Quick Study Guide Progress Monitoring Online CHAPTER For: Self-Test with Vocabulary Practice 4 4 Web Code: Nba-1652 Quick Study Guide
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Quick Study Guide Progress Monitoring Online CHAPTER For: Self-test with vocabulary practice 4 4 Web Code: nba-1652 Quick Study Guide
■ Have students use the Quick Study ■ Key Rulers ■ Partitions of Poland, 1701–1795 Guide to prepare for this chapter’s Spain: Charles V (Charles I of Spain); Philip II test. Students may wish to refer to France: Henry IV; Louis XIV 1701
the following pages as they review: a Britain: Henry VIII; Elizabeth I; James I; Charles I; Oliver e RUSSIA S c i Moscow Cromwell; Charles II; James II; William and Mary lt a B
Austria: Ferdinand; Charles VI; Maria Theresa D
Key Rulers n
i
e Prussia: Frederick William; Frederick the Great Berlin p V e Section 1, pp. 142–146; Section 2, is r t Warsaw R ul Russia: Peter the Great; Catherine the Great PRUSSIA a . pp. 148–152; Section 3, pp. 154–159; R. POLAND 1772 a
e St. Petersburg Kiev S Section 4, pp. 163, 165–167; Section 5, c i t ■ Vienna l Key Events a Moscow pp. 168–173 B to AUSTRIA to Prussia R u • Battle of Lepanto, 1571—Spain and allies against s s Da i nu a be PRUSSIA Ottoman Empire R Black Key Events . Sea POLAND RUSSIA Section 1, pp. 507; Section 2, • Netherlands rebellions, 1560s–1580s—political and Berlin Warsaw Dn religious revolts against Spain iep to Aus Kiev er R p. 510–511, 514; Section 3, pp. 518– 1795 St. Petersburg tria . • Spanish Armada attacks England, 1588 Vienna a e 519, 521–522; Section 4, pp. 525–529; • —slaughter S AUSTRIA St. Bartholomew’s Day Massacre, 1572 c i lt Moscow a D Section 5, pp. 532–533; 535 of French Huguenots B anu be R . • Thirty Years’ War, 1618–1648 PRUSSIA RUSSIA Black Sea ssia Partition of Poland • English Civil War, 1642–1648 Pru to to Russia Berlin ia N Warsaw tr Section 5, p. 173 • The Fronde, 1648–1653—uprising of various groups us A Dn to Kiev iep in France er R. W E • Glorious Revolution, 1688—bloodless change of Vienna Key Events in the Age of Absolutism AUSTRIA S monarchs in England Conic Projection Section 1, p. 143; Section 2, p. 152; D anu 0200 400 mi • be War of the Spanish Succession, 1700–1713 R Section 3, p. 156; Section 4, p. 163; . Black Sea • Great Northern War, 1700–1721—Russia and allies 0200 400 km Section 5, pp. 168, 172–173 against Sweden • War of the Austrian Succession, 1740–1748 ■ For additional review, remind L3 • Seven Years’ War, 1756–1763 students to refer to the • Russo-Turkish War, 1768–1774—Russia against the Ottoman Empire Reading and Note Taking • Partitions of Poland, 1772, 1793, 1795 Study Guide Note Taking Study Guide, pp. 63–64, 66, 68, 70, 72 ■ Key Events in 1556 1618 1642 Section Summaries, pp. 65, 67, 69, Philip II The Thirty The English 71, 73 the Age of becomes king Years’ War Civil War Absolutism of Spain. begins. begins. ■ Have students access Web Code nbp- 1652 for this chapter’s Chapter Events timeline, which includes expanded 1550 1600 1650 entries and additional events. Global Events 1556 1607 ■ If students need more instruction on Akbar the Great British analyzing timelines, have them read becomes emperor colonists found the Skills Handbook, p. SH32. of Mughal India. Jamestown.
■ When students have completed their study of the chapter, distribute Chapter Tests A and B. Solutions for All Learners Teaching Resources, Unit 1,
pp. 78–83 L1 Special Needs L2 Less Proficient Readers L2 English Language Learners
For students acquiring basic skills: For Spanish-speaking students: Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide For Progress Monitoring Online, Adapted Note Taking Study Guide, pp. 63–64, 66, Spanish Note Taking Study Guide, pp. 63–64, 66, refer students to the Self-test with 68, 70, 72 68, 70, 72 vocabulary practice at Web Code Adapted Section Summaries, pp. 65, 67, 69, Spanish Section Summaries, pp. 65, 67, 69, nba-1652. 71, 73 71, 73
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■ Cumulative Review ■ Connections to Today Tell students that the main concepts for Record the answers to the questions below in your Concept 1. Conflict The Age of Absolutism was also an “age of reli- this chapter are Revolution, Political Sys- Connector worksheets. gious conflicts.” Many of these conflicts, primarily between tems, and Democracy, and then ask them Catholics and Protestants, were long lasting and extremely to answer the Cumulative Review ques- violent. Several caused major wars. Find and read a newspa- 1. Revolution In England, the Glorious Revolution of 1688 tions on this page. Discuss the Connec- was celebrated as a bloodless transfer of power—ordained per or Internet article about a country or region where reli- by the people embodied by the Parliament—from one ruler gious conflict is still a concern today—for example, Bosnia, tions to Today topics and ask students to to another. This was a radical event for its time, because the India, Iraq, Israel, or Northern Ireland. Write a two- or three- answer the questions that follow. transfer of power had never been accomplished by Parlia- paragraph summary of what you learn. ment in this way before, nor with so little violence. Read about how power was transferred from one English ruler to another between 1377 and 1688 and create an annotated timeline of these events. Think about the following: • the cause of each transfer of power Cumulative Review • the fate of each ruler 1. Timelines should include the cause of • the level of conflict related to each transfer of power each transfer and any conflict related 2. Political Systems Compare the absolute monarchy in to the transfer (war, murder). They France under Louis XIV to imperial rule in ancient Rome. How should include: Richard II (1377), were these two systems similar, and how were they differ- Henry IV (1399), Henry V (1413), ent? Create a chart to compare and contrast the two systems Henry VI (1422, 1470), Edward IV in the following categories. Consider the following aspects: • theoretical basis (1461, 1471), Edward V (1483), Richard • ruler’s level of power III (1483), Henry VII (1485), Henry • symbols VIII (1509), Edward VI (1547), Mary I • status of democratic institutions (1553), and Elizabeth I (1558), as well 3. Democracy The Magna Carta of 1215 was a landmark as the rulers discussed in this chapter. legal development because it limited the power of the 2. Democracy The English Bill of Rights is one of the source 2. The theoretical basis for power was English monarch and protected some civil rights. Read about documents for ideas included in the American Declaration of divine right in France, while Roman Independence and the United States Constitution. Review the rights and protections it granted as well as the limits it emperors claimed to be actual gods. established on the monarchy. Compare these with the rights the excerpt from the English Bill of Rights on page 524. Write and protections ensured by the English Bill of Rights of 1688. a three-paragraph essay that summarizes how aspects of the Both rulers had absolute power. Sym- Write one or two paragraphs that summarize how the later English Bill of Rights are still present in American ideas of bols of both included magnificent pal- document increased democracy in England from what it was democracy today. aces and cultural achievements. Both under Magna Carta and further limited the powers of the suppressed democratic institutions. monarchy. 3. The Magna Carta granted rights mainly to nobles, gave the Great Coun- cil the right to tax, and protected citi- 1697 1707 1715 1795 zens from arbitrary arrest. The Bill of Peter The Act of King Russia, Rights expanded these rights, limiting the Great Union unites Louis XIV of Prussia, monarchs further. It gave members of of Russia England and France dies. and Austria Parliament free speech and forbade tours Scotland. divide up cruel and unusual punishment. Europe. Poland. For: Interactive timeline 1700 1750 1800 Web Code: nbp-1652 Connections to Today 1. Responses should describe the groups 1680s 1736 1754 1793 in conflict, give a brief history of the The Asante Qianlong begins The French and The emperor of conflict, discuss the role of religion, and kingdom is reign as emperor Indian War erupts China rejects organized in of China. in North America. British trade. summarize the current situation. West Africa. 2. Essays should mention at least a few of the following: the concept of a Bill of Rights; the idea that no one is above the law; the rights of due process, free elections, and free speech; and the ban Solutions for All Learners on of cruel or unusual punishment. L1 Special Needs L2 Less Proficient Readers L2 English Language Learners
Use the following study guide resources to help Use the following study guide resources to help For additional review of this L3 students acquiring basic skills: Spanish-speaking students: chapter’s core concepts, remind Adapted Reading and Note Taking Spanish Reading and Note Taking students to refer to the Study Guide Study Guide Reading and Note Taking Adapted Concept Connector, pp. 255, 299, 304 Spanish Concept Connector, pp. 255, 299, 304 Study Guide Concept Connector, pp. 250, 284, 287
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Chapter Assessment Chapter Assessment
Terms, People, and Places Section 3 (pp. 154–161) Terms, People, and Places 10. (a) What were the immediate causes of the English Civil War? 1. constitutional 4. westernization Complete each sentence by choosing the correct answer (b) What were some important results? monarchy from the list of terms below. You will not use all the terms. 11. How did the Glorious Revolution limit royal power in 5. partition England? 2. divine right absolute monarch constitutional monarchy 6. absolute divine right limited monarchy Section 4 (pp. 163–167) 3. habeas corpus monarch balance of power oligarchy 12. What events led to the start of the Thirty Years’ War? westernization partition Section 5 (pp. 168–173) Main Ideas habeas corpus 13. What reforms did Peter the Great carry out? 14. What was one long-term goal of the Russian monarchs and 7. Treasure from the Americas led to the 1. After the Glorious Revolution, several new institutions how was it finally achieved? neglect of farming and commerce and marked the transition of England’s government to a _____. Chapter Focus Question to soaring inflation. 2. The theory of _____ states that monarchs rule by the will of 15. What events led to the rise of absolute monarchies and the 8. A fleet sent by Spain in 1588 to invade God. development of centralized nation-states in Europe? 3. The English Bill of Rights sets out the principle of _____. England; it was defeated. 4. Peter the Great pursued a policy of _____ to make Russia Critical Thinking 9. Sample: the sun and Versailles, both of more modern. which signified power and brilliance. 5. The _____ of Poland occurred in the 1700s when the rulers 16. Draw Conclusions Based on the material in the chapter, of Austria, Russia, and Prussia agreed to split that country how effective do you think the policy of maintaining a bal- 10. (a) Parliament executed the king’s among themselves. ance of power was among European nations? chief ministers and refused to be dis- 6. In this period, nearly every major European nation was ruled 17. Analyze Information Explain what Louis XIV meant solved; Charles led troops into the by a(n) _____. when he said, “I am the state.” House of Commons to arrest its radi- 18. Test Conclusions Based on what you have learned about Main Ideas the Glorious Revolution, do you think the name for that cal leaders. (b) Charles I was exe- event is accurate? Why or why not? cuted, the monarchy was abolished, Section 1 (pp. 142–146) 19. Compare Compare the goals and policies of Peter the and Cromwell took power. 7. How did resources from the Spanish colonies in the Americas Great with those of one of the following monarchs: (a) Louis contribute to the decline of Spain? XIV Frederick II Maria Theresa. 11. Parliament forced William and Mary (b) (c) 8. What was the Spanish Armada? 20. Synthesize Information What was the historical signifi- to accept the English Bill of Rights, Section 2 (pp. 148–152) cance of the execution of Charles I of England? which ensured Parliament’s suprem- 9. What were two symbols of the reign of Louis XIV and what 21. Understand Effects What was the general impact of the acy over the monarchy. was their significance? Thirty Years’ War on Europe? 12. King Ferdinand’s suppression of Prot- estantism; the Defenestration of Pra- gue; the rush to make alliances. 13. imposed requirements on nobles (or ● Writing About History boyars), imported technology, Writing a Persuasive Essay During the Age of improved education, simplified the • Research Internet or print sources to find materials Absolutism, strong monarchs created centralized that analyze your position from both sides. Take alphabet, set up academies, improved nation-states whose governments they ruled with com- notes on relevant details, events, and people. waterways and canals, developed min- plete authority. Write a persuasive essay in which you Drafting ing and textiles, and backed new trad- argue a position on one aspect of this age. Consider • Clearly state the position that you will argue in a ing companies topics such as: Was absolute monarchy an effective sys- thesis statement. Use the rest of your introduction to tem? Was the divine right of kings a valid basis for 14. To get a warm-water port; it was provide readers necessary context about the issue. rule? Consult page SH16 of the Writing Handbook for • Make an outline to organize your argument and sup- finally achieved by Catherine’s suc- additional help. porting details. Then choose information from your cessful war against the Ottomans. Prewriting research that supports each part of your outline. • Choose a listed topic or another one that interests Revising Chapter Focus Question you, one that provokes an argument and has at least • Use the guidelines for revising your essay on page 15. Strong rulers centralized power, two sides. Then choose a side of the argument. SH17 of the Writing Handbook. • Collect evidence, using a graphic organizer to list reduced the influence of nobles and points on both sides of the issue. the church, fought wars to increase territory, and used the doctrine of divine right to justify absolute power. 19. Answers will vary, but all of these mon- archs were absolute rulers who sought to Critical Thinking expand their power and territory. 16. Sample: European powers succeeded 20. It was the first time a monarch had been in balancing power, but to do so they deposed and executed by his own people. had to fight many costly wars. 21. It destabilized the region and ultimately 17. Louis meant that he held absolute led to new power alliances. power over every aspect of government. 18. Sample: yes, because it was a blood- less turnover of power and a victory for democracy.
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Document-Based Assessment Document-Based Assessment The Rise of Parliament ■ To help students understand the docu- The struggle between English monarchs and Parliament raged Document C ments on this page, give them the fol- through the seventeenth century, and was fought on battlefields “Men, being, as has been said, by nature all free, equal, and and legal fronts. The documents below illustrate the points of independent, no one can be . . . subjected to the political lowing TIP: Before reading the view of a monarch, Parliament, and a well-known philosopher. power of another without his own consent. The only way documents, consider where they fit Document A whereby anyone divests himself of his natural liberty, and puts into a timeline of related events on the bonds of civil society is by agreeing with other men to during the conflict between Parlia- “THE KINGS THEREAFTER in Scotland were before any estates or join and unite into a community. . . . ranks of men within the same, before any Parliaments were ment and monarchy. This will help It is evident, that absolute monarchy, which by some men is holden or laws made; and by them was the land distributed you to establish a context for counted the only government in the world, is indeed (which at first was wholly theirs), states erected and decerned, understanding and remembering inconsistent with civil society.“ and forms of government devised and established. And it fol- them. lows of necessity that the Kings were the authors and makers —From Two Treatises on Government by John Locke, 1690. of the laws and not the laws of the Kings.“ Document D ■ To provide students with further —From True Law of Free Monarchies, 1598 practice in answering Document- Document B Based Assessment Questions, go to “The Petition exhibited to his Majesty by the lords Spiritual and Document-Based Assessment, Temporal, and Commons, in this present Parliament assembled, pp. 41–53 concerning divers Rights and Liberties of the Subjects, with the King’s Majesty’s royal answer thereunto in full Parliament. ■ If students need further instruction on . . . Your subjects have inherited this freedom, that they should drawing inferences and conclusions, not be compelled to contribute to any tax, tallage, aid, or other like charge not set by common consent, in parliament. have them read the Skills . . . No man, of what estate or condition that he be, should be Handbook, p. SH38. put out of his land or tenements, nor taken, nor imprisoned, nor disinherited nor put to death without being brought to answer by due process of law.“ —From The Petition of Right, 1628
A mid-1600s engraving depicts Charles I as a political and religious martyr.
Analyzing Documents Use your knowledge of the age of absolutism and Documents A, B, C, and D to answer questions 1–4. 1. What is the main point of Document A? 3. Document C A Kings are subject only to laws of parliament. A supports Document A. B Kings make laws but are not subject to them. B supports Document B. C Kings no longer have the power of life and death C supports both Document A and Document B. over subjects. D supports Document A and Document D. D Parliament now has the power of life and death Writing Task over subjects. 4. Would you describe the rise of Parliament in England as an evolution or a revolution? Use documents 2. Document B is a declaration of whose rights? from this page along with information from the chapter in A the king’s rights your response. B Parliament’s rights C subjects’ rights D the landed aristocracy’s rights
● Writing About History Answers As students begin the assignment, refer them to Students’ essays should have a clear and appro- 1. B page SH16 of the Writing Handbook for help in priate thesis that takes a position and is supported 2. C writing a persuasive essay. Remind them of the by facts, examples, and comparisons. Essays should 3. B steps they should take to complete their assignment, contain an introduction, a body, and a conclusion. 4. Students’ responses should show a clear including prewriting, drafting, and revising. For help They should show evidence of reflection and be free understanding of the evolution of in revising, remind them to use the guidelines on of grammatical and spelling errors. For scoring parliamentary government in England. page SH17 of the Writing Handbook. rubrics for writing assignments, see Assessment Responses should be supported with specific Rubrics, p. 8. evidence from the documents and the chapter.
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