In this lesson, students will explore the concept of absolute monarchy and conduct research on an assigned absolute monarch. After presenting their findings to their classmates, students will vote to determine which monarch was the “most absolute.” Students will then examine a current example of absolute monarchy—Mswati III of Swaziland—before participating in a Four Corners discussion addressing the infamous adage “absolute power corrupts absolutely.”
In this C3-aligned lesson, students will analyze primary and secondary source documents to understand the core reasons European countries engaged in the colonizing of Africa (The Scramble for Africa), as well as the short term effects of colonization on both Africa and Europe. The lesson concludes with students writing an op-ed piece for a European newspaper, either supporting or condemning the colonization of Africa.
In this lesson, students will move through a series of primary source documents, maps, and graphs to explore the underlying causes of World War One. After analyzing the documents and answering some guided questions, students will organize the documents under the framework M.A.I.N. (militarism, alliances, imperialism, and nationalism) and connect the underlying causes to the spark—the assassination of Austro-Hungarian Archduke Franz Ferdinand. Students will then analyze an Emile Zola quote on war and participate in a “Four Corners” activity framed around the inevitability of war between prosperous and powerful nations. Finally, students will write a document-based essay responding to the essential question—“Was World War One an inevitable result of European nations’ prosperity or European nations competing for prosperity?”