2011 Examining an Enlightened Despot: Catherine the Great Lesson

1. 2011 Examining an Enlightened Despot: Catherine the Great Lesson Reminder: Louis XIV Historical Postcard due on Wednesday, October 5, 2011 Date your papers: Block Days: Thursday, September 22 and Friday, September 23, 2011 Monday, September 26, 2011 Tuesday, September 27, 2011 Wednesday, September 28, 2011 Monday, October 3, 2011 Tuesday, October 4, 2011 Wednesday, October 5, 2011 Thursday, October 6, 2011

2. Essential and Guiding Questions: • What is Absolutism? • Why do people submit to the power of a government? • What is Divine Right? • How does absolute power differ from most modern western governments? • What are Enlightened Despots? • How are Absolute Monarchs and Enlightened Despots similar and different? • What are the characteristics of Absolute rule? Enlightened Despot rule? • What effect would the exercise of Absolute rule have on a nation? • How did Absolutism differ in the various nations in which it existed? • What was the structure of power beneath an absolute ruler? • How did absolute rulers maintain their power? • Why might the new ideas of the Renaissance challenge Absolutism? • How did the lives of commoners differ from that of upper class citizens?

3. Block Day • Quiet Question: Review as a Type Two Prompt---Turn to page 465 “Primary Source: History and the Arts.” And working with your partner, do the following: • Read the excerpt from Jacques-Benigne Bossuet Political Treatise on Divine Right of Kings. • Then examine the painting by Joseph Werner II depicting Louis XIV as Apollo, the Greek god of light. • Answer the following Document-Based Questions: • Explain why Louis XIV wished to be viewed as the mythological god Apollo. Refer back to your notes and Talking to the Text from the last lesson to help you answer this question. • Based on all you know of King Louis XIV’s reign and his views of absolutism, do Louis XIV and Bossuet agree or disagree? Explain and give historical evidence from the two documents and from your notes.

4. Block Day • Class: Turn to page 558 “Enlightened Absolutism” and as Ms. Barben reads aloud this section from the textbook, write down similarities and differences between Absolute Monarchs like King Louis XIV and Enlightened Despots like Frederick II, Joseph II, and Catherine II in the space below. After a few minutes, the whole class will share their ideas and Ms. Barben will record them on the Smartboard. • Similarities Differences

5. Comparing and Contrasting Absolute Monarchs and Enlightened Despots • Similarities: • Used their power to create more efficient tax collection systems • Used their power to create larger armies • Engaged in war to expand territory • Were concerned about Balance of Power in Europe and threats to their role • Differences: • ED had religious tolerance for minority groups, while AM only allowed one faith which was usually Catholic • AM believed in divine right, while ED believed they were the first servant of the state and influenced by the philosophes of the Enlightenment

6. Comparing and Contrasting Absolute Monarchs and Enlightened Despots • Similarities: • Have complete power over political, social, cultural, and economic aspects of their countries • Enforced their new code of laws • Tried to prevent revolution in their country by either the nobles, middle class, or peasants • Differences: • ED obeyed the laws, while AM thought they were above the law • ED laws were more fair like trial by jury, while AM codes of law were about building power • ED worried about the welfare of the people, while AM worried more about their own selfish wants • ED believed in the natural rights of the people, while AM believed in providing law and order

7. Comparing and Contrasting Absolute Monarchs and Enlightened Despots • Similarities: • Both allowed for ownership of private property • Both wanted to expand territories • Both had goals to create a stronger nation • Both focused on power and wealth • Differences: • ED usually left their country in a much stronger economic position, while AM spending and costly wars led to bankruptcy • AM used propaganda to support divine right, while ED did not

8. Comparing and Contrasting Absolute Monarchs and Enlightened Despots • Similarities: • Nurtured the arts, sciences, and education • Built palaces to bring glory to their monarchy • Both saw their job as to protect their country and provide security for the nation • Differences: • ED abolished the use of torture, while AM used torture as a threat • ED thought serfdom was wrong and worked to improve it or abolish it, while AM taxed them heavily • ED gave freedoms like speech and press, while AM spies, art dictatorships, and allowed the Church to control media • ED taxed everyone, where AM gave tax exemptions to the nobles and church

9. Comparing and Contrasting Absolute Monarchs and Enlightened Despots • Similarities: • Differences: • AM fought a lot more wars and longer wars than ED • ED were more fair in their treatment of the different social classes, while AM favored some social classes over others • ED allowed for more branches of government and for more ministers involvement than AM • ED were more conscious of spending and using the money to benefit the nation, while AM spent carelessly on themselves---tax money • ED went into their wars with more careful planning than AM • ED worried more about maintaining or creating balance of power, while AM did not worry about upsetting this system

10. Block Day • Class: Interesting Stories About Catherine II “the Great”: As Ms. Barben reads aloud the story, you are to highlight key facts about her life to the “Catherine the Great” Outline of notes. • Individual: Take notes from what you highlighted and add to BOTH margins of the “Catherine the Great” Outline in the APPROPRIATE sections.

11. Block Day • Pair-Share:Turn to your partner and compare notes. Then together, complete this Type One Prompt---Based upon what you know thus far of Empress Catherine II, how do you think her rise to power influenced the type of monarch she became and why?Do this in the space below: • Class: Pairs will share their Type One Predications. Ms. Barben will review Enlightened Despots

12. Block Day • Homework: Work on your Louis XIV Postcard.

13. Monday, September 26, 2011 • Class: We are going to watch the Catherine the Great DVD. As we watch the DVD, you are to complete the Main Idea Organizer. • Under Main Idea: Identify FIVE main characteristics or defining points presented in the DVD about Catherine the Great. Examples: Valued Education, Modernized Russia, Skilled Politician, etc…. • Under Details:Provide THREE different examples or supportive facts that prove each Main Idea from the DVD.

14. Monday, Sept 26, 2011 • Homework: Louis XIV Postcard

15. Tuesday, September 27, 2011 • Pair-Share:Turn to your partner and compare and contrast your Main Idea Organizers. Add, revise, or change information to ensure it is accurate and complete. • Individual: Type Two Prompt---As review of what we have covered about Catherine the Great thus far, you are to complete the Three Minute Pause. • Summarize the key points on Catherine the Great thus far. • Add your own thoughts and reflections. What were your responses and reactions and why? • Pose clarifying questions. Write down what questions you have about terms, events, reasons for her actions, etc…to share with the class and make sure everyone understands.

16. Tuesday, Sept 27, 2011 • Class: Students will share their Three Minute Pauses as a class. Ms. Barben will answer some of the clarifying questions. Some of the questions will be answered in the next part of the lesson. • Groups:Using the Jigsaw Method, we are going to break the reign of the Enlightened Despot, Catherine the Great, into four parts----Political, Social, Cultural, and Economic. • Resources Being Used: Catherine the Great DVD Notes, Catherine the Great Outline Notes, Textbook pages 557-558, and Ms. Barben’s Catherine the Great Powerpoint uploaded on her teacher page • Taking Notes: In the provided graphic organizer, you will take notes on all the things Catherine the Great did in terms of your assigned part/aspect, reasons for her actions, and effects of those actions. • Work Days: Tuesday, September 27, 2011

17. Tuesday, Sept 27, 2011 • Annotated Illustration: Then your group will create an Annotated Illustration Poster to use to teach to the class your aspect of Catherine the Great’s reign. • Work Days: Wednesday, Sept 28, Monday, October 3, Tuesday, October 4-Work on over FOUR DAY weekend. • Presentations: Your group will then present your project to the class teaching the class about your aspect of Catherine’s reign. They will be taking notes and asking clarifying questions. • Presentation Days: Wednesday Oct 5 and Thursday, Oct 6

18. Tuesday, Sept 27, 2011 • Enlightened Despots Annotated Illustration Group Project Grade Sheet • __________A) An Annotated Illustration is a detailed drawing of an historical scene. • Key characteristics, events, people are incorporated into the scene like a photograph or an oil painting; they are integrated into the scene. • Each of the main aspects is identified with either a number or letter that corresponds with the annotations below. • You should use historical images you have downloaded from the computer of the actual events, places, etc … to be as historically accurate as possible and also to save time • You may also draw in images and backgrounds to bring the scene to life. • Each should be numbered from 1-10, so they correspond with the annotations/key. • The illustrations should be in color. • You may go beyond the minimum of TEN for extra credit points.

19. Tuesday, September 27, 2011 • __________B) There should be a minimum of TEN different historical aspects in the illustration for your assigned aspect: Political, Social, Cultural, or Economic. A and B together are worth 50 Points. • __________C) The Annotations are the key that explains what is happening in the illustration/scene. • For each of the TEN historical images in the illustration, there should be THREE well-developed sentences that identify the facts, details, people, events, for each historical image. • The annotations should address Who, What, When, Where, How, Why, Importance, and Effects. • Each annotation explanation should be written in your own words. • This should be typed, spell-checked, grammar-checked. It should be in Size 12 Calibri Font. • It should be attached to the bottom of the poster, so when they are hung, people can read the annotations and look at the images at the same time. • Worth 50 Points

20. Tuesday, September 27, 2011 • __________D) The annotations should correspond with your numbers, be typed, spell-checked, and grammar-checked. If not, it is 5% off the value of the activity. • __________E) The students were ready for the start of presentations and put a good effort into teaching the class about their assigned aspect of Empress Catherine II’s reign. If not, it is 5% off the value of the activity.

21. Tuesday, September 27, 2011 • Homework: Your homework while we work on the Catherine II Group Projects will be to work on your Louis XIV Historical Postcard.