Roselle Public Schools World History Curriculum Units of Study 9th Grade Unit/Chapter Title: Unit 2 Absolutism and the Enlightenment (1600-1790)

Unit Length: 10 Weeks Interdisciplinary Connections:

Course/Grade: World History 9

Unit Overview: Welcome to the second unit of World History 9. As the world becomes more interconnected through global exploration and the beginnings of colonization of the New World by European powers, Europe becomes the dominant figure in world geopolitical struggle. Asian Empires close themselves from European exploration and trade, the Native cultures of the New World are decimated by disease and combat with Europeans, and strong African empires are weakened by European need for replacement labor in New World and soon succumb to the bitter horrors of the transcontinental slave trade. Europe empires are flush with new goods and cash from the Columbian Exchange and great empires are formed with Kings and Queens who claim to derive their rule from the divine word of God (absolute monarchs) as their heads of state. Quickly, this centralized power granted only by birth shows great signs of fatigue and constant areas in need of improvement. In many European Empires basic social services deteriorate, and some citizens begin to question if their world is headed back toward the chaos of the Dark Ages. Increased education and funding for learning through trade, allows for the rise of a new breed of philosopher, those who question not only their role in society and government specifically but also the need for society and government systemically. These thinkers begin a period known as the Enlightenment. Their writings will lead to increased thought and dissention against the Absolute Monarchs. Culminating in the American Revolution, this dissention will mark the beginning of the end of Monarchial power worldwide and the beginnings of a new form of government led by the people, a government successfully executed after a bloody war by the United States in its form of democracy. Standards: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

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Roselle Public Schools World History Curriculum Units of Study 9th Grade 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands: A. Civics, Government, and Human Rights B. Geography, People, and the Environment

C. Economics, Innovation, and Technology D. History, Culture, and Perspectives

CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects 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. RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 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. 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. RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims. RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

21st Century Life and Careers Standards 9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education 9.1.12.C. 2 Analyze common traits of effective state, national, or international leaders

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Roselle Public Schools World History Curriculum Units of Study 9th Grade 9.1.12.D.1 Interpret written and spoken communication within the appropriate cultural context Interdisciplinary Connections: Reading: 9-10. 2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. English/Literacy: CCSS ELA WHST 9-10.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Computer Technology: : 8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software

Essential Questions 1.What impact did the Absolute Monarchs of Europe have on their subjects and the creation of massive Kingdoms? 2. Why did citizens allow Absolute Monarchs to centralize their power? 3. How did Absolute monarchs provide reasoning for their importance and right to rule? 4. How was the Enlightenment an affront to the power of Absolute Monarchs? 5. What factors determine success or failure of a government? 6. How did Absolute Monarchs come to maintain their grip on power? 7. Why were Enlightenment philosophers able to spread their ideas to the masses? 8.Why did Enlightenment thinkers come to be seen as models for the creation of future governments?

Enduring Understandings 

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The Absolute Monarchs of Europe utilized censorship, public displays of powers, and the idea of divine right to justify their right to rule Conflict is present in the creation and maintenance of governments The definition of citizenry comes in many forms and can be applied in various ways There are differences in the thoughts of Enlightenment thinkers Individuals have the power to make positive changes in society Governments can and have been changed throughout history 3

Roselle Public Schools World History Curriculum Units of Study 9th Grade 9. How did the version of democracy utilized by the United States come to be a successful form of government and a sort of case study for Enlightenment ideas?

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Governmental change can be, but does not have to be, violent The Enlightenment period provided alternate ideas of government which included the inclusion of many different groups and input from various groups of citizens Societies show an innate need to have government to maintain order, protect property, and defend from foreign invasion There is room in the world for various systems of government Democracy has proven to be the most successful form of governance over the past 300 years The United States invested intellectually in the thoughts of many Enlightenment thinkers and their ideas can be found in many aspects of our current government’s structure

 Women and minority groups played a key role in expanding the Enlightenment and continuing their struggle for equality

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Roselle Public Schools World History Curriculum Units of Study 9th Grade

Student Learning Objectives (What students should know and be able to do?) What students should know

What students should be able to do

6. 2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time.

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6.2.12.A.2.b Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society.

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6.2.12.A.2.c Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

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6.2.12.C.2.a Relate the development of more modern banking and financial systems to European economic influence in the world.

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6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.

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Analyze the impact of Enlightenment thinkers on the creation of new political thinking Evaluate the cultural, political, and economic effects of Absolute Monarchs on their populations Analyze social, political, and cultural change and evaluate its impact on different levels of society Differentiate between specific Enlightenment thinkers and the ideas which they propagate Explain the role of women in advancing the Enlightenment and their increasing struggle for a role in emerging subversion and the creation and implementation of a democratic government Identify key geographic areas of Europe where Enlightenment thought affected governmental change and/or led to the creation of Enlightened Despots Compare and contrast specific Enlightenment thinkers and their ideas Assess the role of Absolute Monarchs in creating censorship of Enlightenment ideas Explain the role of new wealth in expanding the grand nature of the role of an Absolute Monarch Analyze the need for government to create and maintain order in an effective society Explain the scope and impact of the English civil 5

Roselle Public Schools World History Curriculum Units of Study 9th Grade 6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions

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Instructional Strategies

(How will the students reach the learning targets?)

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Scaffolds for Learning/Extensions (How will I differentiate?)

Scaffolds for Learning: Close Reading of Texts  Use a main idea Use Cornell notes organizer to identify Use graphic organizers the essential and to identify main idea non-essential and supporting details

war and its production of a limited English monarchy Identify the necessary ideas needed for democracy Explain the connection between the theories of the Enlightenment and the onset of the American Revolution Analyze how the Founding Fathers of the United States utilized ideas of the Enlightenment as a justification for leaving the English Empire to create a new democratic state Apply personal, ethical, or impartial criteria for evaluating specific Enlightenment ideas Present claims and findings in a clear, logical manner

Assessments

Resources/Technology

(How will the students demonstrate mastery?)

(What resources and materials will students need?)

Formative Assessments:

Text/s:

Teacher Observation

Prentice Hall – World History : The Modern Era

Presentation

Other Texts See Appendix D

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Roselle Public Schools World History Curriculum Units of Study 9th Grade 

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Compare and contrast events using a Venn Diagram Summarize Venn Diagram and Cornell Notes Use context clues to decode words and ideas Take notes while reading Utilize highlighters for close reading Utilize GIST method of summarization Checks for Understanding oral and written Entrance/Exit Tickets Utilize videos and video response questions Utilize flowcharts to analyze the historical progression of specific ideas

information  Use an inference chart while reading a story or a particular event and draw conclusions about what was read.  Pose questions  Skim and scan an assigned reading to identify text features and structure.  Utilize graphic organizers to chunk information  Utilize student partners to chunk information Create profiles of specific historical figures to aid in differentiation and delimitation of ideas/experiences Extensions: 

Respond to an openended question based on an editorial or any informational text read

Quizzes/Test Group Discussions

Websites:

Constructed responses

www.readwritethink.org

Socratic Seminar Questions See Appendix A

www.studentsfriend.com/onhist. how.html

Performance Tasks See Appendix B

www.phschool.com

Summative Assessment See Appendix C

www.newberry.org/centerrenaissance-studies

Mock Trial

http://www.njamistadcurriculu m.com/

Mid-Term Exam

http://www.corestandards.org/

Student Portfolio

http://www.studentnewsdaily.co m http://learning.blogs.nytimes.co m/category/current-events/ http://www.stockholm360.net/lis t.php?id=versailles Ancillary Materials 

Writer’s Notebook 7

Roselle Public Schools World History Curriculum Units of Study 9th Grade 

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Incorporate dynamic chart to show cases of success and failure with similar ideas Think, pair, share ideas from written text Utilize Jigsaw reading strategy when reading and analyzing text Incorporate moments for turn and talk to increase student interaction and oral response

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in class Complete a dialectical journal or Cornell notes with questions that encourage critical thinking. Then write a brief summary of their questions at the end of each dialectical journal or Cornell notes. Create a portfolio highlighting key aspects of time periods studied and multiple avenues of presentation

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Journals Print and Online graphic organizers Open-Ended Response Rubric Word Walls Internet Various Writing Prompts Exemplars Student Portfolios Feedback worksheets

Key Terms/Vocabulary Words: Social Contract, Natural Rights, Separation of Powers, Absolute Monarch, Divine Right, El Greco, Huguenots, Edict of Nantes, Balance of Power, dissent, Puritan, Limited Monarchy, Constitutional Monarchy, English Bill of Rights, mercenary, Peace of Westphalia, Prussia, partition, laissez faire, censorship, salon, baroque, rococo, Enlightened Despots, Stamp Act, popular sovereignty

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Roselle Public Schools World History Curriculum Units of Study 9th Grade Appendix A Socratic Seminar Questions Read excerpts from the works of John Locke, Thomas Hobbes, Voltaire, Montesquieu, and Mary Wollstonecraft, and respond to the following questions citing textual evidence. Once you have responded to the questions and found quotations in the text to support your responses, come to class prepared for a Socratic Seminar. 1. Locke and Hobbes outline their views of the natural world and conversely the potential for wonderful experiences and abject horror. How does each Enlightenment philosopher feel specifically about the world, people, and the role that government could and/or should play in the lives of citizens? How do they express this in their writing? What specific examples or analogies are drawn in the writing to illustrate these views? How do their specific opinions come to inform their ideas on how governance should be acquired, maintained, and/or advanced? 2. In his writing, Montesquieu outlines a specific system of government that he feels would be the most effective for all governments (separation of powers into 3 groups). Do you agree? What are the potential pitfalls in this system? What are the positive effects? How has the United States utilized this system efficiently? Imperfectly?

3. All of the Enlightenment philosophers touch upon the role of a citizen in a government. What is you definition of a “citizen”? What are the limitations that can be put upon full expression of one’s citizenship? What conditions need to be present to be considered a citizen? What is the responsibility of the citizen toward his/her government and vice versa?

Grading: (Refer to Socratic Seminar Rubric found under Common Rubrics)

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Roselle Public Schools World History Curriculum Units of Study 9th Grade Appendix B Performance Task/s

1. Gallery Walk- Versailles: Teacher will utilize visual representations of areas of the palace at Versailles – created by King Louis XIV of France. Teacher will strategically place these images around the classroom with large 3M paper next to them. Students will be grouped no larger than 4 and given multi-colored markers to represent each group. Teacher will distribute a “checklist” of specific questions for each area and distribute them to children. Students will be asked to: a. b. c. d. e.

Identify at least one area of specific opulence/ expression of royal power in each picture. Create a written summary of each area in a given handout Illustrate a specific example of disconnect between the royal family and the people of France in each area (irony) Respond to all written questions in packet Using RSS/RSSE, respond to the following question: What does the palace of Versailles say about the motivations/intentions of absolute monarchs as a whole? How were their interactions with citizens? What were their goals for their governments? How could these goals be challenged? f. Students will create a written summary of all areas viewed citing specific information from the visuals. Grading: (Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics

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Roselle Public Schools World History Curriculum Units of Study 9th Grade

2. Informative Writing Task: Enlightenment philosophers challenged the world around them and did so at great risk to their own safety. Their ideas on government and society were most definitely not in line with the commonly held notions. This turned out to not be very beneficial to society and lead to the creation of an entire realm of thinking known as political science. In fact, after being greatly influenced by the Enlightenment thinkers, the Founding Fathers of the United States used their theories as a basis of legitimacy for the American Revolution one of the most impactful events in World History. Write an informative essay using the following questions as a guide. Include all the elements of informational writing.

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What is an issue you find in today’s government to be intolerable? How does this issue impact your life or the lives of people in your community? What is the consequence if this issue remains the stay? How would you attempt to create change?

Grading: Refer to the NJ Registered Holistic Scoring Rubric found under Common Rubrics

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Roselle Public Schools World History Curriculum Units of Study 9th Grade

Appendix C Summative Assessment Unit 2 Title: Absolutism and the Enlightenment Subject: World History Grade Level: 9 __________________________________________________________________________________________________ Instructional Focus: 6.2.12.A.2.a, 6.2.12.A.2.fb 6.2.12.A.2.c, 6.2.12.D.2.d, 6.2.12.A.3.a Reading: RL 9-10.4, RL 9-10.5, Writing: W.11.1; W.11.3; W.11.8; W.11.9 Speaking and Listening: SL11.1, SL 11.2 21st Century Life and Careers Standards: 9.1. A.1, 9.1. B.2, 9.1. C. 5, 9.1. D.1, 9.1. F.2, 9.4.A.11

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Roselle Public Schools World History Curriculum Units of Study 9th Grade _____________________________________________________________________________________________________ Essential Questions: 1. Why did Absolute Monarchs engage in means of suppression and censorship? What conditions were present to allow for their success in this endeavor that may/may not have been previously available? 2. What were the goals of the Enlightenment philosophers as a whole? Were they successful? What did their views on society same about the society they lived in? 3. How were Enlightenment thinkers able to connect with the average citizen? What topics did they discuss that helped connect them? What techniques did they use to engage these citizens? 4. Who is most responsible for the maintenance of government? Citizens? The government? Both? What are their responsibilities to each other? ______________________________________________________________________________________________________ Student Learning: Students will be able to complete the following:            

Respond to a variety of literary questions by citing strong textual evidence using RSS/RSSE Students will research The Enlightenment and determine connections between past and present occurrences.. Students will create personal views and provide valid and strong reasons to support their claims Students will utilize presentation skills to convey the messages Take a position and cite strong textual evidence to support position. Compare writings of Locke, Hobbes, Voltaire, and Wollstonecraft to current world issues Examine the social injustices that come from centralized power in Absolute Monarchs Determine the importance of new technologies in aiding subversion to unjust governments Identify key Enlightenment thinkers artists and explain important ideas developed in their writings and thoughts Identify Key Absolute Monarchs and their contributions to their kingdoms Identify key aspects of the Enlightenment as a whole and explain their applications today Create a mock Facebook page for an Absolute Monarch or Enlightenment thinker and use parody to highlight their important historical contributions 13

Roselle Public Schools World History Curriculum Units of Study 9th Grade 

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Analyze the social and economic injustices of the 17th and 18th Centuries Demonstrate the ability to write an informative essay Write an informative essay that will score a 4 or better on the NJ Holistic Scoring Rubric. Identify the elements of argumentative writing Begin to demonstrate the ability to write an argumentative essay Develop a concise thesis statement Apply positional arguments and differentiate between claims of others and personal opinion Compare and contrast alternate or opposing claims

_________________________________________________________________________________________________________________ Introduction: As world governments adjusted and moved forward with Absolute Monarchs at their head, specific theorists began to produce potentially dynamic and dangerous new ideas. Fueled by the new learning and thirst for knowledge brought on by the Renaissance and the Scientific Revolution, Enlightenment thinkers came to not just question the world around them but produce radically new views on the purpose of government, the individual, and society as a whole. These thinkers rarely interacted and often operated in a sort of vacuum of information. Spanning decades, their written works were shared and utilized as building blocks of the future. Imagine these thinkers lived in today’s society. Social media allows us to communicate over vast distances and with instant speed. What if Enlightenment thinkers used Facebook instead of books and letters to express their ideas not just to the world but to each other as well? Task: Enlightenment Facebook project Objective: Compare/contrast your Enlightenment philosopher with at least one other Enlightenment philosopher. Demonstrate your understanding of at least two Enlightenment philosophers and their beliefs by writing dialogue between your philosopher and his/her friend/nemesis. Create a Facebook page with dialogue, with a minimum of 20 - 30 entries. There are two ways this project can be completed: 1. Work with a partner. Decide which Enlightenment philosopher you would like to be, and create imaginary dialogue between the two of you. Within that dialogue, it should be clear what each of the philosopher believed, and/or felt strongly about. If you work with a partner, you need a minimum of 30 entries. 14

Roselle Public Schools World History Curriculum Units of Study 9th Grade 2. Work by yourself. Identify two philosophers and create a dialogue between them. Within that dialogue, it should be clear what each of the philosopher believed, and/or felt strongly about. If you work by yourself, you need a minimum of 20 entries. 3. Extra credit (10 points): Write a brief biographical sketch of your philosophers, similar to that of Facebook. Arrange your biographical sketches and your dialogue on poster board. Make the poster attractive. The written dialogue must be typed, double – spaced, with your philosophers clearly labeled. Include one small picture of each Enlightenment philosopher. Feel free to include dialogue that humorous, or satirical.

Websites: www.readwritethink.org http://www.efm.bris.ac.uk/het/locke/government.pdf http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/hobbes/Leviathan.pdf http://www.earlymoderntexts.com/pdfs/wollstonecraft1792.pdf http://www.earlymoderntexts.com/pdfs/rousseau1762.pdf http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/montesquieu/spiritoflaws.pdf http://www2.hn.psu.edu/faculty/jmanis/adam-smith/wealth-nations.pdf

Materials/Resouces:

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Roselle Public Schools World History Curriculum Units of Study 9th Grade Rubric: 25

20

15

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Dialogues

The dialogue between the two philosophers includes a clear view of what both of them believed. There are at least 30 lines, if a partnership effort, or 20 lines if completely solely by you.

It is clear what each of the philosopher believed, but there are less than the minimum lines of dialogue requested.

It is unclear what N/A each of your philosophers believed. There are less than the minimum numbers of lines requested.

Grammar

There are very few spelling or grammar mistakes that do not interfere with the quality of the final product.

There are just a few spelling, and/or grammar mistakes.

There are N/A consistent grammar and/or spelling mistakes that interfere with the quality of the final product.

Graphics

There is one picture included of each of your philosophers.

N/A

N/A

Total

No pictures are included on your paper.

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Roselle Public Schools World History Curriculum Units of Study 9th Grade

Presentation

The dialogues are typed, double spaced, and each philosopher is clearly identified.

The dialogues are typed, but not double- spaced.

The dialogues are not typed, nor are the philosophers clearly labeled.

N/A

Total

Comments: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

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Roselle Public Schools World History Curriculum Units of Study 9th Grade Appendix D Texts/Resources Title

Genre

Leviathan- Thomas Hobbes

Nonfiction Book

The Wealth of Nations- Adam Smith

Nonfiction Book

Two Treatises of Government- John Locke

Nonfiction Book

The Spirit of the Laws- Montesquieu

Nonfiction Book

The Social Contract- Jean Jacques Rousseau

Nonfiction Book

A Vindication of the Rights of Women- Mary Wollstonecraft

Nonfiction Book

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