Embedded Files
Unit Era: 1550 to 1850
Unit III
Essential Question: How difficult is it to overthrow an established idea or system?
III.A Students will analyze how the interregional spread of political ideas such as self-government and liberty in Europe and America served as a catalyst for global changes by:
- III.A.1: Explaining how the English Civil War and the Revolution of 1688 affected government, religion, economy, and society in Britain as well as the American colonies.
- III.A.2: Comparing the causes, character, and consequences of the American and French Revolutions.
- III.A.3: Explaining the causes and effects of Islamic expansion and Eurasian trade routes on political and cultural life in West African Kingdoms.
Essential Question: Was imperialism mutually beneficial?
V.C Students will compare how regional powers attempted to meet the challenges of modernization and interregional territorial expansion by:
- V.C.2: Analyzing the internal and external factors impacting Russian modernization and growth as an imperial power.
Assigned Readings
Assigned Readings
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Hapsburg Empire
- Absolute Monarchy; Divine Right
- Huguenots; Edict of Nantes
- Versailles
- Peace of Westphalia
- Westernization
- Boyar
- English Bill of Rights
- Constitutional Government
- Cabinet; Prime Minister
IV. MW05 [ Handout ] Student Choice BoardDOC | Student Choice Board
DOC | Student Choice Board
V. MW05 [ Recovery Handout ] Submit This Before Retaking TestWS | Test Recovery Handout
WS | Test Recovery Handout
Monday: Student Choice Day
Units II and IIIMonday: Student Choice Day
Opener: Overview | Student Choice Day(s)
Opener: Overview | Student Choice Day(s)
On Student Choice Days you decide how best to utilize your time related to the class. Consider:
Finalizing The Previous Unit | submit work from the previous unit by the end of the class.
After today it will only be valued at 1 point.
Beginning to Work on the Current Unit | Get a head start on the work for the current unit.
Recovery a Test | After completing the Recovery Handout, you may recover a previous test from the MP.
Lesson: Select an Activity from the Student Choice Board
Lesson: Select an Activity from the Student Choice Board
See the Student Choice Board (left) if you want more information about today's activity
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Closing: Reminder | The Work from Last Unit is Due By The End of Class
Today marks the last day in which you can turn in the work from the previous unit for partial credit.
If you turn in an assignment from the last unit after today it will be marked as a "1/x" where "x" is equal to the value of the assignment. In other words, you will earn 1 point to illustrate that you turned in the assignment, albeit after it was directly relevant to the learning taking place.
Charles V by Titian (1548)
Charles V by Titian (1548)
Tuesday: Absolutism in Europe
Learning Goals III.1.1-III.1.5; III.2.1-III.2.2 Tuesday: Absolutism in Europe
Opener: Philosophy | Absolute Power
Opener: Philosophy | Absolute Power
Does absolute power corrupt absolutely?
(Alternative) Image Analysis: The Habsburg Jaw
(Alternative) Image Analysis: The Habsburg Jaw
Analyze the image of Charles V.
What stands out about the image?
If such a feature was caused inbreeding, why do you think the Habsburgs practiced this imperial policy?
Lesson: Absolutism in Europe
Lesson: Absolutism in Europe
I. Notes: Absolutism in Europe
Closing: Map Analysis | Europe c. 1648
Closing: Map Analysis | Europe c. 1648
Name at least five modern countries that existed at the end of the Thirty Years' War.
Which regions lost the most population in the Thirty Years' War?
Resources | Absolutism
Resources | Absolutism
Peter the Great by Carel de Moor (1717)
Peter the Great by Carel de Moor (1717)
Tuesday: Contrasting Views on Absolutism
Learning Goals III.1.1-III.1.5; III.2.1-III.2.2 Tuesday: Contrasting Views on Absolutism
Opener: Image Analysis | The Fashion Reforms of Peter the Great
Opener: Image Analysis | The Fashion Reforms of Peter the Great
In 1698, Peter the Great instituted a beard tax and gave the police the power to forcibly shave those who refused to pay the tax. He sought to make Russians look more like Western Europeans.
Why do you think Peter the Great was so determined to align Russia with Western European standards?
Can you think of other examples when fashion has been used to represent changing norms?
Consider: Meiji Japan, Turkey under Ataturk, the 1960s in America
Lesson: Contrasting Views on Absolutism: Russia and England
Lesson: Contrasting Views on Absolutism: Russia and England
I. Notes: Absolutism in Russia and England
Closing: Contextualization | Top Cities of 1600 CE
Closing: Contextualization | Top Cities of 1600 CE
Use the chart to answer the corresponding questions related to the largest cities of 1600 CE.
Resources | Russia before 1853
Resources | Russia before 1853
MW10 [ Classwork ] Peter the Great - RLH - Handout and DocsWS | Peter the Great
WS | Peter the Great
Russian beard token (1705)
Russian beard token (1705)
Cromwell and the Corpse of Charles I by Paul Delaroche (1881)
Cromwell and the Corpse of Charles I by Paul Delaroche (1881)
Thursday: Peter the Great
MSDE II.C.4 | Analyze the internal and external factors impacting Russian modernization and growth as an imperial power MSDE II.A.1 | Explain how the English Civil War and the Revolution of 1688 affected government, religion, economy, and society in Britain as well as the American colonies. Thursday: Peter the Great
Opener: Opener: Vocabulary Quiz | Absolutism in Europe
Opener: Opener: Vocabulary Quiz | Absolutism in Europe
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Lesson: The Legacy of Peter the Great
Lesson: The Legacy of Peter the Great
I. Classwork: Complete the Peter the Great - RLH worksheet
Closing: Discussion | Peter the Great
Closing: Discussion | Peter the Great
Many historians offer praise for Peter the Great as a result of his efforts to modernize Russia.
What is your understanding of Peter the Great based on the sources?
Resources | Preindustrial England
Resources | Preindustrial England
FRI [ Opener ] YouTube - Versailles
FRI [ Opener ] YouTube - Versailles
MW10 [ Classwork ] Building Your Palace Grounds ActivityFRI [ Classwork ] Build Your Palace
FRI [ Classwork ] Build Your Palace
Friday: Build Your Own Palace Grounds
MSDE II.A.2 | Comparing the causes, character, and consequences of the American and French Revolutions (3, 5). Friday: Build Your Own Palace Grounds
Opener: YouTube | Versailles (3:25)
Opener: YouTube | Versailles (3:25)
What do you find impressive about the Versailles Palace?
Activity: Design Your Own Palace
Activity: Design Your Own Palace
Imperial palaces are a means to demonstrate the power of a ruler. Show you understand what it takes to impress the masses by completing the Build Your Own Palace worksheet
Closing: Design Gallery | Student Palaces
Closing: Design Gallery | Student Palaces
Allow an opportunity for students to show and discuss their grand architecture
Resources | Monumental Architecture
Resources | Monumental Architecture
[ YouTube] CCEH 1.13 - Absolution in the West
[ YouTube ] Biographics - Peter the Great
Essential Question(s) 1750 to 1890
Essential Question(s) 1750 to 1890
How difficult is it to Overthrow an Established Idea or System?
How difficult is it to Overthrow an Established Idea or System?
MSDE Objective(s) | Students will analyze how the interregional spread of political ideas such as self-government and liberty in Europe and America served as a catalyst for global changes by:
II.A.1 | Explaining how the English Civil War and the Revolution of 1688 affected government, religion, economy, and society in Britain as well as the American colonies (CDI, GOV, ECN, SIO)
Was Imperialism Mutually Beneficial?
Was Imperialism Mutually Beneficial?
MSDE Objective(s) | Students will compare how regional powers attempted to meet the challenges of modernization and interregional territorial expansion by:
II.C.4 | Analyzing the internal and external factors impacting Russian modernization and growth as an imperial power (CDI, GOV, ECN)
Essential Question(s) 1750 to 1890
Essential Question(s) 1750 to 1890
Unit III
Lesson 1: Absolute Monarchy in Spain and FranceUnit III
- L.G.1: I can identify characteristics of absolute monarchy, including the concept of divine right.
- L.G.2: I can explain how Spanish power grew under Charles V and Philip II.
- L.G.3: I understand how France built a centralized monarchy after the wars of religion.
- L.G.4: I can evaluate Louis XIV as an absolute monarch.
- L.G.5: I can describe how the arts flourished in Spain and France.
Lesson 2: Rise of Austria, Prussia, and Russia
- L.G.1: I can outline the causes and results of the Thirty Years’ War.
- L.G.2: I understand how Austria and Prussia emerged as great powers.
- L.G.3: I can explain the steps Peter the Great took to modernize Russia.
- L.G.4: I can describe how Russia grew under Peter the Great and Catherine the Great
- L.G.5: I can describe how European nations tried to maintain a balance of power.
Lesson 3: Triumph of Parliament in England
- L.G.1: I can describe the relationship between Parliament and the monarchy under the Tudors and Stuarts.
- L.G.2: I can explain how English government developed after the English Civil War.
- L.G.3: I can identify the causes of the Glorious Revolution and the ideas contained in the English Bill of Rights.
- L.G.4: I can identify the characteristics of limited monarchy and constitutional government in England.
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