Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Unit/Chapter Title: Unit 2 Absolutism and the Enlightenment
(1600-1790)
Unit Length: 10 Weeks
Interdisciplinary Connections:
Course/Grade: World History 9
Unit Overview:
Welcome to the second unit of World History 9. As the world becomes more interconnected through global exploration and the
beginnings of colonization of the New World by European powers, Europe becomes the dominant figure in world geopolitical
struggle. Asian Empires close themselves from European exploration and trade, the Native cultures of the New World are decimated
by disease and combat with Europeans, and strong African empires are weakened by European need for replacement labor in New
World and soon succumb to the bitter horrors of the transcontinental slave trade. Europe empires are flush with new goods and cash
from the Columbian Exchange and great empires are formed with Kings and Queens who claim to derive their rule from the divine
word of God (absolute monarchs) as their heads of state. Quickly, this centralized power granted only by birth shows great signs of
fatigue and constant areas in need of improvement. In many European Empires basic social services deteriorate, and some citizens
begin to question if their world is headed back toward the chaos of the Dark Ages. Increased education and funding for learning
through trade, allows for the rise of a new breed of philosopher, those who question not only their role in society and government
specifically but also the need for society and government systemically. These thinkers begin a period known as the Enlightenment.
Their writings will lead to increased thought and dissention against the Absolute Monarchs. Culminating in the American Revolution,
this dissention will mark the beginning of the end of Monarchial power worldwide and the beginnings of a new form of government
led by the people, a government successfully executed after a bloody war by the United States in its form of democracy.
Standards:
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
1
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
RH 9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date
and origin of the information.
RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key
events or ideas develop over the course of the text.
RH 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
RH 9-10.4 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.
RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details
they include and emphasize in their respective accounts.
RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
RH 9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
21st Century Life and Careers Standards
9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education
9.1.12.C. 2 Analyze common traits of effective state, national, or international leaders
2
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
9.1.12.D.1 Interpret written and spoken communication within the appropriate cultural context
Interdisciplinary Connections:
Reading: 9-10. 2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
English/Literacy: CCSS ELA WHST 9-10.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Computer Technology: : 8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using
desktop publishing and/or graphics software
Essential Questions
1.What impact did the Absolute Monarchs of Europe have on
their subjects and the creation of massive Kingdoms?
2. Why did citizens allow Absolute Monarchs to centralize their
power?
3. How did Absolute monarchs provide reasoning for their
importance and right to rule?
4. How was the Enlightenment an affront to the power of
Absolute Monarchs?
5. What factors determine success or failure of a government?
6. How did Absolute Monarchs come to maintain their grip on
power?
7. Why were Enlightenment philosophers able to spread their
ideas to the masses?
8.Why did Enlightenment thinkers come to be seen as models for
the creation of future governments?
Enduring Understandings






The Absolute Monarchs of Europe utilized
censorship, public displays of powers, and the
idea of divine right to justify their right to rule
Conflict is present in the creation and
maintenance of governments
The definition of citizenry comes in many
forms and can be applied in various ways
There are differences in the thoughts of
Enlightenment thinkers
Individuals have the power to make positive
changes in society
Governments can and have been changed
throughout history
3
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
9. How did the version of democracy utilized by the United States
come to be a successful form of government and a sort of case
study for Enlightenment ideas?






Governmental change can be, but does not
have to be, violent
The Enlightenment period provided alternate
ideas of government which included the
inclusion of many different groups and input
from various groups of citizens
Societies show an innate need to have
government to maintain order, protect
property, and defend from foreign invasion
There is room in the world for various systems
of government
Democracy has proven to be the most
successful form of governance over the past
300 years
The United States invested intellectually in the
thoughts of many Enlightenment thinkers and
their ideas can be found in many aspects of our
current government’s structure
 Women and minority groups played a key role
in expanding the Enlightenment and continuing
their struggle for equality
4
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Student Learning Objectives
(What students should know and be able to do?)
What students should know
What students should be able to do
6. 2.12.A.2.a Determine how the principle ideas of the
Enlightenment (e.g., rationalism, secularism, tolerance,
empiricism, natural rights, contractual government, laissez-faire
economics, promotion by merit, and new theories of education)
altered political thought in Europe, and trace the impact of these
ideas over time.

6.2.12.A.2.b Explain the paradox between the ideology of the
Enlightenment and the treatment of women and non-Europeans in
European society.

6.2.12.A.2.c Determine the reasons for, and the consequences of,
the rise of powerful, centralized nation states in Europe (i.e., the
French absolute monarchy and the English limited monarchy).

6.2.12.C.2.a Relate the development of more modern banking and
financial systems to European economic influence in the world.

6.2.12.D.2.d Analyze the impact of new intellectual,
philosophical, and scientific ideas on how humans viewed
themselves and how they viewed their physical and spiritual
worlds.







Analyze the impact of Enlightenment thinkers on
the creation of new political thinking
Evaluate the cultural, political, and economic
effects of Absolute Monarchs on their populations
Analyze social, political, and cultural change and
evaluate its impact on different levels of society
Differentiate between specific Enlightenment
thinkers and the ideas which they propagate
Explain the role of women in advancing the
Enlightenment and their increasing struggle for a
role in emerging subversion and the creation and
implementation of a democratic government
Identify key geographic areas of Europe where
Enlightenment thought affected governmental
change and/or led to the creation of Enlightened
Despots
Compare and contrast specific Enlightenment
thinkers and their ideas
Assess the role of Absolute Monarchs in creating
censorship of Enlightenment ideas
Explain the role of new wealth in expanding the
grand nature of the role of an Absolute Monarch
Analyze the need for government to create and
maintain order in an effective society
Explain the scope and impact of the English civil
5
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
6.2.12.A.3.a Explain how and why various ideals (e.g., liberty,
popular sovereignty, natural rights, democracy, and nationalism)
became driving forces for reforms and revolutions





Instructional Strategies
(How will the students reach
the learning targets?)



Scaffolds for
Learning/Extensions
(How will I differentiate?)
Scaffolds for Learning:
Close Reading of
Texts
 Use a main idea
Use Cornell notes
organizer to identify
Use graphic organizers
the essential and
to identify main idea
non-essential
and supporting details
war and its production of a limited English
monarchy
Identify the necessary ideas needed for democracy
Explain the connection between the theories of the
Enlightenment and the onset of the American
Revolution
Analyze how the Founding Fathers of the United
States utilized ideas of the Enlightenment as a
justification for leaving the English Empire to
create a new democratic state
Apply personal, ethical, or impartial criteria for
evaluating specific Enlightenment ideas
Present claims and findings in a clear, logical
manner
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and materials will
students need?)
Formative Assessments:
Text/s:
Teacher Observation
Prentice Hall – World History :
The Modern Era
Presentation
Other Texts See Appendix D
6
Roselle Public Schools
World History Curriculum Units of Study 9th Grade










Compare and contrast
events using a Venn
Diagram
Summarize Venn
Diagram and Cornell
Notes
Use context clues to
decode words and
ideas
Take notes while
reading
Utilize highlighters for
close reading
Utilize GIST method
of summarization
Checks for
Understanding oral
and written
Entrance/Exit Tickets
Utilize videos and
video response
questions
Utilize flowcharts to
analyze the historical
progression of specific
ideas
information
 Use an inference chart
while reading a story
or a particular event
and draw conclusions
about what was read.
 Pose questions
 Skim and scan an
assigned reading to
identify text features
and structure.
 Utilize graphic
organizers to chunk
information
 Utilize student
partners to chunk
information
Create profiles of specific
historical figures to aid in
differentiation and
delimitation of
ideas/experiences
Extensions:

Respond to an openended question based
on an editorial or any
informational text read
Quizzes/Test
Group Discussions
Websites:
Constructed responses
www.readwritethink.org
Socratic Seminar Questions
See Appendix A
www.studentsfriend.com/onhist.
how.html
Performance Tasks See
Appendix B
www.phschool.com
Summative Assessment See
Appendix C
www.newberry.org/centerrenaissance-studies
Mock Trial
http://www.njamistadcurriculu
m.com/
Mid-Term Exam
http://www.corestandards.org/
Student Portfolio
http://www.studentnewsdaily.co
m
http://learning.blogs.nytimes.co
m/category/current-events/
http://www.stockholm360.net/lis
t.php?id=versailles
Ancillary Materials

Writer’s Notebook
7
Roselle Public Schools
World History Curriculum Units of Study 9th Grade



Incorporate dynamic
chart to show cases of
success and failure
with similar ideas
Think, pair, share
ideas from written text
Utilize Jigsaw reading
strategy when reading
and analyzing text
Incorporate moments
for turn and talk to
increase student
interaction and oral
response


in class
Complete a dialectical
journal or Cornell
notes with questions
that encourage critical
thinking. Then write a
brief summary of their
questions at the end of
each dialectical
journal or Cornell
notes.
Create a portfolio
highlighting key
aspects of time periods
studied and multiple
avenues of
presentation









Journals
Print and Online graphic
organizers
Open-Ended Response
Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
Key Terms/Vocabulary Words:
Social Contract, Natural Rights, Separation of Powers, Absolute Monarch, Divine Right, El Greco, Huguenots,
Edict of Nantes, Balance of Power, dissent, Puritan, Limited Monarchy, Constitutional Monarchy, English Bill of
Rights, mercenary, Peace of Westphalia, Prussia, partition, laissez faire, censorship, salon, baroque, rococo,
Enlightened Despots, Stamp Act, popular sovereignty
8
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Appendix A
Socratic Seminar Questions
Read excerpts from the works of John Locke, Thomas Hobbes, Voltaire, Montesquieu, and Mary Wollstonecraft, and respond
to the following questions citing textual evidence. Once you have responded to the questions and found quotations in the text
to support your responses, come to class prepared for a Socratic Seminar.
1. Locke and Hobbes outline their views of the natural world and conversely the potential for wonderful experiences and
abject horror. How does each Enlightenment philosopher feel specifically about the world, people, and the role that
government could and/or should play in the lives of citizens? How do they express this in their writing? What specific
examples or analogies are drawn in the writing to illustrate these views? How do their specific opinions come to
inform their ideas on how governance should be acquired, maintained, and/or advanced?
2. In his writing, Montesquieu outlines a specific system of government that he feels would be the most effective for all
governments (separation of powers into 3 groups). Do you agree? What are the potential pitfalls in this system? What
are the positive effects? How has the United States utilized this system efficiently? Imperfectly?
3. All of the Enlightenment philosophers touch upon the role of a citizen in a government. What is you definition of a
“citizen”? What are the limitations that can be put upon full expression of one’s citizenship? What conditions need to
be present to be considered a citizen? What is the responsibility of the citizen toward his/her government and vice
versa?
Grading: (Refer to Socratic Seminar Rubric found under Common Rubrics)
9
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Appendix B
Performance Task/s
1. Gallery Walk- Versailles: Teacher will utilize visual representations of areas of the palace at Versailles – created by King Louis
XIV of France. Teacher will strategically place these images around the classroom with large 3M paper next to them. Students will be
grouped no larger than 4 and given multi-colored markers to represent each group. Teacher will distribute a “checklist” of specific
questions for each area and distribute them to children. Students will be asked to:
a.
b.
c.
d.
e.
Identify at least one area of specific opulence/ expression of royal power in each picture.
Create a written summary of each area in a given handout
Illustrate a specific example of disconnect between the royal family and the people of France in each area (irony)
Respond to all written questions in packet
Using RSS/RSSE, respond to the following question: What does the palace of Versailles say about the
motivations/intentions of absolute monarchs as a whole? How were their interactions with citizens? What were
their goals for their governments? How could these goals be challenged?
f. Students will create a written summary of all areas viewed citing specific information from the visuals.
Grading: (Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics
10
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
2. Informative Writing Task:
Enlightenment philosophers challenged the world around them and did so at great risk to their own safety. Their ideas on government
and society were most definitely not in line with the commonly held notions. This turned out to not be very beneficial to society and
lead to the creation of an entire realm of thinking known as political science. In fact, after being greatly influenced by the
Enlightenment thinkers, the Founding Fathers of the United States used their theories as a basis of legitimacy for the American
Revolution one of the most impactful events in World History. Write an informative essay using the following questions as a guide.
Include all the elements of informational writing.




What is an issue you find in today’s government to be intolerable?
How does this issue impact your life or the lives of people in your community?
What is the consequence if this issue remains the stay?
How would you attempt to create change?
Grading: Refer to the NJ Registered Holistic Scoring Rubric found under Common Rubrics
11
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Appendix C
Summative Assessment
Unit 2
Title: Absolutism and the Enlightenment
Subject: World History
Grade Level: 9
__________________________________________________________________________________________________
Instructional Focus: 6.2.12.A.2.a, 6.2.12.A.2.fb 6.2.12.A.2.c, 6.2.12.D.2.d, 6.2.12.A.3.a
Reading: RL 9-10.4, RL 9-10.5,
Writing: W.11.1; W.11.3; W.11.8; W.11.9
Speaking and Listening: SL11.1, SL 11.2
21st Century Life and Careers Standards: 9.1. A.1, 9.1. B.2, 9.1. C. 5, 9.1. D.1, 9.1. F.2, 9.4.A.11
12
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
_____________________________________________________________________________________________________
Essential Questions:
1. Why did Absolute Monarchs engage in means of suppression and censorship? What conditions were present to allow for
their success in this endeavor that may/may not have been previously available?
2. What were the goals of the Enlightenment philosophers as a whole? Were they successful? What did their views on society
same about the society they lived in?
3. How were Enlightenment thinkers able to connect with the average citizen? What topics did they discuss that helped connect
them? What techniques did they use to engage these citizens?
4. Who is most responsible for the maintenance of government? Citizens? The government? Both? What are their responsibilities to
each other?
______________________________________________________________________________________________________
Student Learning: Students will be able to complete the following:












Respond to a variety of literary questions by citing strong textual evidence using RSS/RSSE
Students will research The Enlightenment and determine connections between past and present occurrences..
Students will create personal views and provide valid and strong reasons to support their claims
Students will utilize presentation skills to convey the messages
Take a position and cite strong textual evidence to support position.
Compare writings of Locke, Hobbes, Voltaire, and Wollstonecraft to current world issues
Examine the social injustices that come from centralized power in Absolute Monarchs
Determine the importance of new technologies in aiding subversion to unjust governments
Identify key Enlightenment thinkers artists and explain important ideas developed in their writings and thoughts
Identify Key Absolute Monarchs and their contributions to their kingdoms
Identify key aspects of the Enlightenment as a whole and explain their applications today
Create a mock Facebook page for an Absolute Monarch or Enlightenment thinker and use parody to highlight their important
historical contributions
13
Roselle Public Schools
World History Curriculum Units of Study 9th Grade








Analyze the social and economic injustices of the 17th and 18th Centuries
Demonstrate the ability to write an informative essay
Write an informative essay that will score a 4 or better on the NJ Holistic Scoring Rubric.
Identify the elements of argumentative writing
Begin to demonstrate the ability to write an argumentative essay
Develop a concise thesis statement
Apply positional arguments and differentiate between claims of others and personal opinion
Compare and contrast alternate or opposing claims
_________________________________________________________________________________________________________________
Introduction: As world governments adjusted and moved forward with Absolute Monarchs at their head, specific theorists began to
produce potentially dynamic and dangerous new ideas. Fueled by the new learning and thirst for knowledge brought on by the
Renaissance and the Scientific Revolution, Enlightenment thinkers came to not just question the world around them but produce
radically new views on the purpose of government, the individual, and society as a whole. These thinkers rarely interacted and often
operated in a sort of vacuum of information. Spanning decades, their written works were shared and utilized as building blocks of the
future. Imagine these thinkers lived in today’s society. Social media allows us to communicate over vast distances and with instant
speed. What if Enlightenment thinkers used Facebook instead of books and letters to express their ideas not just to the world but to
each other as well?
Task: Enlightenment Facebook project
Objective: Compare/contrast your Enlightenment philosopher with at least one other Enlightenment philosopher. Demonstrate your
understanding of at least two Enlightenment philosophers and their beliefs by writing dialogue between your philosopher and his/her
friend/nemesis. Create a Facebook page with dialogue, with a minimum of 20 - 30 entries.
There are two ways this project can be completed:
1. Work with a partner. Decide which Enlightenment philosopher you would like to be, and create imaginary dialogue between
the two of you. Within that dialogue, it should be clear what each of the philosopher believed, and/or felt strongly about. If you
work with a partner, you need a minimum of 30 entries.
14
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
2. Work by yourself. Identify two philosophers and create a dialogue between them. Within that dialogue, it should be clear what
each of the philosopher believed, and/or felt strongly about. If you work by yourself, you need a minimum of 20 entries.
3. Extra credit (10 points): Write a brief biographical sketch of your philosophers, similar to that of Facebook. Arrange your
biographical sketches and your dialogue on poster board. Make the poster attractive.
The written dialogue must be typed, double – spaced, with your philosophers clearly labeled. Include one small picture of each
Enlightenment philosopher. Feel free to include dialogue that humorous, or satirical.
Websites: www.readwritethink.org
http://www.efm.bris.ac.uk/het/locke/government.pdf
http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/hobbes/Leviathan.pdf
http://www.earlymoderntexts.com/pdfs/wollstonecraft1792.pdf
http://www.earlymoderntexts.com/pdfs/rousseau1762.pdf
http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/montesquieu/spiritoflaws.pdf
http://www2.hn.psu.edu/faculty/jmanis/adam-smith/wealth-nations.pdf
Materials/Resouces:
15
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Rubric:
25
20
15
0
Dialogues
The dialogue between
the two philosophers
includes a clear view
of what both of them
believed. There are at
least 30 lines, if a
partnership effort, or
20 lines if completely
solely by you.
It is clear what
each of the
philosopher
believed, but
there are less than
the minimum
lines of dialogue
requested.
It is unclear what N/A
each of your
philosophers
believed. There
are less than the
minimum
numbers of lines
requested.
Grammar
There are very few
spelling or grammar
mistakes that do not
interfere with the
quality of the final
product.
There are just a
few spelling,
and/or grammar
mistakes.
There are
N/A
consistent
grammar and/or
spelling mistakes
that interfere
with the quality
of the final
product.
Graphics
There is one picture
included of each of
your philosophers.
N/A
N/A
Total
No pictures
are included
on your paper.
16
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Presentation
The dialogues are
typed, double spaced,
and each philosopher
is clearly identified.
The dialogues are
typed, but not
double- spaced.
The dialogues
are not typed,
nor are the
philosophers
clearly labeled.
N/A
Total
Comments:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
17
Roselle Public Schools
World History Curriculum Units of Study 9th Grade
Appendix D
Texts/Resources
Title
Genre
Leviathan- Thomas Hobbes
Nonfiction Book
The Wealth of Nations- Adam Smith
Nonfiction Book
Two Treatises of Government- John Locke
Nonfiction Book
The Spirit of the Laws- Montesquieu
Nonfiction Book
The Social Contract- Jean Jacques Rousseau
Nonfiction Book
A Vindication of the Rights of Women- Mary Wollstonecraft
Nonfiction Book
18