Transcript Monarchs of Europe and Political Revolutions September 25, 2015

Do Now…
 New Seats
 Pass back papers
Hey History!
 Topics: Why “Monarchs of Europe” Now?
 We have learned about some exemplary rulers that led
their nation with greatness, as well as some rulers that
have not faired so well. What do you think might be
different about the monarchs we will look at in the
upcoming classes? Or, do you believe we will see more
of what we have observed already? Explain.
Predictive Narrative…
 You are going to write a narrative about a European
monarch, explaining how he rose and fell from power
 Your narrative must include the following terms/words:
 Divine right of kings
 Absolutism
 Balance of power
 Constitution
 Commonwealth
 The title of your narrative is “The Rise and Fall of Peter the
Great”
Monarch of Europe – Balderdash!
Vocabulary Charts
Closure…
Do Now…
 After coming into class and taking out your class
materials QUIETLY, turn to the Hey History! Section
of your binder…
 Take out vocab charts, to be checked…
Hey History!
 Topics: Absolutism
 How would you define Absolutism?
 What do you believe might be the pros and cons of a
government based on the ideals of Absolutism?
Divine Right of Kings and
The Prince
 How to define an autocratic government?
 Two Column Chart
 Working in your shoulder pairs, read the selections
and write a summary of Bossuet’s and Machiavelli’s
concept of autocratic government. (can use bullets)
 Who gets the power? How do they get the power?
What should they do with the Power?
Impact on France, Russia, and
Prussia
 Use your textbooks, the beginning of Chapter 10, to
relate these philosophies to the justification of
absolute monarchies in Prussia, Russia, and Spain.
 How did the leaders of these countries use the ideals
of Absolutism to justify their rule?
 How and why might an individual or group revolt
against an autocratic government?
Enlightenment and the Natural
Rights of Man
 Enlightenment…
 What do you think it means?
 Enlightenment – an era in which cultural and intellectual
forces in Western Europe emphasized reason, analysis,
and individualism rather than traditional lines of
authority
 The Natural Rights Theory – all humans are entitled to a
basic set of rights and freedoms, usually including the
rights of life, liberty, equality, freedom of thought, etc.
 Two Treatises on Government by John Locke
 How does Locke use the Natural Rights Theory to the role and
purpose of government?
Debate: Autocracy vs. The Natural
Rights of Man
 Tables 2,4,6 – The Autocracy
 Tables 3,5,6 – The Natural Rights of Man
 Consider the following questions
 What is natural law? Can humans practice rational thought?
 Should these ideas be suppressed under Christendom?
 Are these ideas suppressed under absolute monarchs? Why?
 Did the Reformation and Renaissance in England and France foster
the application of natural law to human behavior and society?
 How did the Scientific Revolution influence the political philosophies?
 Debate on the role and purpose of government, what should it be?
Debate…
 3 representatives
 2 minutes to present your views
 1 minute rebuttal
Closure
 How and why might an individual or group revolt
against an autocratic government?
 What might the alternative argument to Bossuet and
Machiavelli propose or sound like?
Homework
 Read Chapter 10, Sections 1-3
Do Now…
 After coming into class and taking your seat quietly,
get out your World History Materials and turn to the
Hey History!
Hey History!
 Topic: Enlightenment!
 What do you think the Enlightenment thinkers
focused on? What is Enlightenment all about?
 What do you think the natural rights theory focuses
on?
 Do you think the two may be connected? If they are
connected, how do you believe they might be?
Enlightenment and the Natural
Rights of Man
 Enlightenment…
 What do you think it means?
 Enlightenment – an era in which cultural and intellectual
forces in Western Europe emphasized reason, analysis,
and individualism rather than traditional lines of
authority
 The Natural Rights Theory – all humans are entitled to a
basic set of rights and freedoms, usually including the
rights of life, liberty, equality, freedom of thought, etc.
 Two Treatises on Government by John Locke
 How does Locke use the Natural Rights Theory to the role and
purpose of government?
Debate: Autocracy vs. The Natural
Rights of Man
 Tables 2,4,6 – The Autocracy
 Tables 3,5,7 – The Natural Rights of Man
 Consider the following questions
 What is natural law? Can humans practice rational thought?
 Should these ideas be suppressed under Christendom?
 Are these ideas suppressed under absolute monarchs? Why?
 Did the Reformation and Renaissance in England and France foster
the application of natural law to human behavior and society?
 How did the Scientific Revolution influence the political philosophies?
 Debate on the role and purpose of government, what should it be?
Debate…
 Debate on the role and purpose of government, what
should it be?
 Why does your school of thought make more sense?
 3 representatives
 2 minutes to present your views
 1 minute rebuttal
The Absolute Monarchs of Europe
Closure
 Explain how Absolutism and Enlightenment/Natural
Rights Theory differ…
 Most interesting fact about the absolute monarchs?
 When you are finished, turn it over and place it in the
center of the table
Homework
 Read Ch. 10, sec. 4 as well as Ch. 11, sec.1
Do Now…
 After coming into class and taking your seat quietly,
get out your World History Materials and turn to the
Hey History!
Test Review…
Fill in the Blank:
39) Columbus
40) Vespucci
41) Dias
42) De Gama
43) Magellan
44) Ponce de Leon
Test Review
45)
- Economic theory stating a government should do all it
can to increase a country’s wealth. It is measured by
the amount of gold and silver a country possesses
- The theory emerged in 1500s after widespread
colonization
- The countries limited colonial trade and
manufacturing so they could earn more
Test Review
46)
- Triangular Trade was a system of trade involving three
stages, one of which was the transatlantic slave trade
- First leg: European merchants shipped goods to Africa
for gold and slaves
- Second leg: Slaves were shipped across the Atlantic to
the Americas
- Third leg: Merchants sent plantation products from
the Americas and Caribbean to Europe
Hey History!
 Topic: Conflicts of the Monarchs – Group Discussion
 Think back to our Monarchs of Europe from
yesterday…
 In your table groups, discuss what made your specific
monarch special…
 After your discussion, come up with a big idea
statement about how your monarch was important
politically and/or economically, as well as how he or
she affected the monarchy in their country.
Conflicts Associated with the
Absolute Monarchs
 In the Textbook: Thirty Years’ War, War of Spanish
Succession, Seven Years’ War
 Not in the textbook: the rest of them…
Here Comes the Magna Carta…
English Monarchs (leading up to
the Civil War)
The English Civil War and
Restoration
Closure…
 How did these events in England influence the
development of the United States government?
Questions to consider…
 Which monarch do you think best exemplifies
absolutism and why?
 Which monarch do you think had the biggest impact
upon the development of their nation and why?
 Which conflict or agreement had the biggest impact
upon the development of European nations and why?
 Discuss in groups, each person turns in their answers
Homework
 Finish classwork…
 Questions to Consider…
 Read Ch. 11, sec. 2-4
Do Now…
 After coming into class quietly, take out your World
History materials and turn to your Hey History!
 Turn in “Questions to Consider” homework…
Hey History!
 Topic: the Constitution…
 Consider the Constitution on the United States and
the role it serves in the function of out government…
 What do you think the government of the United
States would be like today if we did not have the
Constitution in place…?
The Magna Carta…
 The Magna Carta was a crucial piece of legislation; one
of the first documents to limit the power of the
monarch and protect the rights of the people
 It also led to the creation of parliament and common
law…
 http://www.constitution.org/eng/magnacar.htm
 The Magna Carta process guide…
The English Monarchs…
 Queen Elizabeth I (reigned from 1558-1603)
 Elizabeth used Parliament to her advantage…
 She took the advice of Parliament, obtained necessary
taxes, and even allowed free speech to an extent
 Elizabeth still had issues, mostly with Puritans
questioning her policies.
 Other English Monarchs, not so successful
The English Monarchs
 James I (reigned from 1603-1625)
 He was an educated man, but lacked common sense in
financial and diplomatic matters
 James clashed with Puritans asking for religious reforms
in England
 Had great problems in a Puritan dominated Parliament
 Could not get the taxes to needed to fund his programs,
so he used other means that the people did not approve
of
 Had an uneasy relationship with the English people
when he died in 1625
The English Monarchs
 Charles I (reigned from 1625-1642, basically)
 Believed in the divine right of kings, like his father
 Was out of touch with the English people, could not get
the support of Parliament, so collected money by other
means
 Charles used royal courts against his enemies; many
feared him to be a tyrant
 Only called parliament into session when he needed
money to squash rebellions in Ireland and Scotland
 Civil war broke out in 1642 after Charles used the House of
Commons to attempt to arrest some of his opponents
English Civil War…
 You be the Teacher…
 Each group will be given one of six topics having to do
with the English Civil War and the aftermath
 Your group will be responsible for presenting a mini, 5minute lesson about the topic
 Each topic will have 1-3 questions that everyone should
be able to answer after hearing your lesson
 You may present your lesson in the form of a skit,
straight lecture, activity, however you wish!
Closure…
 Which English monarch do you believe had the best
relationship with Parliament, and which do you
believe had the worst? Explain.
Do Now…
 After coming into class quietly and taking your seat,
get out your World History materials…
5 minutes to get ready to teach…
Political Philosophers…
 Thomas Hobbes
 John Locke
 Denis Diderot
 Montesquieu
 Voltaire
 Rousseau
 Mary Wollstonecraft
 James Harrington
 David Hume
Political Philosopher: Social
Networking Profiles…
 You and your partner(s) are going to create a social
networking profile for a major Enlightenment
philosopher…
 Your profile should include the following:
 Profile picture
 Bio info (where they are from, year they were born)
 Status updates (discussing major contributions, works
they have been working on)
 Conversations b/w philosopher and other friends
on social network (discussing how significant they
believe the work is)
British Policies Timeline…
 Create a timeline of the following British policies
enacted in America…
 Proclamation of 1763
 Currency Act
 Stamp Act
 Sugar Act
 Tea Act
 Intolerable Acts
 For each act, you must include the month/year, an
explanation of the policy, and the colonists’ reaction to
the policy.
Closure…
Homework…
 Complete the Enlightenment Philosophers Data Chart
and the British Policies Chart using the information
gathered in class (photos will be posted on the wiki)
Do Now…
 After coming into class and taking your seat quietly,
take out your World History materials and return to
the “After the English Monarchs…” activity/sheet from
last class
Finishing “You Be the Teacher”
Topics
Hey History!
 Topic: Age of Monarchs, up to now…
 Discuss with your table partners the major
concepts/figures we have discussed regarding the Age
of European Monarchs up to this point…
 Make a list of each of the concepts/figures you can
recall.
Station Work…
Closure…
 Think about the material and concepts you have been
working on during the station work.
 Now, create two test questions from the material that
was reviewed/created in class, along with the answer
to each question.
Homework…
 Start reviewing materials, test/quiz (quest?!) on
Friday!
 Finish station work
Do Now…
 After coming into class and quietly taking your seat,
get out your World History materials
 Turn in your homework to the Turn In Box
 Turn to your Hey History!
Hey History!
 Topic: The State of the Classroom…
 Imagine that one day you come to class and the following
is announced: From now on the class will be conducted
in silence. If you speak without permission you will be
given a detention. If you receive 5 detentions then you
fail the class.
 How would these new policies make you feel?
 Do you believe these policies would be fair/unfair? Why?
 How might you challenge the new policies?
Timeline for British Policies…
 You will be creating a timeline for several British
policies that were enacted in the American colonies.
 Each event should be represented by a half sheet of
paper
 Each event should have the following: Name of
Policy, Year Policy was Enacted, Explanation of
the Policy, and How the Colonists Reacted to the
Policy
Timeline for British Policies…
 Currency Act
 Intolerable Acts
 Proclamation of 1763
 Stamp Act
 Sugar Act
 Tea Act
List of Demands to King George III
 Imagine you are part of a group of American colonists
and you want to do something to combat the unfair
actions of the British government.
 As a group, compose a list of suggestions the king may
wish to consider.
 Provide reasons for why the American colonists should
be granted their independence. Be sure to give specific
examples of British policies that Americans opposed.
Declaration of Independence with
Process Guide
 Individually read the document…
 Work in your groups to answer the questions analyzing
the document.
Key People with their Role in the
Revolution
 Using your smart devices, research the following
individuals and write a statement for the role they
played in the American Revolution
 George Washington
 Benjamin Franklin
 John Adams
 Thomas Jefferson
 Thomas Paine
Closure…
Homework…
 Finish Classwork
 Study
Do Now…
 After coming into class and taking your seat quietly,
take out your World History materials…
 Materials in the Pick Up Box
 Hey History!
Hey History!
 Topic: Revolutionary Quotes…
 “All men are created equal.” (Jefferson)
 “Man is born free and everywhere he is in chains.”
(Rousseau)
 “I do not agree with the words you say but will defend
with my life your right to say them.” (Voltaire)
 “L’Etat, c’est moi.” (Louis XIV)
1) What topic(s) are the quotes concerned with?
2) How are the quotes similar? Different?
French Revolution Topics
 Each group will get a topic, create a poster
illustrating information for each topic, and then
present to the class.
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Causes of the French Revolution
Era of the National Assembly
Era of the Legislative Assembly
Era of the National Convention
Era of the Directory
Napoleonic Era
Information Gallery Walk
 Filling in informational graphic organizers on the
following:
 Policies that led up to the American Revolution.
 Finish filling any information on the French Revolution
Topics
Quiz/Test Tomorrow…
 Format: Fill in the Blank and Matching
 Topics covered:
 Vocabulary Awareness Chart
 Divine Right of Kings and The Prince
 Enlightenment and the Natural Rights of Man
 Two Treatises of Government
 Absolute Monarchs Chart
 Conflicts Involving Monarchs Chart
 English Monarchs and Civil War Topics
 Magna Carta
 British Policies Leading up to American Revolution
Study Time…
Homework…
 STUDY!!!