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

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.

CCS Reading Standards for Literacy in History/ Social Studies

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.

College and Career Readiness Anchor Standards for Writing

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'État, 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 absolute…Without 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

1. Why was it necessary for the church to help Louis XIV rule France?

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?

II. Content

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 “L’état, c’est

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

b. Negative Effects of Louis XIV’s 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 didn’t 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 Leader2. Reader3. Time Keeper4. 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 ActivityVerbal 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).

Spatial Learners Some of the tasks include images. A PowerPoint will display many images (pictures, maps, etc.)

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. absolute ruler/ Sun King2. rebuilt army strongest in Europe3. cultural center/ theatre + art + music4. 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 3-2-1

SOS Summary Lesson Closure Sheet 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 3-4 paragraph essay and explain why he was known as the Sun King.

LOUIS XIVACTIVITY SHEET A

Direction: Fill out the concept map based on the images below.

Picture 1 Picture 2

Picture 3

Louis XIV’s Palace of Versailles

LOUIS XIVACTIVITY SHEET B

Direction: Fill out the concept map based on the images and the paragraph below.

Picture 1 Picture 2

Picture 3

Louis XIV’s 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 XIVACTIVITY 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 government…The 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