Literature in the Golden Age, as well as the Political Philosophies of Thomas Hobbes and John Locke.

V. GUIDED PRACTICE 1. There are five knowledge-level objectives for this lesson; each one is centered on the

definition of a term, the identification of an individual, or being able to describe a movement. To practice mastery of these objectives, the teachers and the students will define and discuss these terms and people as we go through the lecture. Identifying and defining terms will be a repeated practice throughout class time. The teacher will also be able to observe the need for corrective feedback by using the questions and prompts embedded in the PowerPoint presentation to gauge student understanding. The pre-instructional time also provides examples to guide learning and will help students make connections to what is anticipated for the lesson. Discussion throughout this time as well. 2. No guided practice for this phase of the mini-unit as the time will be needed for the formative assessment used to prepare the test review for Friday.
VI. INDEPENDENT PRACTICE 1. For Independent Practice, students will be assigned to work on their own in completing a

Postcard Activity. For this activity, students will be given a small sheet of paper and instructed to draw on the front of the postcard. Students can sketch Versailles, use what we learned about Mannerism or Baroque art to create an original drawing, or recreate a piece looked at in class to create that pretty, graphic front to the postcard. Students will paste this in to their notebooks. Students will then explain the significance underneath their postcard and why they chose this image. Students will also write a paragraph entry modeling what would be written on the postcard. Students have been asked throughout this unit to assume the role or the perspective of someone else and write. For this activity, students will be instructed to write and respond as themselves. Write about: If you were alive at the time and living in the court of an absolute monarch, what would you like most about life at court or would you flee the court and country? Explain your answer. Does the student think that there were positive impacts of an absolute monarch on the lives of nobles and commoners? Considering what we know, would you prefer to be a commoner or a noble under the rule of an absolute monarch? Explain your response. (See Appendix E for Instructions to display to students.)

2. For independent practice, students will work by themselves to complete the formative assessment that will guide their studying for the unit exam, and prepare the teacher for what content needs to be re-taught.
VII. FORMATIVE ASSESSMENT 1. Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also walk around the room and monitor as students work on their postcard activity and observe if students are able to successfully display mastery of the objectives. 2. The formative assessment completed today is essentially a comprehensive assessment from the unit and will be used to aid the teachers preparation in review and re-teaching activities for the day before the unit exam.

VIII. DIFFERENTIATING INSTRUCTION 1. Re-Teaching Activities: Re-teaching will occur on an as-needed basis when the teacher walks around the room and reads student responses. Re-teaching activities will be one-on-one between student and teacher Extension Activities: Vertical Extension For means of vertical extension, students may be asked to go to the synthesis level by asking them to respond to what different ways they would have behaved in the historical context (the postcard activity) and to suggest alternative responses than the ones hypothesized with the class. Horizontal Extension- Those in need of horizontal extension may be provided the opportunity turn and talk their responses to the activities. Accommodations and Modifications: Due to a previously observed need, the PowerPoint slides have been printed and provided to accommodate students who struggle mastering material and instructions when faced with a combination of lecturing and writing things down at the same time. To ensure students are staying focused and on task, there will be blanks for students to fill in throughout the lecture and note-taking process. The teacher will watch the class for non-verbal indicators of confusion or struggling while leading the lecture, and will use the time devoted to independent practice and/or pair work to gather those students and reteach them in their own group. Students will be able to orally explain the objectives of the activity and write a shorter response in their Interactive Student Notebook.

2. Accommodations and Modifications:

As the formative assessment is printed, students in need of accommodation or modification may be provided a means to complete the assessment orally with the teacher, by typing their answers in to

their device, or by requesting a copy of the assessment with larger print. No extra time will be provided, as this assessment is a means to gauge student understanding and to guide teacher preparation and will not count as a grade in their averages.

Appendix E
E-1 Web Resources E-2 Postcard Activity Instructions E- 3 Formative Assessment/ What You Have Learned Test

E-1

Web Resources:

http://www.google.com/culturalinstitute/project/artproject#!collection:8129907598665562501=palace-ofversailles&projectId=art-project http://www.versailles3d.com/en/discover-the-3d-scalemodels/1668.html

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Writing Prompt: If you were alive at the time of the absolute monarchs of this unit *Pick an absolute monarchy to live in. *Considering what we know, would you prefer to be a commoner or a noble under the rule of an absolute monarch? Explain your response. *Were there any positive impacts of an absolute monarch on the lives of nobles and commoners? *Would you like your life at court or would you flee the court and country? Explain your answer. If you choose a commoner, would you stay and live under the absolute monarch or flee the country?

Drawing Instruction: Pick One: Sketch Versailles, use what we learned about Mannerism or Baroque art to create an original drawing, or recreate a piece looked at in class to create that pretty, graphic front to the postcard. Just be creative!

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Identifying What You Have Learned Vocabulary: Define the term. Acceptable to use the book definition or how it was described in
the notes. 1. Militant: ______________________________________. 2. Armada: ______________________________________. 3. Inflation: ______________________________________. 4. Witchcraft: ____________________________________. 5. Divine Right of Kings: ___________________________. 6. Commonwealth: ________________________________. 7. Absolutism: ____________________________________. 8. Czar: _________________________________________. 9. Boyar: ________________________________________. 10. Mannerism: ____________________________________. 11. Baroque: ______________________________________. 12. Natural Rights: _________________________________.

Section One: The Wars of Religion: On your paper, select and write in the correct answer for the blank missing from the passage. Wars between Catholics and Protestants plagued sixteenth-century Europe in what we call the (13) ________. Economic, (14) _______, and political forces all played a role. For nearly 40 years, the French Wars of Religion pitted Catholics against Protestant (15) _________. The violence finally ended in 1598 when Henry IV extended full political privileges to Huguenots while making Catholicism the official religion with a document called The (16)_________ ___ _______. Catholic Spain appeared to be at the height of its power. However the Spanish ruler, (17) _____, was bankrupting Spain with costly wars. Meanwhile, the United Provinces of the Netherlands, a region with a population that believed heavily in the (18) _____ faith, emerged as a great power in its own right. The (19) ________ monarch, Elizabeth Tudor, sought to placate both Protestants and Catholics at home with a (20) _____ _____ religion while balancing the power of France and Spain. Hoping to restore Catholicism to power, Philip tried to invade England with an (21) ________and met with disastrous results.

Section One: True or False? 22. Militant Catholicism and Calvinism led to the Wars of Religion. 23. Most French people were Huguenots and around 7 % of the nobility were Catholic. 24. Philip II celebrated the religious diversity of the different territories in his kingdom, especially in the Netherlands.

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Section Two: Social Crises, War, and Revolution: On your paper, write in the right the correct answer for the blank missing from the passage. From 1560 to 1650, Europe was filled with (25) _____ and social crises. Witch-hunts were common (26) _______ crises. Religious disputes in (27) _______ left over from the Peace of Augsburg led to the Thirty Years' War. The war evolved into a much larger European struggle. The Peace of Westphalia, which ended the war in 1648, split up the (28) ____ _____ Empire and left German states free to choose their (29) ______. France became the dominant nation in Europe. A year later, (30) ______ of England was executed by Oliver Cromwell, a military genius who led a revolt against the crown with a force called the (31) ____ ____ Army. The English Revolution was the latest battle in a struggle pitting Parliament against the monarchy. England's Protestant minority had also played a role. The monarchy was later restored, but the conflict simmered. In 1688, King James II fled to France and the Dutch king, William of Orange, took power with almost no bloodshed in what came to be known as the (32) ______ ______. In exchange for the crown, William and his wife, Mary, accepted a Bill of Rights, laying the groundwork for a (33) ______ monarchy. Section Two: True or False? 34. Charles II believed in the divine right of kings and did not cooperate with the Parliament. 35. Cavaliers supported the Parliament in the English Civil War. 36. Democratic ideals were not strengthened as a result of the Glorious Revolution and the adoption of a Bill of Rights.

Section Three: Response to Crises: Absolutism: On your paper, write in the right the correct answer for the blank missing from the passage. In the wake of the crises of the seventeenth century, a number of powerful new rulers emerged in Europe. The French king, (37) ________, is regarded as the best example of a seventeenth century (38) ________ ruler. Louis used all means at his disposal to keep power firmly in his own hands, especially through building the (39) ______. In the absence of a centralized German state, (40) _______ and Austria emerged as great European powers. Prussia built the fourthlargest (41) _______ in Europe. The (42) ________, formerly rulers of the Holy Roman Empire, built a loosely governed Austrian Empire that included today's Austria, the Czech Republic, and Hungary, among other territories. The Russian state emerged in the fifteenth century. The (43) ________ dynasty established in 1613 produced a series of Russian absolutists. To make Russia a great power, the Romanov czar (44) _______ undertook military reforms, introduced (45) _________, and went to war with Sweden to build (46) ______.

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Section Three: True or False? 47. Cardinal Richelieu, the Minister of Finance to Louis XIV, improved Frances infrastructure. 48. Eastern European powers thrived under absolutism and it led to their emergence as great European powers in the 17th and 18th centuries. 49. All nobles were forced to live at Versailles under the rule of Louis XIV.

Section Four: The World and European Culture: On your paper, write in the right the correct answer for the blank missing from the passage. The Reformation's revival of religious values renewed artistic interest in matters of the (50) _______. The (51) ___________ movement abandoned many principles of the High Renaissance in an effort to convey the conflicting emotions brought on by religious turmoil. The baroque style tried to merge the ideals of (52) _________ _____ with spiritual concerns with the sculptor, (53) ________ serving as an ideal example of the baroque movement. Many magnificent and highly detailed baroque churches and palaces were built. Writing and drama reached new heights in England and Spain. Two writers from this period, Englands (54) _______ and Spain's Lope de Vega, are considered among the greatest writers ever. Political thought also evolved during this period. (55) ________ ______ argued in favor of absolutism. Hobbes's fellow Englishman, John Locke, countered that governments were formed by a contract to protect people's (56) ________ _______. Locke's ideas became important to both (57) _______ and French in the eighteenth century. Section Four: True or False? 58. Theater and the arts flourished during the Elizabethan Era in England. 59. John Locke wrote The Leviathan which reinforced Machiavellis writing in The Prince. 60. Catholic Reformers used Mannerism to inspire spiritual revival.