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
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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?
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:
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• 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.
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– 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.
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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
Comparing and Contrasting Absolute
Monarchs and Enlightened Despots
• Similarities:
• Differences:
• Used their power to create • ED had religious tolerance
more efficient tax
for minority groups, while
collection systems
AM only allowed one faith
which was usually
• Used their power to create
Catholic
larger armies
• AM believed in divine
• Engaged in war to expand
right, while ED believed
territory
they
were
the
first
servant
• Were concerned about
of the state and
Balance of Power in Europe
influenced by the
and threats to their role
philosophes of the
Enlightenment
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
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
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
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
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.
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
Block Day
• Homework: Work on your Louis XIV Postcard.
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.
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• 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.
Monday, Sept 26, 2011
• Homework: Louis XIV Postcard
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.
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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.
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• Summarize the key points on Catherine the Great thus far.
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• Add your own thoughts and reflections. What were your responses and
reactions and why?
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• 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.
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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.
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• 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.
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• 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
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• 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
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
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.
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
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.
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.