Crisis and Absolutism in Europe

1550-1715
A Traditional Unit Plan Model
POST- INSTRUCTIONAL PHASE

Developed by Molly A. McCollum, Department of Teacher Education, Samford University, 2013.

XIII. Summative Assessment

At the end of the two-week unit, the students will be evaluated in two ways: first with a traditional teacher developed summative test as well as by collection and grading of their Interactive Student Notebooks. The test is carefully constructed to test all of the objectives and information, facts, concepts, relationships/generalizations, etc. of the unit. An answer key is attached, identifying all right answers. A checklist is also attached that is for use in grading the Interactive Student Notebooks. (Appendix F)

XIV. Reflections upon Unit Design, Instruction, and Student Outcomes

1. Reflections Upon Student Performance: The expectation for students upon the completion of the Crisis and Absolutism unit was that all students in the 9th grade World History class would be able to demonstrate a mastery of the unit objectives on the teacher developed test and through their work in their Interactive Student Notebooks. The test was designed to allow students to demonstrate mastery all the way through the evaluation level of Blooms Taxonomy. The content of the unit was carefully organized and sequentially presented with opportunities for feedback and correctives in each mini-unit. Additionally, students were provided many opportunities to engage with the style of questioning and the content seen on the summative assessment. Furthermore, after formative assessment in the classroom, it was determined that students would need extra time built in before the assessment to reteach and review the content that would be on the exam. Students were given a formative assessment on the final day of the unit to gauge where there were areas of weakness and what concepts, facts, relationships, et cetera, needed reteaching. The summative test, originally scheduled for Friday, was moved to Monday and Tuesday. The whole of the test could not be administered on Monday due to a half-day schedule. Not only did students have all of their notes from class, they were also put on their class webpage on Moodle, Friday class period was spent entirely on re-teaching activities and review, and they had five extra nights to study and prepare for the exam. The class average for first period, in spite of all of class-time instruction and extra preparation, was a 72.4 percent. The class average on the summative assessment for seventh period was 66.4 percent. In all fairness, eleven out of the twenty-four students in the seventh period class did score above a 70 percent, but the remainder of that group scored very low and sunk that average. My first inclination as a teacher is to say, What did I do wrong? It is not the mistake of the child, but my shortcoming as an instructor. With that mind frame, I approached their assessments individually to consider if I had created an assessment that did not align with the sub-objectives they were taught, or if I had made it too difficult for them. After spending significant time with each test, I was able to determine that students who performed poorly on their summative assessment had simply not taken advantage of their

resources and had not studied or prepared adequately. I could go back to my lecture notes or activities and trace that every piece of the information on the test was discussed in classthey had all of the resources to succeed and did not take advantage of them. Furthermore, this deduction was validated when a handful of students earned averages in the high 80s to mid-90 percent range, with one student even scoring over 100 percent with extra credit opportunities. If I did not have to leave the class after I gave them assessment, I most certainly would have spent time in re-teaching and reassessment. One of the many things that I learned from this experience is that no matter how good your curriculum may look on paper, student mastery of the objectives requires the educator to not only be a master content instructor, but a master motivator as well. If I were given the opportunity to teach this unit to this challenging group of students again, I would develop lessons that set aside time for re-teaching, whole group, every day. 2. Reflections Upon Instructional Activities: The directed teaching methods and instructional activities developed for this unit were created to reflect the style and rhythm of the classroom environment already familiar to the students in the 9th grade World History General classes. Students were accustomed to daily using an Interactive Student Notebook to take down notes and activities, and as a guest in the classroom, I developed a curriculum I thought best suited to provide familiarity and structure for them. Upon reflecting on the instructional activities of this unit, I find that I would most likely adapt this curriculum to fit a classroom that is less lecture based and PowerPoint dependent, and allows for more active engagement from the students in the classroom. Essentially, I would aim for more diversity in instructional activities and make the structure less predictable to the students. While I would have employed different strategies during times of directed teaching and some aspects of guided practice, the activities developed in this curriculum that are designed for independent practice are elements I would keep. Not only did they reinforce the content presented through directed teaching, but they provided me the means to daily assess student understanding in a creative way. Students were not trapped by the feeling that they were taking daily quizzes, but I was able to see what they had successfully, or unsuccessfully, pulled from the lesson while they exercised skills in creative writing, visual art, and effectively using graphic organizers. 3. Reflections Upon Formative and Summative Assessment: If I was given the opportunity to re-teach this unit, I would develop more concrete forms of formative assessment. In other words, instead of relying so heavily on questioning and reading student work, I would have students hand in hard copies-documentation- of their understanding of the daily objectives. Although I did use the Exit Slips as a means of formative assessment ( I would read the responses each night and spend opening moments of the next class period to clarify or re-teach missed content) I would create more substantial means of formative assessment. Furthermore, while I did collect their ISNs and grade their activities, I would perhaps move the grading of these activities to be at the conclusion of each activity and not at the end of the unit. Please see Reflections Upon Student Performance above for deeper reflection on the summative assessment and student performance on that assessment.

XV. Completion of the Unit

Sources for Unit: Crisis and Absolutism in Europe, 1550-1715 Textbooks : Instructor Edition of Glencoes World History: Modern Times (2005) Websites: http://glencoe.mcgraw-hill.com/sites/0078652731/student_view0/ http://www.google.com/culturalinstitute/collection/palace-ofversailles?projectId=art-project http://www.versailles3d.com/en/ http://www.biography.com/people/louis-xiv-9386885/videos/louis-xivfull-episode-2073406805 http://www.biography.com/people/peter-the-great-9542228/videos http://www.bbc.co.uk/learning/subjects/history.shtml http://www.bbc.co.uk/history/british/civil_war_revolution/ http://www.bbc.co.uk/history/atoz.shtml

Appendices : Appendix A- Resources for Pre-Instructional Phase Appendix B- Resources for Mini-Unit #1 Appendix C- Resources for Mini-Unit #2 Appendix D- Resources for Mini-Unit #3 Appendix E- Resources for Mini-Unit #4 Appendix F- Resources for Post-Instructional Phase

Appendix F
F-1 Part One Summative Assessment Answer Key F-2 Part Two Summative Assessment Answer Key F-3 Interactive Student Notebook Checklist

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CHAPTER SEVEN TEST: Crisis and Absolutism in Europe PART I: Vocabulary Directions: On your sheet of paper, write your name and the date in the top right corner of the page and then number your paper 1 to 12. For each vocabulary term below, write the definition on the line next to the corresponding number. Good luck! (Each worth 1.5 points) 1. Natural Rights- RIGHTS WHICH ALL HUMANS ARE BORN WITH, INCLUDING RIGHTS TO LIFE, LIBERTY, AND PROPERTY 2. Baroque- ARTISTIC STYLE OF THE 17TH CENTURY THAT IS COMPLEX, BOLD, ORNATE 3. Armada- A FLEET OF WARSHIPS 4. Inflation- RISING PRICES 5. Divine Right of Kings- THAT KINGS RECEIVE THEIR POWER TO RULE BY GOD AND ARE ONLY RESPONSIBLE TO GOD 6. Militant- COMBATIVE 7. Czar- THE RUSSIAN WORD FOR CAESAR , THE RUSSIAN RULER 8. Mannerism- ARTISTIC MOVEMENT IN ITALY WHICH MARKED THE END OF THE RENAISSANCE 9. Absolutism- SYSTEM IN WHICH THE RULER HOLDS TOTAL POWER 10. Witchcraft- A BELIEF IN MAGIC, MANY TIMES SEEN AS DARK OR BLACK MAGIC 11. Boyar- RUSSIAN NOBLES 12. Commonwealth- A REPUBLIC Bonus: If you wish to attempt the bonus, write Bonus below number 12 and write you answer. What does L'Etat, c'est moi mean?
I AM THE STATE.

Student Name: __________________ Class Period: ________________ Date: ___________ ______________

Unit Test: Chapter Seven, Crisis and Absolutism in Europe 1550-1715 Part II (Part I and Part II Total of 100 points)

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I. Matching Directions: Multiple Choice. Write the corresponding letter of the correct answer (1.5 points apiece.) 1. The motivation(s) for the wars between Catholics and Protestants in sixteenth-century Europe were: A. B. C. D. Religious and Social. Absolutist and Divine. Economic and Political. Both A and C.

2. French Protestants, highly influenced by John Calvin, were also referred to as: A. B. C. D. Mannerists. Huguenots. Bourbons. Puritans.

3. Henry of Navarre, after converting from Protestantism and becoming the king of France, wrote the Edict of Nantes which: A. Made Catholicism the official religion of France. B. Barred a Catholic king from ever marrying a Protestant. C. Endorsed militancy against the French Protestants. D. Ended the Thirty Years War. 4. The Most Catholic King, ___________ fought land wars in the Netherlands against __________ and on the water with an armada against Elizabeth I of the ________ dynasty. A. Peter the Great, William of Orange, Hapsburg. B. Peter the Great, William the Silent, Romanov. C. Louis XIV, Frederick William the Great Elector, York. D. Philip II, William the Silent, Tudor. 5. Religious conflict was also prevalent in England during the reign of Elizabeth I. A moderate in her __________ ________, she also took a moderate approach towards the religious conflict by shaping a Protestantism that can be described as ____________. A. Love Life, the Middle Way. B. Personal Life, the Middle Passage. C. Foreign Policy, the Middle Way. D. Foreign Policy, Puritanism. 6. Only ______ of the French population were Huguenots, but ______ of the nobility converted, which was a threat to the ________ Crown. A. 9 percent, 40 to 50 percent, Constitutional. B. 7 percent, 15 to 25 percent, Catholic. C. 40 to 50 percent, 7 percent, Commonwealth. D. 7 percent, 40 to 50 percent, Catholic.

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7. The English Civil War came during the reign of _________ and was fought between the Kings forces, called the _________, and Parliaments forces that were called the ___________. A. Charles I, Cavaliers, Roundheads. B. James II, Cavaliers, Roundheads. C. Charles I, Roundheads, Cavaliers. D. Charles II, Charlestonians, Cavaliers. 8. Oliver Cromwells New Model Army defeated the Kings forces and had the monarch _________ with the help of the __________ Parliament. A. Reinstated, Long. B. Executed, Long. C. Exiled, Rump. D. Executed, Rump. 9. Oliver Cromwell was a military genius and a strict ________ who built the New Model Army around the rules of no ________, _________, or ______________. A. Catholic, looting, retreating, destroying property. B. Presbyterian, dancing, swearing, talking to women. C. Puritan, drinking, swearing, robbing. D. Anglican, blasphemy, robbing, drunkenness. 10. ________ was an openly Catholic monarch in England and was forced to flee with his wife and son when the ____________________ began. A. James I, Thirty Years War. B. James II, Glorious Revolution. C. Charles II, Glorious Revolution. D. James II, Wars of Religion. 11. __________ and Mary were invited to take the thrown after the Parliament invites them to invade England and Marys Catholic father flees from England. The two must accept ______________ written by Parliament in order to become the rulers. A. William the Silent, the Treaty of Versailles. B. Philip II, the Peace of Augsburg. C. Frederick William, a manifesto. D. William of Orange, Bill of Rights.

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12. At the conclusion of the Glorious Revolution and through the creation of a legal document limiting the power of the monarch, the Parliament transitioned the English state from _________ to __________. A. Absolutism, Constitutionalism. B. Constitutionalism, Absolutism. C. Anarchy, Mannerism. D. Exploration, Expansion. 13. Louis XIV, the absolutist monarch of France for the greater part of the seventeenth century, liked to spend money on wars and court life, leaving his Minister of Finance to repair the economy. Who was his Minister of Finance? A. Jean Baptiste- Colbert B. Cardinal Mazarin. C. Cardinal Richelieu. D. Jacques Bossuet. 14. After the Thirty Years War, the German states of Austria and _________ emerged as great European powers. A. Poland B. Brandenburg C. Bohemia D. Prussia 15. Louis XIV maintained complete authority as an absolute monarch by : A. Executing the previous monarchs entire family. B. Distracting the nobles and royal princes with court life at Versailles, to keep them out of politics. C. Maintaining a network of spies to find conspirators against him. D. Bestowing lavish riches and titles on any subject who supported his right to rule. 16. Frederick William the Great Elector created the fourth largest ________ in Europe to defend___________ as it has no natural barriers. A. Court, Russia B. Church, Bohemia C. Army, the Netherlands D. Army, Prussia 17. The first ruler of the absolutist Romanov dynasty in Russia was: A. Peter the Great. B. Michael Romanov. C. Ivan the Terrible. D. Anastasia Romanov.

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18. Peter the Great implemented all of the following reforms except: A. Russian noblewomen could go out without their veils. B. The Orthodox Church was shut down and there was no state religion. C. Russian men had to cut their beards of pay a tax. D. A Russian navy was built. 19. The work of William Shakespeare is perhaps the best example of __________ literature. A. Gothic B. Mannerist C. Neoclassical D. Elizabethan 20. The Spaniard, ____________, wrote Don Quixote. A. Miguel de Cervantes B. Ferdinand Magellan C. Lope de Vega D. King Philip II 21. The __________ movement abandoned many principles of the High Renaissance in an effort to convey the conflicting emotions brought on by religious turmoil. A. Mannerism B. Baroque C. Reformation D. Cubist 22. The Englishman, ____________, believed humans were guided by a struggle for selfpreservation and an absolute monarch was needed to preserve order in society. A. William Shakespeare B. Thomas Paine C. Thomas Hobbes D. John Locke 23. John Locke wrote Two Treatises of Government and disagreed with the author of The Leviathan. Locke argued that government existed to protect peoples: A. Trade Rights B. Freedom of Religion C. Health D. Natural Rights 24. The English __________ and the writings of _________ were very influential to America in the eighteenth century. A. Magna Carta, John Locke B. Bill of Rights, John Locke C. Quartering Act, Thomas Hobbes D. Petition Act, Thomas Hobbes

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II. Fill in the Blank: Directions: Write the name of the monarch(s) that finishes the sentence correctly. Monarchs may repeat and you will not use every monarch. (Questions worth 1.5 points apiece.) 25. _William and Mary_ from the Netherlands became the first joint, constitutional monarchs in England. 26._ Louis XIV_______ called himself the Sun King and was the ideal example of an absolute monarch. 27. _Peter the Great ___ traveled to Western Europe to learn how to modernize and reform Russia. 28. ___James I_______ of England was also _________ VI of Scotland. 29. _Ivan the Terrible__ was the first czar of Russia. 30. _Elizabeth Tudor_ sponsored the Golden Age in England through involvement in theatre and the arts. 31. _William the Silent__ led the rebellion in the Netherlands against the Spanish in the wars of religion. 32. _Charles II_______ led England as a Protestant and converted to Catholicism on his deathbed. 33. _Philip II________ was the champion of Catholic causes in Europe. 34.__Charles II ______ did not believe in the Divine Right of Kings like his father. 35.__Henry IV______ tried for unity between Huguenots and Catholics after the French wars of religion. 36.__Charles I ______ fought against Parliamentary forces in the English Civil War.

III. True or False: Directions: Distinguish whether the statement is True or False and write out your answer. (Questions worth 1.5 points apiece.) 37. The Wars of Religion were confined only to France. FALSE 38. Anarchy was seen as a solution to structure the chaos experienced in Europe in this time. FALSE 39. The Palace of Versailles was not only the home of the king, but where state offices were. TRUE 40. The Russian Orthodox Church encouraged Peter the Great to Westernize Russia. FALSE 41. The Glorious Revolution was called glorious because it was relatively bloodless. TRUE 42. Gian Lorenzo Bernini is an Italian Baroque artist who finished building The Duomo. FALSE 43. El Greco wrote over 1500 plays in his lifetime. FALSE 44. The Edict of Nantes declared that Protestants and Catholics could not force baptisms. TRUE 45. The Austrian Empire was not absolutist because of all of the different territories. TRUE 46. Mannerism responded to the religious conflict and tension of the Reformation. TRUE 47. The causes for the Thirty Years War were strictly religious. FALSE 48. The breakup of the Holy Roman Empire resulted in over 300 new Germanies. TRUE

F-2 IV. Short Answer Directions: Answer the following questions in complete sentences. Responses should be at least four sentences long. (Worth 2.5 points apiece, .5 points taken away for each component of question not answered or answered incorrectly.) 49. What is the Divine Right of Kings? Use evidence from the speech we read in class to explain what the diving right of kings is, who made the speech and believed in it, and what kind of monarchy is this related to? (Constitutional or Absolutist) - ANSWER MUST CONTAIN DEFINITION OF DIVINE RIGHT, CREDIT THE SPEECH TO JAMES I OF ENGLAND, SAID IT RELATED TO AN ABSOLUTIST MONARCH 50. How are the political philosophies of Thomas Hobbes and John Locke different? - ANSWER SHOULD CREDIT NATURAL RIGHTS TO JOHN LOCKE AND THE NEED FOR AN ABSOLUTE MONARCH TO THOMAS HOBBES

51. Compare the absolutist rule of Louis XIV and Peter the Great. How are they similar? How are they different? Was their absolutist response effective in their country? - ANSWER SHOULD COMPARE BOTH OF THEM AS ABSOLUTISTS, HOW LOUIS WAS MORE CONCERNED ON INTERNAL AFFAIRS AT COURT AND PETER THE GREAT WAS CONCERNED ABOUT DOMESTIC AFFAIRS, INFLUENCED BY WESTERN PRACTICE. STUDENTS SHOULD SUPPORT THEIR OPINION OF EFFECTIVENESS WITH EVIDENCE.

52. How does this picture of Louis XIV fit in to our discussion of art in Versailles and how Louis would use art for myth building? STUDENT RESPONSES SHOULD EXPLAIN HOW THIS PAINTING DISPLAYS LOUIS AS THE GOD APOLLO, AND RELATES TO HIS DESIRE TO BE SEEN AS THE SUN KING.

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Interactive Student Notebook Checklist

ITEM/ASSIGNMENT Structured Unit Overview Notes Cover Table of Contents Chapter 7 Monarchs Chart Chapter 7 Bell Ringers Section One Notes Format: Title and Date All Notes for Section Edict of Nantes Handout Section Two Notes Format: Title and Date All Notes for Section English Civil War Journal English vs. US Bill of Rights Section Three Notes Format: Title and Date All Notes for Section Timeline for Unit Absolutism vs. Constitutionalism Letter Section Four Notes Format: Title and Date All Notes for Section Postcard Activity OPTIONAL: RUSSIA EXTRA CREDIT TOTAL Yes/No/Incomplete Points Earned /5 /15 /10 /20 /15 /25

/10 /25

/15 /15 / 25

/20 /15 / 25

/15 / +5 /255