Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
I. Standard(s):
HS.WH.CE.1 Examine effects of the movement of people, cultures, goods, diseases and technologies through established systems of connection, including the Silk Roads, Trans Saharan Trade Routes and Indian Ocean Maritime System between 1300-1450.
HS.WH.CO.1 Assess how inter- and intra-regional interactions shaped the development of empires and cultures in multiple global regions between 1300-1750.
HS.WH.CH.2 Explain continuities and changes within the religion, ideology, science and arts of empires and nation-states in multiple global regions between 1300-1750.
A. Clear Target: I can demonstrate an understanding of Absolutism in Europe and the conflicts that arose between 1550 and 1715.
B. Set/Interest Cue: Room setup and stations activities on desks
C. Bell Ringer: TSW come in and pick up the Reading Essentials and Study Guide: Lesson 4 European Culture after the Renaissance and begin working on it. TSW keep this document with them for the entire length of the stations project. TSW work on this document each day as their bell ringer.
D. Vocabulary: TTW review the clear target with the students ensuring understanding of the new terms (if any) and then lead a discussion on the bell ringer to ensure that the students understand the information in the lesson from the class prior.
E. Presentation of New Material: TSW complete four stations over the next four class periods, one station per day. The stations are: Day 1. Teacher led Essential Questions, Research and Note Taking. Using their books and laptops TSW research: The witchcraft trials; the French wars of religion; the clash between the monarchy and parliament; The English civil war; the Commonwealth of Cromwell’s rule; the restoration; the glorious revolution; the English Bill of Rights; the creation and preservation of absolute power by Richelieu and Mazarin; the building of Versailles; the clash between Louis XIV and the nobles; the four wars of Louis the XIV; social events of the time period (1550-1715); artistic developments; and freedom of literary expression in England. TS do not need to do every topic, but they must rule out any topic that they do not include. The topic can be ruled out only if there is not any connection between their country and the event listed above. For example, is the policy in England influenced by France in any way? For each event TSW write down in their notes: What happened; When it happened; and then how, why or to what extent the political system, leader, or monarch was serving the interests of his or her people. After TS have conducted their research, they will complete the day’s lesson by writing one, five sentence paragraph to answer each of the following questions: 1. What effect might social. economic. and religious conflicts have on a country? 2. How would the exercise of absolute power affect a country? Day 2. Creating a 5 foot horizontal timeline: Create a horizontal timeline that: Plots all of the important events for either England or France; use two sheets of self stick easel panel pads that are put together to form one sheet for the timeline; ensure that the timeline is plotted to scale; decide beforehand how overlapping events will be depicted on the timeline; has clear standardized labels; and has a title. Day 3. Color-coding the timeline: TSW identify high and low points of power (good and bad). For example, were the actions of the leader justified based on the prosperity, peace, or security that the people had during the time (so was it good or bad, a high or low point in leadership?); or was what people then and today got out of a piece of art worth the cost of it? Etc… Day 4. Defending: Each group will present their timelines to the class and defend the accuracy and relevance of it. When presenting, TSW: Speak clearly; have a clear statement of the overall topic; Clearly identify each item on their timeline and provide its importance, and their point of view on it before launching into a discussion. For example: Item A is on our timeline because of its relevance to answering essential question number one, “What effect might social. economic. and religious conflicts have on a country?” It is our belief that …….. which is why it is so important to this timeline.; TSW do this for each item on the timeline. While they are doing this, the students in the audience will take notes (especially on anything that might differ from their group’s opinions if they have a similar item on their timeline…or left it off…or combined it with another item etc…), and be prepared to ask questions of the group on their timeline when the group has completed presenting the entire timeline; The presenting group must be prepared to answer questions and defend logically, and with evidence, their timeline at this point.
1. Checks For Understanding (CFU): TTW check with each group as the activities progress
2. Video N/A
3. Simulation: N/A
F. Guided Practice: TT will explain the directions and talk to each group to ensure that they understand
G. Independent Practice (The assignments are due the next school day):
1. TSW complete a worksheet when they are completed with their work each day. It is due at the end of the stations activity.
2. Complete the Quizlet from the Quizlet Classroom. N/A
3. TSW Complete the DBQ: N/A
4. Additional Videos and Questions: N/A
H. Closure: TTW assess the CFU answers.
I. Assessment: Class participation and results
1. Exit Ticket: TTW ask the students some questions about the activity as TT walks around the class