3. Do Now… New Seats Pass back papers

4. Hey History! Topics: Why “Monarchs of Europe” Now? We have learned about some exemplary rulers that led their nation with greatness, as well as some rulers that have not faired so well. What do you think might be different about the monarchs we will look at in the upcoming classes? Or, do you believe we will see more of what we have observed already? Explain.

5. Predictive Narrative… You are going to write a narrative about a European monarch, explaining how he rose and fell from power Your narrative must include the following terms/words: Divine right of kings Absolutism Balance of power Constitution Commonwealth The title of your narrative is “The Rise and Fall of Peter the Great”

6. Monarch of Europe – Balderdash!

7. Vocabulary Charts

8. Closure…

10. Do Now… After coming into class and taking out your class materials QUIETLY, turn to the Hey History! Section of your binder… Take out vocab charts, to be checked…

11. Hey History! Topics: Absolutism How would you define Absolutism? What do you believe might be the pros and cons of a government based on the ideals of Absolutism?

12. Divine Right of Kings and The Prince How to define an autocratic government? Two Column Chart Working in your shoulder pairs, read the selections and write a summary of Bossuet’s and Machiavelli’s concept of autocratic government. (can use bullets) Who gets the power? How do they get the power? What should they do with the Power?

13. Impact on France, Russia, and Prussia Use your textbooks, the beginning of Chapter 10, to relate these philosophies to the justification of absolute monarchies in Prussia, Russia, and Spain. How did the leaders of these countries use the ideals of Absolutism to justify their rule? How and why might an individual or group revolt against an autocratic government?

14. Enlightenment and the Natural Rights of Man Enlightenment… What do you think it means? Enlightenment – an era in which cultural and intellectual forces in Western Europe emphasized reason, analysis, and individualism rather than traditional lines of authority The Natural Rights Theory – all humans are entitled to a basic set of rights and freedoms, usually including the rights of life, liberty, equality, freedom of thought, etc. Two Treatises on Government by John Locke How does Locke use the Natural Rights Theory to the role and purpose of government?

15. Debate: Autocracy vs. The Natural Rights of Man Tables 2,4,6 – The Autocracy Tables 3,5,6 – The Natural Rights of Man Consider the following questions What is natural law? Can humans practice rational thought? Should these ideas be suppressed under Christendom? Are these ideas suppressed under absolute monarchs? Why? Did the Reformation and Renaissance in England and France foster the application of natural law to human behavior and society? How did the Scientific Revolution influence the political philosophies? Debate on the role and purpose of government, what should it be?

16. Debate… 3 representatives 2 minutes to present your views 1 minute rebuttal

17. Closure How and why might an individual or group revolt against an autocratic government? What might the alternative argument to Bossuet and Machiavelli propose or sound like?

18. Homework Read Chapter 10, Sections 1-3

20. Do Now… After coming into class and taking your seat quietly, get out your World History Materials and turn to the Hey History!

21. Hey History! Topic: Enlightenment! What do you think the Enlightenment thinkers focused on? What is Enlightenment all about? What do you think the natural rights theory focuses on? Do you think the two may be connected? If they are connected, how do you believe they might be?

22. Enlightenment and the Natural Rights of Man Enlightenment… What do you think it means? Enlightenment – an era in which cultural and intellectual forces in Western Europe emphasized reason, analysis, and individualism rather than traditional lines of authority The Natural Rights Theory – all humans are entitled to a basic set of rights and freedoms, usually including the rights of life, liberty, equality, freedom of thought, etc. Two Treatises on Government by John Locke How does Locke use the Natural Rights Theory to the role and purpose of government?

23. Debate: Autocracy vs. The Natural Rights of Man Tables 2,4,6 – The Autocracy Tables 3,5,7 – The Natural Rights of Man Consider the following questions What is natural law? Can humans practice rational thought? Should these ideas be suppressed under Christendom? Are these ideas suppressed under absolute monarchs? Why? Did the Reformation and Renaissance in England and France foster the application of natural law to human behavior and society? How did the Scientific Revolution influence the political philosophies? Debate on the role and purpose of government, what should it be?

24. Debate… Debate on the role and purpose of government, what should it be? Why does your school of thought make more sense? 3 representatives 2 minutes to present your views 1 minute rebuttal

25. The Absolute Monarchs of Europe

26. Closure Explain how Absolutism and Enlightenment/Natural Rights Theory differ… Most interesting fact about the absolute monarchs? When you are finished, turn it over and place it in the center of the table

27. Homework Read Ch. 10, sec. 4 as well as Ch. 11, sec.1

29. Do Now… After coming into class and taking your seat quietly, get out your World History Materials and turn to the Hey History!

30. Test Review… Fill in the Blank: 39) Columbus 40) Vespucci 41) Dias 42) De Gama 43) Magellan 44) Ponce de Leon

31. Test Review 45) - Economic theory stating a government should do all it can to increase a country’s wealth. It is measured by the amount of gold and silver a country possesses - The theory emerged in 1500s after widespread colonization - The countries limited colonial trade and manufacturing so they could earn more

32. Test Review 46) - Triangular Trade was a system of trade involving three stages, one of which was the transatlantic slave trade - First leg: European merchants shipped goods to Africa for gold and slaves - Second leg: Slaves were shipped across the Atlantic to the Americas - Third leg: Merchants sent plantation products from the Americas and Caribbean to Europe

33. Hey History! Topic: Conflicts of the Monarchs – Group Discussion Think back to our Monarchs of Europe from yesterday… In your table groups, discuss what made your specific monarch special… After your discussion, come up with a big idea statement about how your monarch was important politically and/or economically, as well as how he or she affected the monarchy in their country.

34. Conflicts Associated with the Absolute Monarchs In the Textbook: Thirty Years’ War, War of Spanish Succession, Seven Years’ War Not in the textbook: the rest of them…

35. Here Comes the Magna Carta…

36. English Monarchs (leading up to the Civil War)

37. The English Civil War and Restoration

38. Closure… How did these events in England influence the development of the United States government?

39. Questions to consider… Which monarch do you think best exemplifies absolutism and why? Which monarch do you think had the biggest impact upon the development of their nation and why? Which conflict or agreement had the biggest impact upon the development of European nations and why? Discuss in groups, each person turns in their answers

40. Homework Finish classwork… Questions to Consider… Read Ch. 11, sec. 2-4

42. Do Now… After coming into class quietly, take out your World History materials and turn to your Hey History! Turn in “Questions to Consider” homework…

43. Hey History! Topic: the Constitution… Consider the Constitution on the United States and the role it serves in the function of out government… What do you think the government of the United States would be like today if we did not have the Constitution in place…?

44. The Magna Carta… The Magna Carta was a crucial piece of legislation; one of the first documents to limit the power of the monarch and protect the rights of the people It also led to the creation of parliament and common law… http://www.constitution.org/eng/magnacar.htm The Magna Carta process guide…

45. The English Monarchs… Queen Elizabeth I (reigned from 1558-1603) Elizabeth used Parliament to her advantage… She took the advice of Parliament, obtained necessary taxes, and even allowed free speech to an extent Elizabeth still had issues, mostly with Puritans questioning her policies. Other English Monarchs, not so successful

46. The English Monarchs James I (reigned from 1603-1625) He was an educated man, but lacked common sense in financial and diplomatic matters James clashed with Puritans asking for religious reforms in England Had great problems in a Puritan dominated Parliament Could not get the taxes to needed to fund his programs, so he used other means that the people did not approve of Had an uneasy relationship with the English people when he died in 1625

47. The English Monarchs Charles I (reigned from 1625-1642, basically) Believed in the divine right of kings, like his father Was out of touch with the English people, could not get the support of Parliament, so collected money by other means Charles used royal courts against his enemies; many feared him to be a tyrant Only called parliament into session when he needed money to squash rebellions in Ireland and Scotland Civil war broke out in 1642 after Charles used the House of Commons to attempt to arrest some of his opponents

48. English Civil War… You be the Teacher… Each group will be given one of six topics having to do with the English Civil War and the aftermath Your group will be responsible for presenting a mini, 5- minute lesson about the topic Each topic will have 1-3 questions that everyone should be able to answer after hearing your lesson You may present your lesson in the form of a skit, straight lecture, activity, however you wish!

49. Closure… Which English monarch do you believe had the best relationship with Parliament, and which do you believe had the worst? Explain.

51. Do Now… After coming into class quietly and taking your seat, get out your World History materials…

52. 5 minutes to get ready to teach…

53. Political Philosophers… Thomas Hobbes John Locke Denis Diderot Montesquieu Voltaire Rousseau Mary Wollstonecraft James Harrington David Hume

54. Political Philosopher: Social Networking Profiles… You and your partner(s) are going to create a social networking profile for a major Enlightenment philosopher… Your profile should include the following: Profile picture Bio info (where they are from, year they were born) Status updates (discussing major contributions, works they have been working on) Conversations b/w philosopher and other friends on social network (discussing how significant they believe the work is)

55. British Policies Timeline… Create a timeline of the following British policies enacted in America… Proclamation of 1763 Currency Act Stamp Act Sugar Act Tea Act Intolerable Acts For each act, you must include the month/year, an explanation of the policy, and the colonists’ reaction to the policy.

56. Closure…

57. Homework… Complete the Enlightenment Philosophers Data Chart and the British Policies Chart using the information gathered in class (photos will be posted on the wiki)

59. Do Now… After coming into class and taking your seat quietly, take out your World History materials and return to the “After the English Monarchs…” activity/sheet from last class

60. Finishing “You Be the Teacher” Topics

61. Hey History! Topic: Age of Monarchs, up to now… Discuss with your table partners the major concepts/figures we have discussed regarding the Age of European Monarchs up to this point… Make a list of each of the concepts/figures you can recall.

62. Station Work…

63. Closure… Think about the material and concepts you have been working on during the station work. Now, create two test questions from the material that was reviewed/created in class, along with the answer to each question.

64. Homework… Start reviewing materials, test/quiz (quest?!) on Friday! Finish station work

66. Do Now… After coming into class and quietly taking your seat, get out your World History materials Turn in your homework to the Turn In Box Turn to your Hey History!

67. Hey History! Topic: The State of the Classroom… Imagine that one day you come to class and the following is announced: From now on the class will be conducted in silence. If you speak without permission you will be given a detention. If you receive 5 detentions then you fail the class. How would these new policies make you feel? Do you believe these policies would be fair/unfair? Why? How might you challenge the new policies?

68. Timeline for British Policies… You will be creating a timeline for several British policies that were enacted in the American colonies. Each event should be represented by a half sheet of paper Each event should have the following: Name of Policy, Year Policy was Enacted, Explanation of the Policy, and How the Colonists Reacted to the Policy

69. Timeline for British Policies… Currency Act Intolerable Acts Proclamation of 1763 Stamp Act Sugar Act Tea Act

70. List of Demands to King George III Imagine you are part of a group of American colonists and you want to do something to combat the unfair actions of the British government. As a group, compose a list of suggestions the king may wish to consider. Provide reasons for why the American colonists should be granted their independence. Be sure to give specific examples of British policies that Americans opposed.

71. Declaration of Independence with Process Guide Individually read the document… Work in your groups to answer the questions analyzing the document.

72. Key People with their Role in the Revolution Using your smart devices, research the following individuals and write a statement for the role they played in the American Revolution George Washington Benjamin Franklin John Adams Thomas Jefferson Thomas Paine

73. Closure…

74. Homework… Finish Classwork Study

76. Do Now… After coming into class and taking your seat quietly, take out your World History materials… Materials in the Pick Up Box Hey History!

77. Topic: Revolutionary Quotes… “All men are created equal.” (Jefferson) “Man is born free and everywhere he is in chains.” (Rousseau) “I do not agree with the words you say but will defend with my life your right to say them.” (Voltaire) “L’Etat, c’est moi.” (Louis XIV) 1) What topic(s) are the quotes concerned with? 2) How are the quotes similar? Different?

78. French Revolution Topics Each group will get a topic, create a poster illustrating information for each topic, and then present to the class. Causes of the French Revolution Era of the National Assembly Era of the Legislative Assembly Era of the National Convention Era of the Directory Napoleonic Era

79. Information Gallery Walk Filling in informational graphic organizers on the following: Policies that led up to the American Revolution. Finish filling any information on the French Revolution Topics

80. Quiz/Test Tomorrow… Format: Fill in the Blank and Matching Topics covered: Vocabulary Awareness Chart Divine Right of Kings and The Prince Enlightenment and the Natural Rights of Man Two Treatises of Government Absolute Monarchs Chart Conflicts Involving Monarchs Chart English Monarchs and Civil War Topics Magna Carta British Policies Leading up to American Revolution

81. Study Time…

82. Homework… STUDY!!!