DIFFERENTIATED INSTRUCTION LESSON TEMPLATE

UNIT I: The Age of Absolutism

GRADE LEVEL: 10th grade
LESSON III: Absolutism in France
CCSS THEMES:
CCS: College and
Career Readiness
Anchor Standards
for Reading

CCS Reading
Standards for
Literacy in History/
Social Studies

College and Career

Readiness Anchor
Standards for
Writing

R.CCR.1: Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
R.CCR.7: Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
R.CCR. 10. Read and comprehend complex literary and informational texts
independently and proficiently.
R.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
R.10.3: Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
R.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.
R.10.7: Integrate quantitative or technical analysis (e.g., charts, research data)
with qualitative analysis in print or digital text.
W.CCR.1: Write arguments to support claims in an analysis of substantive
topics or texts using valid reasoning and relevant and sufficient evidence.
W.CCR.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.CCR.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.

CCS Writing
Standards for
Literacy in History/
Social Studies

W.10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear relationships
among the claim(s), counterclaims, reasons, and evidence.
W.10.1e: Provide a concluding statement or section that follows from or
supports the argument presented.
W.10.2a: Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
W.10.2c: Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships among ideas
and concepts.
W.10.2e: Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
W.10.2f: Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).
W.10.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
W.10.9: Draw evidence from informational texts to support analysis,
reflection, and research.

I.INSTRUCTIONAL OBJECTIVES/ KEY IDEAS:

1. Students will be able to:
Define and identify the following: a. Huguenot b. Cardinal Richelieu c. Louis XIV
Understand the qualities of an absolute monarch.
Explain the Louis XIV quote: "L'tat, c'est moi" ("I am the State").
Explain the importance of the French golden age under Louis XIV.
List and identify successes and failures of Louis XIV.
Analyze the policies and spending habits of Louis XIV and explain how they would lead France
toward revolution decades later.

II.AIM: How did absolutism affect France?

III.DO NOW:
Over the past few days we have spoken about absolute rulers. Based on evidence, documents and class
notes what are some characteristics of an absolute ruler?

Characteristics of an Absolute Ruler

IV. MOTIVATION/ ATTENTION-GETTER

Students will read the following quote on a power point slide.
The royal power is absoluteWithout this absolute authority the king could do neither good nor repress evil. It
is necessary that his power be such that no one can hope to escape him, and, finally, the only protection of
individuals against the public authority should be their innocence. Jacques-Benigne Bousset
1. This statement is not written by a king, it is written by a popular French orator. How does he

justify the divine right of kings?

V. CONTENT:
I. Pivotal Questions

II. Content

1. Why was it necessary for the church to help Louis

XIV rule France?

a. Louis XIV
Became king at 4 years old
The Church helped Louis XIV rule
known as the Sun King and an absolute ruler
made the French army the strongest in Europe
His most famous quote was Ltat, cest
moi (I am the state)
Ruled France for 72 years, longest rule in
European history
Made France the cultural center of the world
for theatre, art, music, and the sciences

2. Why was he known as the Sun King?

3. How did he rebuild the French army?
4. What does his quote mean?
5. How did he turn France into the cultural center of
the world?
6. Why did he do that?

7. How did he pay for his extravagant lifestyle?

8. What effect did his actions have on the people and
the country of France?
9. What was the impact of his spending on the future
of France?
10. How would you rate his rule?

b. Negative Effects of Louis XIVs Rule

Louis XIV forced heavy taxes on his people
Built the Palace of Versailles and started
numerous wars which cost billions of dollars
Deficit spending: Louis XIV spent money
France didnt have
Even though Louis XIV died 1715, France
was still paying his debts decades after his
death
His abuse of power would eventually lead to
the French Revolution

VI. LEARNING ACTIVITIES

TASKS:
Students will be given 3 handouts on Louis XIV based on their reading levels. They will be asked to
work in small groups and take on the following roles:
1. Group Leader
2. Reader
3. Time Keeper
4. Reporter

TIERED LEARNING: (How can you modify the task(s) based on students academic levels?)
Tier 1
( Level 1 student)

Tier 2:
( Level 2 student)

Tier 3
( Level 3 + 4 student)

Students will look at

images of Louis XIV and
the Palace of Versailles.
They will complete a
concept map with details
from the images.

Students will look at

images of Louis XIV and
the Palace of Versailles.
They will also read a small
excerpt on Louis XIV.
They will complete a
concept map with details
from the images and
excerpt.

Students will read a

primary source
document on Louis XIV
and will complete a
concept map with
details from the primary
source.

The class will reconvene and they will debrief what each group learned. The class will fill out a graphic
organizer and use it for their notes.
MULTIPLE INTELLIGENCES: (Use the chart below to brainstorm ideas/ strategies that you can use
during the lesson that will touch upon a variety of the intelligences below.)

Multiple Intelligence

Activity

Verbal Linguistic Learners

Students will read documents and primary sources. They will write responses to
the questions provided.

Logical-Mathematical
Learners

Students will fill out a concept map.

Bodily-Kinesthetic Learners

Students will move into groups.

If a Smartboard is available: (They will be asked to come up to Smartboard and
write answers).
Some of the tasks include images. A PowerPoint will display many images
(pictures, maps, etc.)

Spatial Learners

Musical Learners

N/A

Naturalist Learners

N/A

Intrapersonal Learners

N/A

Interpersonal Learners

Students will get to work in groups and take on different roles.

VII. SUMMARY/ APPLICATION:

Students will use a Hochman writing activity to summarize the lesson.

Absolutism in France
Directions: Write a Quick Outline about the given topic. Use the notes from class and
include key words symbols and abbreviations to complete the Quick Outline.
Quick Outline Topic: Explain the effects of Louis XIV on France.
T.S. __________________________________________________________________________
______________________________________________________________________________
1.
2.
3.
4. ............
C.S. __________________________________________________________________________
______________________________________________________________________________
Anticipated Response

T.S. Louis XIV, an absolute monarch, had both positive and negative effects on France.
1.
2.
3.
4.

absolute ruler/ Sun King

rebuilt army strongest in Europe
cultural center/ theatre + art + music
taxes/ wars debt

C.S. Clearly, the reign of Louis XIV, left a lasting impact of France.

VIII. DAILY INFORMAL ASSESSMENT:

Exit Card

Hochman Writing Activity

SOS Summary

Lesson Closure Sheet

3-2-1
Leader Report Card

OTHER:
SOS Summary: Students will first agree or disagree with the statement provided. Then they will give an
opinion and a summary containing evidence based on their stance on the statement.
Statement: Louis XIV is the greatest of all absolute monarchs.
Circle one:

Agree

or

Disagree

Opinion:
Summary:

IX. HOMEWORK/ EXTENSION ASSIGNMENT:

This is a suggested assignment; you are not limited to this activity.

Historical Essay:
a. Louis XIV is one of the most influential monarchs in world history. He is responsible for turning
France into the cultural center of the world. Louis XIV was also known as the Sun King. In a 34 paragraph essay and explain why he was known as the Sun King.

LOUIS XIV

ACTIVITY SHEET A
Direction: Fill out the concept map based on the images below.
Picture 1

Picture 2

Picture 3

Louis XIVs Palace of Versailles

LOUIS XIV
ACTIVITY SHEET B
Direction: Fill out the concept map based on the images and the paragraph below.
Picture 1

Picture 2

Picture 3

Louis XIVs Palace of Versailles

Paragraph:
Louis XIV ruled France for 72 years, longer than any other monarch. He was known as the Sun King and
was an absolute monarch. He turned France into the cultural center of the world and also created the strongest
army in the world. However, not all of his actions were positive. He loved extravagance and so he built the
Palace of Versailles, which was one of the largest palaces in the world. He was also known for starting many
wars, which France into severe debt. Clearly, Louis XIV left a lasting impact on France.

LOUIS XIV
ACTIVITY SHEET C
Direction: Read the following primary source. Underline key words and phrases and then place them in the
concept map.
Louis XIV's vanity was without limit or restraint; it colored everything and convinced him that no one
even approached him in military talents, in plans and enterprises, and in governmentThe king's great qualities
shone more brilliantly by reason of an exterior so unique and incomparable as to lend infinite distinction to his
slightest actions; the very figure of a hero, so impregnated with a natural but most imposing majesty that it
appeared even in his most insignificant gestures and movements, without arrogance but with simple gravity;
proportions such as a sculptor would choose to model; a perfect countenance and the grandest air and mien ever
vouchsafed to man; all these advantages enhanced by a natural grace which enveloped all his actions with a
singular charm which has never perhaps been equaled. He was as dignified and majestic in his dressing gown as
when dressed in robes of state, or on horseback at the head of his troops.
A voice whose tones corresponded with the rest of his person; the ability to speak well and to listen with
quick comprehension; much reserve of manner adjusted with exactness to the quality of different persons; a
courtesy always grave, always dignified, always distinguished, and suited to the age, rank, and sex of each
individual, and, for the ladies, always an air of natural gallantry. So much for his exterior, which has never been
equaled nor even approached?
In whatever did not concern what he believed to be his rightful authority and prerogative, he showed a
natural kindness of heart and a sense of justice which made one regret the education, the flatteries, the artifice
which resulted in preventing him from being his real self except on the rare occasions when he gave way to some
natural impulse and showed that, - prerogative aside, which choked and stifled everything, - he loved truth,
justice, order, reason, - that he loved even to let himself be vanquished.
Saint-Simon's Portrait of Louis XIV

LOUIS XIV: CONCEPT MAP

Characteristics of Louis
XIV