Absolutism in Europe (Chapter 5) ‖ Introduction to Absolutism – Spain &

France (5.1-2)

Driving Historical Question, Goals, Objectives:

Driving Historical Question:
How did the decline of Church authority contribute to the rise of absolute governance in Europe?

Goal:
Students will understand the relationship between absolutism and the birth of democratic ideals in Europe.

Objectives:
Students will review the presence, motives, and effects of absolutism in Spain & France as measured by the
guided notes.
Students will identify the causes and effects of absolutism as measured by the graphic organizer.
Students will identify the socio-political conditions of absolutism as measured by the close-reading-question
responses.
Students will use textual evidence to support their thinking as measured by their citations.

California State Content Standards:

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and
in Christianity to the development of Western political thought.
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the
French Revolution and their enduring effects worldwide on the political expectations for self-government and
individual liberty.

Common Core Literacy Standards:

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10-15 minutes

“Connection to the Renaissance”
Instructor will connect ideas of the Renaissance and Reformation to the development of monarchies and
their empowerment across various European regions.

“Understanding the Title”

Instructor will break down the meaning of the wording of the title as well as the essential question, using
leading questions and student interaction.

Vocabulary (Content Language Development) ‖ Time: Throughout instruction

The instructor should address the following vocabulary terms throughout instruction:
“Understanding the Title” – absolute, monarchs
“Essential Question” – decline, “Church,” social, political, Europe
“Reign of Louis” – Huguenot, Catholic, Protestant, Bourbon, Hapsburg, skeptical, isolation, Edict of Nantes

Content Delivery (Method of Instruction) ‖ Time: ~45-60 minutes

Lecture - Visualization, inquiry-based and direct instruction, technology in classroom, direct instruction,
concept mapping, etc.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: throughout/after lesson
Student completion of guided notes during lecture
Student call-outs/contributions during lecture, including:
 Connection of the Cancellation of Edict of Nantes to DACA
 Differentiation and modern relevance of different religions, i.e. Catholicism and Protestantism
5.1 CRQ/graphic (summative assessment)

Lesson Closure ‖ Time:~15-20 minutes

Review/grading of 5.1 CRQ/graphic
Discussion of analytical question, describe student reasoning, citing evidence, assisting students in need

Assessments (Formative & Summative)

5.1 close-reading questions and cause-effect graphic organizer (summative)
Student call-outs (formative)
Guided notes (formative)

Accommodations for English Learners, Striving Readers and Students with Special Needs
Vocabulary annotations, connections to other languages, analysis of root words and affixes;
Visual accompaniment of materials, pausing for questions, etc.
Verbal reading of visual answers transcribed of partner (“defending their answers”);
Encouragement of basic transcriptions versus formal sentences (comfortable mode of
expression/representation)

Resources (Books, Websites, Handouts, Materials)

Chromebook – access to Google drive with chapter readings
Guided note template for 5.1/2 (printed individually for each student)
Accompanying lecture/lesson PowerPoint
5.1 CRQ/Graphic
Pencil