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| | Unit Two: Absolutism to Revolution
The following assignments complement your reading selections from Modern World History: Patterns of Interaction.
Unit
Two: Absolutism to Revolution
CHAPTER
FIVE: Absolute Monarchs in Europe
|
Terms
 The following terms have
been extracted from your textbook reading assignments. Using your
textbook, identify each of the following terms in your notebook.
|
-
absolute
monarch
-
divine right
-
skepticism
-
westernization
-
habeas
corpus
-
constitutional
monarchy
-
cabinet
|
| Identifications
The
following identifications have been extracted from your textbook reading
assignments. Using your textbook, identify each of the following people,
places, and other items in your notebook. |
- William of Orange
- Cardinal Richelieu
- Louis XIV
- Cardinal Mazarin
- Maria Theresa
- Frederick the Great
- Ivan the Terrible
- Peter the Great
- Charles I
- Oliver Cromwell
|
| Activity |
Meeting
of the Minds Task:
The student will be in a group to study the ideas and beliefs of one
of nine historical figures--Aristotle, Queen Elizabeth I, Thomas Hobbes,
John Locke, King Louis XIV, Baron de Montesquieu, Plato, Jean-Jacques
Rousseau, Mary Wollstonecraft--and then discuss their philosophies during
a press conference. While students debate their ideas on government,
student reporters and historians ask probing questions to encourage the
panelists to defend their ideas. Purpose:
To understand various European viewpoints on the ideal form of
government throughout history; to be better prepared to critically analyze
forms of government in the modern world Materials
Needed: Group Packet
Directions:
Each student will receive one of the following roles:
 | ACTOR: Plays the part of
the historical figure being questioned by reporters and historians
during the class presentation. Takes time to learn the ideas and
personality of the historical figure. Helps others learn about the
figure he/she represents. Cuts out the mask. Thinks of appropriate
props and costumes to help bring the historical figure to life. |
| HISTORIAN: Responsible
for ensuring that all group members understand the ideas and beliefs
of the historical figure. Reads Biographical Briefing aloud to the
group and leads discussion of the questions on it. Looks in textbooks,
encyclopedias, and other sources for additional information on the
historical figure. Examines Student Handout 1.2A to determine the
historical context of the figure. |
| PUBLIC
RELATIONS AGENT: Takes time to learn about the ideas and personality
of the historical figure. Introduces historical figure at the start of
the press conference. Assists Actor in answering any difficult
questions during the press conference. Solicits ideas from group
members to design name plate for historical figure with name, dates
he/she lived, and appropriate visual symbol of the figure's ideal form
of government. |
| INVESTIGATIVE
REPORTER: Responsible for anticipating and preparing Actor for any
questions that may be asked. Carefully examines Student Handout 1.2D
to find out which historical figures on the panel have ideas that
support or oppose the group's. Prepares and asks probing questions of
other panel members to expose weaknesses in their arguments. |
PLEASE
NOTE: A few portions of this activity will be completed in your notebook.
 Each
group is responsible for learning about and bringing to life the ideas and
beliefs of a prominent historical figure during a press conference
focusing on these questions:
|
What
is the ideal form of government? |
|
Why? |
|
Can
people be trusted to govern? |
To do
this, each group should carefully read and discuss their Biographical
Briefing...be sure to discuss the Stop Here and Discuss questions
thoroughly as you read the Biographical Briefing.
Complete
the following tasks before the panel discussion.
| Prepare
Actor: Each group must make sure its Actor understands the
viewpoints of the historical figure accurately, especially the
figure's viewpoint on what the ideal form of government is and
the reasons for his/her viewpoint. To do this, quiz the Actor on the
major points outlined in the Biographical Briefing. Also, the
Historian should seek additional resources--textbooks, encyclopedias,
or library books--that may help the Actor better understand the
character. The group should anticipate and prepare the Actor for
difficult questions that other groups' Investigative Reporter may ask. |
| Get
props and costumes for the Actor: Each group should come up
with appropriate props for costumes that, along with the masks, will
help bring their characters to life. Be creative in thinking about how
to do this. |
| Create
name plate for the historical figure: Create a name plate to
display on the desk at which the Actor sits during the press
conference. The name plate will identify the historical figure to the
rest of the class as well as give an indication as to the figure's
ideas. It should be on a large piece of paper (11" x 17")
and should include three parts. 1) name of the historical figure in
large letters; 2) dates in which the figure lived below the name; and
3) some kind of simple visual symbol that represents the historical
figure's ideal form of government. |
| Rehearse
for press conference: Strategize about how to make their
historical figures look good during the press conference. Actors
should rehearse their answers to questions they anticipate will be
asked by other reporters during the press conference. The group should
examine the Student Handout 1.2D in order to help the
Investigative Reporter prepare probing questions for the other
panelists. By exposing uncertainty in the other historical figures'
responses, the Investigative Reporter supports the group's Actor. |
THE PANEL DISCUSSION
The
set-up
|
Matrix: Students
will create a matrix to record notes during the discussion. |
|
Actors affix masks to face
using any method that works comfortably |
|
Public Relations Agents
place name plates at the front of the actors desks |
Presentations
Each Public Relations Agent
stands behind his/her Actor and gives a one-minute biographical sketch
introduction of the historical figure. (Then sits behind the Actor giving
information if forgotten or other help)
After each introduction, each
panelists is allowed one-minute to respond to the panel topic (questions
listed above).
Reporters will be allowed the
opportunity to ask questions after all panelists have finished. When
appropriate, panelists may speak directly to other panelists.
After the Panel Discussion
Summation: Students will create a spectrum (from autocracy to democracy)
including all of the panelists.
Student Response: You are President of the United States. Which one of the
panel members would you invite to be your chief political advisor? Why?
|
CHAPTER SIX: Enlightenment
and Revolution
|
Terms
The following terms have
been extracted from your textbook reading assignments. Using your
textbook, identify each of the following terms in your notebook. |
-
heliocentric
theory
-
scientific
method
-
social
contract
-
natural
rights
-
philosophe
-
separation
of powers
-
checks and
balances
-
federal
system
|
| Identifications
The
following identifications have been extracted from your textbook reading
assignments. Using your textbook, identify each of the following people,
places, and other items in your notebook. |
- Nicolaus Copernicus
- Johannes Kepler
- Galileo Galilei
- Frances Bacon
- Rene Descartes
- Isaac Newton
- John Locke
- Voltaire
- Montesquieu
- Jean Jacques Rousseau
- Mary Wollstonecraft
- Catherine the Great
- Thomas Jefferson
|
| Geography |
|
Three
Theories of the Solar System
Read the excerpt Three
Theories of the Solar System discussing the theories of Ptolemy, Copernicus, and Kepler. Recreate the
illustrations for each of the theories, then answer the following
questions.
-
What
object did Ptolemy claim was at the center of the universe?
-
What
object did Copernicus conclude was actually at the center of the
universe?
-
What
object is the farthest from the center in all three systems?
-
What
object is closest to the earth in all three systems?
-
According
to Ptolemy, where was the sun in relation to Earth and the other
planets?
-
According
to Copernicus, what planets are located between the sun and the Earth?
-
What
is the main difference between Kepler's system and the Copernican
system?
-
Compare
the way Ptolemy provided proof for his theory with the way
Kepler provided proof for his theory.
-
**Do
you think Ptolemy's proof of his beliefs would be acceptable today?
Why or why not?
|
| Primary Source |
|
from
Two Treaties on Government by John Locke English
philosopher John Locke (1632-1704) attacked monarchy and promoted the
concept of government by the people in his most famous work, Two
Treaties on Government. Published in 1690, his book influenced the
ideas of philosophes Baron de Montesquieu and Jean-Jacques Rousseau as
well as the framers of the United States Constitution. At the heart of
Locke's argument was his belief that all people are born free and equal,
with three natural rights; life, liberty, and property.
Directions: Read the
excerpt from Two Treaties on
Government, think about how he defines one of
these rights--liberty-- before answering the questions.
-
Paraphrase Locke's definition
of liberty in your own words.
-
In this excerpt, Locke
refers to Sir Robert Filmer, an author who promoted the royal view of
the basis of governmental power. With a partner, write a dialogue
between Locke and Sir Robert Filmer about freedom and the role of
government.
|
| Primary Source |
|
from
The Social Contract by Jean-Jacques Rousseau In
The Social Contract, published in 1762, the philosophe--a writer
during the 18th century French Enlightenment--Jean-Jacques Rousseau
outlined his ideas about individual freedom and obedience to authority.
Directions: Read the
excerpt from The Social
Contract, think about his argument against the use
of force as a means of governing the people before answering the questions.
-
Which did Rousseau believe
was better--a government freely formed by the people or one imposed on
a people by force? Justify your response.
-
Did Rousseau believe that
it was right of the strongest to rule?
-
How would you compare
Locke's ideas about government with Rousseau?
|
CHAPTER SEVEN: French
Revolution & Napoleon
|
Terms
The following terms have
been extracted from your textbook reading assignments. Using your
textbook, identify each of the following terms in your notebook. |
- estate
- émigrés
- sans-culotte
- guillotine
- coup d'état
- Napoleonic Code
- blockade
- guerilla
- scorched-earth policy
- balance of power
|
| Identifications
The
following identifications have been extracted from your textbook reading
assignments. Using your textbook, identify each of the following people,
places, and other items in your notebook. |
- Louis XVI
- Marie Antoinette
- Tennis Court Oath
- Great Fear
- Declaration of the Rights of Man
- Robespierre
- Reign of Terror
- Napoleon
- Waterloo
- Congress of Vienna
- Klemens von Metternich
|
| Visual
Summary |
Three Estates
Task:
Summarize the three estates in France in a chart format.
Materials
Needed: Magazines or clipart (if you choose not to draw the visuals)
Directions:
Create a chart that identifies the three estates, a description of the
estates membership, a visual of the group members, and a list of the
actions taken by this estate.
Example chart:
|
| |
First Estate |
Second Estate |
Third Estate |
Description
| Membership |
| % of the population |
| views on Enlightenment ideas |
|
|
|
|
Visuals
| Clipart |
| Drawings |
| Magazine pictures |
|
|
|
|
Actions
| marches |
| decisions |
| riots |
| Other actions |
|
|
|
|
| Visual
Summary |
Hero/Wanted Posters
Task: Create
a hero poster and a wanted poster on the same historical figure.
Purpose: To
examine two viewpoints of a historical figure.
Material
Needed: Two of the same picture of Napoleon
Directions:
Create two separate posters for Napoleon. Both
The hero poster
that includes that following:
|
picture |
|
reasons to be
honored/arrested |
|
color |
Have fun with this
assignment and make them look genuine. |
CHAPTER EIGHT: Nationalist
Revolutions
|
Terms
The following terms have
been extracted from your textbook reading assignments. Using your
textbook, identify each of the following terms in your notebook. |
- nation-state
- nationalism
- realpolitik
- Kaiser
- romanticism
- realism
- impressionism
|
| Identifications
The
following identifications have been extracted from your textbook reading
assignments. Using your textbook, identify each of the following people,
places, and other items in your notebook. |
- Camillo di Cavour
- Giuseppe Garibaldi
- Red Shirts
- Otto von Bismarck
- Romantics in Literature
- English Romantic Poets
- Romantics in Music
- Realists in Literature
- daguerreotypes
- Impressionists
|
| Primary
Source |
|
Nationalist
Speech by Otto von Bismarck
Background: Bismarck
delivered the following speech to a delegation of students in
Friedrichsruh on his 80th birthday. He reviewed key events that led to the
unification of Germany and promoted the idea of German unity.
Directions: Read the
speech by Otto von Bismarck then answer the following questions.
-
Define the following new
terms:
a) approbation
b) consolation
c) atrocity
d) compress
-
Discuss Bismarck's thoughts
about German nationalism with a group of classmates.
-
Compare Bismarck's ideas
with the nationalist sentiments of Bolivar (page 63 of the textbook
and Garibaldi (page 65 of the textbook).
|
| Connect
to
History |
|
Romanticism
Task: Students will research one of the romantic composers or
artists and create a PowerPoint presentation.
Purpose: To learn more about the romantic period of art and/or
music
Materials Needed: None
Directions: Groups of students will research a romantic
composer/ artist and prepare a brief biographical report. Students will
also obtain recordings of some of the composer's works/ samples of the
artist's works and research some background on the musical
pieces/paintings. The groups will give a presentation that includes
playing one or two selections/show one or two paintings in class. The
presentation will also include a biographical sketch, along with a picture
of the individual, and an explanation of how the music/painting reflects
romantic ideas.
Please
Note: A printout of the PowerPoint (handout format) presentation will be
placed in the notebook. |
|
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