Lesson Author First and Last Name School Name Lesson Overview Lesson Title: Absolutism Eulogy Project/Layer

"B" Materials and Resources: Student Handout Peer Editing Guidelines Rubric SmartBoard 1. Common Core Learning Standard(s) Addressed: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. 2. Learning Target(s): (What will students know & be able to do as a result of this lesson?): Students will be able to discuss and write about absolute rules and to what extent absolute power can be positive or negative. Students will be able to use evidence from the readings in this unit to produce eulogies that demonstrate how an absolute ruler affects social, political and economic change. 3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?): Students will understand that absolute monarchs emerged in each of the 5 Great Powers to solidify power and leadership into a centralized place. The Age of Exploration brought new wealth and importance to the concept of the European state. These highlycentralized states desired to become as powerful as possible, while simultaneously making sure that other states did not gain power. The cyclical nature of this idea created a unique balance of power among the 5 Great Powers that lasted for centuries. 4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?): Cindi Reyes High School for Environmental Studies

 See Attached Rubric 5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?): Students will write a eulogy for an absolute ruler. Students will peer edit eulogies. Students will rewrite eulogy. 6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?): Students will SOAPSTONE sample eulogies to become familiar with the concept. 7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.): Students will be grouped according to ability. I will walk around and make sure students are working and understanding the task. 8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.): Students will be grouped according to ability. Students will peer edit.

Common Core Aligned Lesson: Reflection Does this lesson reflect one of the shifts in instruction? If so, which shift how? Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. How did this lesson reflect academic rigor? According to the DOK this task is between a level 3 and 4 on the rigor scale. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills? Peer editing engaged students in collaborative learning and enhanced their collaborative skills.

Name____________ Ms. Reyes/Ms. Rust

Date:_______ Global 10

Layer "B": Absolutism Eulogy Project AIM: How can we use evidence from the readings in the Absolutism unit to produce eulogies that demonstrate how an absolute ruler affects social, political and economic change. DO NOW: Use the SOAPtone graphic organizer provided to analyze one of the eulogies below:
(1) Bindi's eulogy to her father, Steve Irwin best known as The Crocodile Hunter

My Daddy was my hero he was always there for me when I needed him. He listened to me and taught me so many things, but most of all he was fun. I know that Daddy had an important job. He was working to change the world so everyone would love wildlife like he did. He built a hospital to help animals and he bought lots of land to give animals a safe place to live. He took me and my brother and my Mum with him all the time. We filmed together, caught crocodiles together and loved being in the bush together. I don't want Daddy's passion to ever end. I want to help endangered wildlife just like he did. I have the best Daddy in the whole world and I will miss him every day. When I see a crocodile I will always think of him and I know that Daddy made this zoo so everyone could come and learn to love all the animals. Daddy made this place his whole life and now it's our turn to help Daddy.
(2) Oprah Winfrey's Eulogy for Rosa Parks

"...God uses good people to do great things." Reverend Braxton, family, friends, admirers, and this amazing choir: I -- I feel it an honor to be here to come and say a final goodbye. I grew up in the South, and Rosa Parks was a hero to me long before I recognized and understood the power and impact that her life embodied. I remember my father telling me about this colored woman who had refused to give up her seat. And in my child's mind, I thought, "She must be really big." I thought she must be at least a hundred feet tall. I imagined her being stalwart and strong and carrying a shield to hold back the white folks. And then I grew up and had the esteemed honor of meeting her. And wasn't that a surprise. Here was this petite, almost delicate lady who was the personification of grace and goodness. And I thanked her then. I said, "Thank you," for myself and for every colored girl, every colored boy, who didn't have heroes who were celebrated. I thanked her then. And after our first meeting I realized that God uses good people to do great things. And I'm here today to say a final thank you, Sister Rosa, for being a great woman who used your life to serve, to serve us all. That day that you refused to give up your seat on the bus, you, Sister Rosa, changed the trajectory of my life and the lives of so many other people in the world. I would not be standing here today nor standing where I stand every day had she not chosen to sit down. I know that. I know that. I know that. I know that, and I honor that. Had she not chosen to say we shall not -- we shall not be moved. So I thank you again, Sister Rosa, for not only confronting the one white man who[se] seat you took, not only confronting the bus driver, not only for confronting the law, but for confronting history, a history that for 400 years said that you were not even worthy of a glance, certainly no consideration. I thank you for not moving. And in that moment when you resolved to stay in that seat, you reclaimed your humanity and you gave us all back a piece of our own. I thank you for that. I thank you for acting without concern. I often thought about what that took, knowing the climate of the times and what could have happened to you, what it took to stay seated. You acted without concern for yourself and made life better for us all. We shall not be moved. I marvel at your will. I celebrate your strength to this day. And I am forever grateful, Sister Rosa, for your courage, your conviction. I owe you to succeed. I will not be moved. SOAPStone SUBJECT: The general topic, content, and ideas contained in the text. You should be able to state the subject in a few words or a phrase. OCCASION: The time and place of the piece; the context that encouraged the writing to happen. AUDIENCE: The group of readers to whom this piece is directed. The audience may be one person, a small group, or a large group; it may be a certain person or a certain people. PURPOSE: The reason behind the text. Consider the purpose of the text in order to examine the argument and its logic. You should ask yourself, What does the speaker want the audience to think or do as a result of reading this text? TITLE: AUTHOR:

SPEAKER: The voice that tells the story. The author and the speaker are NOT necessarily the same. An author may choose to tell the story from any number of different points of view. TONE: The attitude of the author. The spoken word can convey the speakers attitude, and, thus, help to impart meaning, through tone of voice. With the written work, it is tone that extends meaning beyond the literal. Tone can be determined by examining the authors diction (choice of words), syntax (sentence construction), and imagery (vivid descriptions that appeal to the senses).

Part I: Directions: Write a speech from the perspective of a loved one, friend or enemy of the deceased absolute monarch. You should write from the perspective of someone we have studied during this unit, and that lived at the same time as the monarch being eulogized. This could be another absolute monarch, or someone that was close to the monarch of your choice. The intention of the speech is to celebrate the life of the deceased, and to demonstrate of the role this individual played socially, politically, and economically during the Age of Absolutism. In your eulogy include the following in separate paragraphs: 1. Biographical Information: a. Where and when did this person live? b. What was this persons background (e.g. family situations, religion) 2. Historical Context: a. What was happening at the time this person lived? (e.g. what were some of the political, social, economic, geographic, and/or religious issues?) 3. Role in the process of change: a. How did this person make changes in his or her society? b. What were those changes? c. What effect did these changes, or the persons role in these changes, have on the local, national, or global level ? d. How did people react to these changes? 4. Differing opinions on the person: a. How was this person viewed by his or her contemporaries (those living at the same time)? b. Have these views changed over time? 5. Outstanding qualities: a. What outstanding qualities did this person exhibit? b. Are these qualities still needed in todays world? General Guidelines: Be sure the information you include is based on what you know and can infer about the absolute leader based on what youve learned in class. This should include information cited from the notes you took during mini-lesson discussions, readings, and primary source documents.

Absolutism Eulogy Project

Common Core Learning Standards Addressed:

CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

64 or below 65-79 80-89 90-100

CCLS-W: 1a,1b,,1d,2b,9

CCLS-W: 1b,2b,9

CCLS-W: 1a,1b,1c,1e,4

CCLS-W: 1a,1b,1d,4

Part II: Peer Editing

Author of the EULOGY: After reading the eulogy and doing an after-the-fact outline in the space provided below, answer the following questions in complete sentences. Cite specific paragraphs (In paragraph 3, the author....) After-the-fact Outline (What is Missing?):

Questions: 1. Did the author have a clear, specific thesis? Does their eulogy remain focused on this thesis throughout?

2.

Does the author provide a clear and specific topic sentence with each paragraph? Does the material in each paragraph all point back to its topic sentence, or do the paragraphs occasionally contain extraneous information?

3.

Has the author provided adequate and specific support throughout the eulogy?

4.

Does the eulogy have a strong, merited conclusion that not only reminds the reader of the point of the argument, but also leaves the reader with something to think about?

5.

Describe the overall tone of the eulogy.

6.

Are there grammatical mistakes? If there are, do you recognize an overall pattern in them?

7.

According to the rubric, what grade does this eulogy deserve and why?