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LESSON PLAN 1 Marriage of Louis XIV to Marie Thérèse Statue of Louis XIV, , OBJECTIVES of . Artist unknown • Describe Spanish power under Philip II. ’s and • Identify major figures from the of and literature. European Absolutism • Describe the birth of the . MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Explain the origins of absolute . ECONOMICS During a time of When faced with crises, many • Philip II • divine right religious and economic heads of take on • absolute instability, Philip II ruled Spain additional economic or political with a strong hand. powers. FOCUS & MOTIVATE Ask students to think of ways in which the legacy of imperial Spain is felt in the SETTING THE STAGE As you learned in Chapter 18, from 1520 to 1566, Suleyman I exercised great power as of the . A European United States today. (Possible Answer: monarch of the same period, Charles V, came close to matching Suleyman’s Spanish is widely spoken here.) power. As the Hapsburg , Charles inherited Spain, Spain’s American , parts of Italy, and lands in Austria and the Netherlands. As the elected INSTRUCT Holy Roman , he ruled much of . It was the first time since that a European ruler controlled so much territory. A Powerful

A Powerful Spanish Empire TAKING NOTES Critical Thinking Clarifying Use a chart to A devout Catholic, Charles not only fought Muslims but also opposed Lutherans. list the conditions that • What are benefits and drawbacks In 1555, he unwillingly agreed to the Peace of , which allowed German allowed European for society when a ruler monopolizes monarchs to gain power. to choose the religion for their territory. The following year, Charles V important decision-making? divided his immense empire and retired to a monastery. To his brother Ferdinand, conditions conditions (Benefit—Consistent leadership he left Austria and the Holy . His son, Philip II, inherited Spain, the , and the American colonies. is good for business. Drawback— absolute monarch Decision-making depends on the Philip II’s Empire Philip was shy, serious, and—like his father—deeply reli- gious. He was also very hard working. Yet Philip would not allow anyone to help whims of a single person.) conditions conditions him. Deeply suspicious, he trusted no one for long. As his own court historian • What non-religious factors might have wrote, “His smile and his dagger were very close.” provoked Philip II to send the Armada Perhaps above all, Philip could be aggressive for the sake of his empire. In against ? (England was a major 1580, the king of Portugal died without an heir. Because Philip was the king’s maritime rival.) nephew, he seized the Portuguese kingdom. Counting Portuguese strongholds in , India, and the , he now had an empire that circled the globe. In-Depth Resources: Unit 5 Philip’s empire provided him with incredible wealth. By 1600, American • Guided Reading, p. 1 (also in Spanish) mines had supplied Spain with an estimated 339,000 pounds of gold. Between 1550 and 1650, roughly 16,000 tons of silver bullion were unloaded from Spanish , or ships. The king of Spain claimed between a fourth and a TEST-TAKING RESOURCES fifth of every shipload of treasure as his royal share. With this wealth, Spain was able to support a large of about 50,000 soldiers. Test Generator CD-ROM Defender of Catholicism When Philip assumed the throne, was experi- Strategies for Test Preparation encing religious caused by the . However, religious conflict was not new to Spain. The , the campaign to drive Muslims from Spain, Test Practice Transparencies, TT75 had been completed only 64 years before. In addition, Philip’s great-grandparents Online Test Practice Absolute Monarchs in Europe 589

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 5 In-Depth Resources: Unit 5 eEdition CD-ROM • Guided Reading, p. 1 • Guided Reading, p. 1 Voices from the Past Audio CD Formal Assessment • Building Vocabulary, p. 6 Power Presentations CD-ROM • Section Quiz, p. 331 • Reteaching Activity, p. 20 Geography Transparencies Reading Study Guide, p. 193 • GT21 Hapsburg Europe, 1560 ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish World Art and Cultures Transparencies • Guided Reading, p. 145 GIFTED AND TALENTED STUDENTS • AT45 Banquet of the Officers of Haarlem’s Reading Study Guide (Spanish), p. 193 Electronic Library of Primary Sources • AT48 The Astronomer, Vermeer Reading Study Guide Audio CD (Spanish) • “Defeat of the ” classzone.com

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CHAPTER 21 • Section 1 Defeat of the Spanish Armada, 1588

58°N

° 16°W 8 W

0° Route of the Armada History from Visuals Route of the English fleet Some shipwreck sites SCOTLAND Interpreting the Map Spanish Hapsburg lands What advantages did the English navy 50°N have over the Spanish Armada? (Possible IRELAND Answers: English ships did not have to travel as far, replenishing supplies North was easier, more familiar with the ATLANTIC Sea OCEAN ENGLAND In the summer of 1588, Philip II sent about English Channel) 130 ships carrying 19,000 soldiers to the London Extension Ask students to speculate Plymouth English Channel. English warships, however, Dover outmaneuvered the Spanish vessels and about the causes of the shipwrecks suf- SPANISH bombarded the Armada with their heavier 0 200 Miles long-range cannons. fered by the Spanish Armada off the west NETHERLANDS 0 400 Kilometers coast of Ireland. (Winds may have driven English their heavy ships into the coast.) Channel

SKILLBUILDER Answers Bay of 42°N FRANCE 1. Location Plymouth La Coruña 2. Movement They wanted to avoid another battle with English warships. Santander Late September, 1588 PORTUGAL

Lisbon More About . . . Late May, 1588 SPAIN

The Defeat of the Spanish Armada English artillery made an important differ- ence in the sea battle with Spain. More efficient guns and better gunners enabled

the English to fire ten rounds for every ENGLAND 52°N one fired by the Spanish. The English also used unconventional tactics, such as set- 0 50 Miles London ting alight explosive-laden ships with no 0 100 Kilometers Dover Aug. 8 crew and using the wind and currents to Major battles Calais Gravelines send them careering into the tight forma- S P. GEOGRAPHY SKILLBUILDER: Plymouth Isle of Wight tions of slow-moving Spanish ships. Portland Bill NETH. Interpreting Maps 1. Location Off what English town did the first Aug. 3 l Geography Transparencies Aug. 2 Aug. 4 e clash between the Spanish Armada and the n n English fleet take place? • GT21 Hapsburg Europe, 1560 July 31 C h a 50°N g l i s h 2. Movement Why do you think the Spanish E n Electronic Library of Primary Sources FRANCE captains chose to sail north around Scotland rather than take the more direct route home

4°W

0 ° ° ° • “Defeat of the Spanish Armada” 2 W 2 E back through the English Channel?

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DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Comparing the Spanish and English Navies Class Time 35 minutes organize the information in a table as in the example below. The figures Task Making a table of the strengths and weaknesses of the Spanish students use in the table will be approximate, since historical accounts Armada and the English naval fleet in their battles in the English Channel differ on the precise figures. Purpose To help students understand why the Spanish were unable to invade England Ships Guns Sailors and Ships Casualties Instructions Have students use the library or the Internet to gather soldiers destroyed information on the number of ships, guns, and troops the Spanish and Spain 125–150 1,100 27,000 60–70 15,000–20,000 the English had, and the number of casualties and shipwrecks each side England 150–200 2,000 16,000 0 Several thousand suffered when the Spanish entered the English Channel. Have students (mostly from disease)

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Isabella and Ferdinand had used the to investigate suspected heretics, or CHAPTER 21 • Section 1 nonbelievers in . Philip believed it was his duty to defend Catholicism against the Muslims of the Ottoman Empire and the Protestants of Europe. In 1571, the called on all Catholic princes to take up arms against the mounting power of the Ottoman Empire. A. Answer that he Philip responded like a true crusader. More than 200 Spanish and Venetian ships Golden Age of Spanish Art was a strong and defeated a large Ottoman fleet in a fierce battle near Lepanto. In 1588, Philip and Literature religious king launched the Spanish Armada in an attempt to punish Protestant England and its queen, . Elizabeth had supported Protestant subjects who had rebelled Critical Thinking Making against Philip. However, his fleet was defeated. (See map opposite.) • Why might an artist like El Greco distort Inferences Although this setback seriously weakened Spain, its wealth gave it the appear- figures rather than paint them What did Philip ance of strength for a while longer. Philip’s gray granite , the Escorial, had want his palace to realistically? (Possible Answer: He dis- demonstrate about massive walls and huge gates that demonstrated his power. The Escorial also his monarchy? reflected Philip’s faith. Within its walls stood a monastery as well as a palace. torted the figures purposefully to express some idea or emotion.) Golden Age of Spanish Art and Literature • What artistic limits might an artist such Spain’s great wealth did more than support navies and build . It also allowed as Velá zquez have faced? (Possible monarchs and nobles to become patrons of artists. During the 16th and 17th cen- Answer: Velá zquez was probably not turies, Spain experienced a golden age in the arts. The works of two great painters ▼ In Las permitted to paint anything critical of show both the faith and the pride of Spain during this period. Meninas (The his patron, Philip IV.) Maids of Honor), El Greco and Velá zquez Born in Crete, El Greco (GREHK• oh) spent much of his Velá zquez • Why might readers still take an interest adult life in Spain. His real name was Domenikos Theotokopoulos, but depicts King in the 400-year-old novel Quixote? called him El Greco, meaning “the Greek.” El Greco’s art often puzzled the people of Philip IV’ s (Possible Answers: The book’ s his time. He chose brilliant, sometimes clashing colors, distorted the human figure, daughter and and humor still appeal to readers. and expressed emotion symboli- her attendants. cally in his paintings. Although Cervantes’ s themes, such as idealism unusual, El Greco’s techniques and materialism, are still relevant.) showed the deep Catholic faith of Spain. He painted saints and mar- tyrs as huge, long-limbed figures Tip for English Learners that have a supernatural air. Tell students that the word air, in the The paintings of Diego Velá zquez (vuh• LAHS• kehs), on phrase “ . . . long-limbed figures that have the other hand, reflected the a supernatural air,” describes the look or pride of the Spanish monarchy. appearance of a person, especially as Velá zquez, who painted 50 years expressive of some personal quality after El Greco, was the court or emotion. painter to Philip IV of Spain. He is best known for his portraits of the and scenes of More About . . . court life. Like El Greco, he was noted for using rich colors. Las Meninas Don Quixote The publication of Point out to students that Las Meninas Don Quixote de la Mancha in 1605 is often called the birth of shows Velá zquez standing with brush and the modern European novel. In palette in front of his canvas. Presumably, this book, Miguel de Cervantes he is painting a portrait of the king and (suhr• VAN• teez) wrote about a queen, whose images can be seen in the poor Spanish nobleman who went mirror above their daughter. a little crazy after reading too many books about heroic . Absolute Monarchs in Europe 591

CONNECTIONS TO ART

Exploring Las Meninas Class Time 45 minutes Las Meninas in the center of their posters. They should then use the Task Making a poster margins to write short captions that explain the painting’ s features. Purpose To help students explore the richness and complexity of a great Aspects of the painting that students might explore include: the identities work of art of the figures in the painting; the historical significance of specific ele- ments, such as the dwarves; and technical details, such as the painting’ s Instructions Explain to students that there is a large body of writing composition or Velá zquez’ s use of color and texture. Students might devoted to explaining Velá zquez’ s Las Meninas. Have students use the also choose to include background information, such as details of the library or the Internet to explore these analyses and to use the information relationship between Velá zquez and Philip IV. they find to create a poster. Students should place a reproduction of

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CHAPTER 21 • Section 1 Hoping to “right every manner of wrong,” Don Quixote rode forth in a rusty suit of armor, mounted on a feeble horse. At one point, he mistook some windmills for giants:

PRIMARY SOURCE He rushed with [his horse’ s] utmost speed upon the first windmill he could come at, The Spanish Empire Weakens and, running his lance into the sail, the wind whirled about with such swiftness, that the rapidity of the motion presently broke the lance into shivers, and hurled away both and horse along with it, till down he fell, rolling a good way off in the field. Critical Thinking MIGUEL DE CERVANTES, Don Quixote de la Mancha • What measures might Spain have taken to restore its economy? (Possible Some critics believe that Cervantes was mocking chivalry, the knightly code of the . Others maintain that the book is about an idealistic person who longs Answers: restrict the amount of money for the romantic past because he is frustrated with his materialistic world. in circulation; impose taxes on the rich; rescind expulsion orders to bring back The Spanish Empire Weakens businesspeople; impose price controls) Certainly, the age in which Cervantes wrote was a materialistic one. The gold and • Could Philip II have pursued other poli- silver coming from the made Spain temporarily wealthy. However, such cies in the Netherlands that would have treasure helped to cause long-term economic problems. resulted in a better outcome? (Possible and Taxes One of these problems was severe inflation, which is a Answers: Yes—Rather than forcing decline in the value of money, accompanied by a rise in the prices of goods and ser- Protestants to abandon their faith, he vices. Inflation in Spain had two main causes. First, Spain’s population had been might have respected the practice of growing. As more people demanded food and other goods, merchants were able to in the Netherlands. raise prices. Second, as silver bullion flooded the market, its value dropped. People No—Philip believed Protestantism was needed more and more amounts of silver to buy things. Spain’s economic decline also had other causes. When Spain expelled the Jews an abomination; nothing short of its and Moors (Muslims) around 1500, it lost many valuable artisans and business- defeat would have satisfied him.) people. In addition, Spain’s nobles did not have to pay taxes. The tax burden fell on the lower classes. That burden prevented them from accumulating enough wealth to start their own businesses. As a result, Spain never developed a middle class. . Possible Making Spain’s Enemies Rich that had emerged in Answers Silver Global Impact the Middle Ages still dominated business in Spain. Such flooded the market, guilds used old-fashioned methods. This made Spanish causing its value to Tulip Mania cloth and manufactured goods more expensive than those drop; gold and sil- Tulips came to Europe from made elsewhere. As a result, Spaniards bought much of ver were not used During the tulip craze, people paid the to buy Spanish around 1550. People went wild over what they needed from France, England, and the goods but to buy equivalent of hundreds of dollars for the flowers and began to buy rare Netherlands. Spain’s great wealth flowed into the pockets of foreign goods or to some individual bulbs. Speculation was varieties. However, the supply of foreigners, who were mostly Spain’s enemies. pay off foreign tulips could not meet the demand, so rampant that bulbs might be sold To finance their wars, Spanish borrowed money loans. and prices began to rise. Soon and resold several times while still in the people were spending all their from German and Italian bankers. When shiploads of silver ground. The Netherlands is still one savings on bulbs and came in, the money was sent abroad to repay debts. The Identifying of the world’ s biggest exporters of taking out loans so that economy was so feeble that Philip had to declare the Problems they could buy more. tulip bulbs. Spanish bankrupt three times. Why didn’ t Tulip mania reached a Spain’ s economy The In the Spanish Netherlands, Philip had peak between 1633 and benefit from the 1637. Soon after, tulip to maintain an army to his subjects under control. The gold and silver from prices sank rapidly. Dutch had little in common with their Spanish rulers. While the Americas? Many Dutch families Spain was Catholic, the Netherlands had many Calvinist lost property and congregations. Also, Spain had a sluggish economy, while were left with the Dutch had a prosperous middle class. bulbs that were nearly worthless. Philip raised taxes in the Netherlands and took steps to crush Protestantism. In response, in 1566, angry Protestant mobs swept through Catholic churches. Philip then sent an

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Name Date

CHAPTER GUIDED READING Spain’s Empire and 21 European Absolutism DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 1

A. Analyzing Causes and Recognizing Effects As you read about the Spanish Empire, briefly note the causes or effects (depending on which is missing) of each event or situation.

Causes Effects 1. The gold and silver coming from its vast empire Causes of the Spanish Empire’s Decline made Spain incredibly wealthy.

Class Time 30 minutes America; Effects—Inflation in Spain, little investment in 2. Spain suffered from severe inflation.

new types of business, no development of a middle class, 3. The Spanish economy declined and at times Task Creating a flow chart Spain was bankrupt.

Spanish manufacturing products cannot compete with 4. Philip raised taxes in the Netherlands and tried Purpose To help students think about the causes of the to crush Protestantism. those from other parts of Europe, ruler relies increasingly Spanish Empire’ s decline 5. The Dutch became wealthy from and banking. on imperial holdings for wealth.) Have students organize 6. European monarchs became increasingly more Instructions Have students make a list of factors that powerful. the factors in a graphic organizer with the major cause at

contributed to the weakening of the Spanish Empire. © McDougal Littell Inc. All rights reserved. the top and its factors stemming from it. For help with the B. Determining Main Ideas On the back of this paper, explain how Philip II was Then have them choose one factor from their list that they an example of an absolute monarch. section, have students complete the chart in the Guided think may have given rise to the others. (Example: Major Absolute Monarchs in Europe 1 Reading activity. cause—Gold and operations in In-Depth Resources: Unit 5

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army under the Spanish of Alva to punish the rebels. On a single day in 1568, CHAPTER 21 • Section 1 the duke executed 1,500 Protestants and suspected rebels. The Dutch continued to fight the Spanish for another 11 years. Finally, in 1579, the seven northern of the Netherlands, which were largely Protestant, united and declared their from Spain. They became the United Provinces of the Netherlands. The ten southern provinces (present-day ) The Independent Dutch were Catholic and remained under Spanish control. Prosper

The Independent Dutch Prosper Critical Thinking The United Provinces of the Netherlands was different from other European states of • Do you think a wealthy society is the time. For one thing, the people there practiced religious toleration. In addition, necessary for the production of great the United Provinces was not a kingdom but a . Each had an elected art. (Yes—Wealth allows the leisure to , whose power depended on the support of merchants and landholders. appreciate art and to be a patron of During the , the Netherlands became what had been dur- art. No—Wealth does not guarantee ing the . It boasted not only the best banks but also many of the best artists that a person will demand, or even in Europe. As in Florence, wealthy merchants sponsored many of these artists. appreciate, fine art.) Rembrandt van Rijn (REHM• BRANT vahn RYN) was the greatest Dutch artist of the period. Rembrandt painted portraits of wealthy middle-class merchants. He • Ask students whether Dutch sales of also produced group portraits. In The Night Watch (shown below), he portrayed a Polish grain to were group of guards. Rembrandt used sharp contrasts of light and shadow to draw an economic success. (Possible Answer: attention to his focus. The sales were a success, but the high Another artist fascinated with the effects of light and dark was Jan Vermeer prices may have caused hardship in (YAHN vuhr• MEER). Like many other Dutch artists, he chose domestic, indoor southern Europe.) settings for his portraits. He often painted women doing such familiar activities as pouring milk from a jug or reading a letter. The work of both Rembrandt and World Art and Cultural Transparencies Vermeer reveals how important merchants, civic leaders, and the middle class in • AT45 Banquet of the Officers of Haarlem’s general were in 17th-century Netherlands. Civil Guard

▼ In The Night Watch, Rembrandt showed the individuality of More About . . . each man by capturing Jan Vermeer distinctive facial expressions and Vermeer’ s work was barely recognized postures. during his life, and he struggled with financial difficulties. A number of his paintings were given to local bakers and grocers in exchange for food. Images of some of that food, such as loaves of bread and jugs of milk, made their way into Vermeer’ s paintings. World Art and Cultures Transparencies • AT48 The Astronomer, Vermeer

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COOPERATIVE LEARNING

Famous Dutch Artists Class Time 40 minutes the cards. After a group has agreed on a design, each group member Task Create artist trading cards should make a trading card for a different Dutch artist. Possible Purpose To familiarize students with important Dutch artists choices include: Instructions Divide students into groups of five, and explain that they will • Rembrandt • Jan Steen be making Dutch artist trading cards. Tell them to begin their project by • Vermeer • Jacob van Ruisdael rereading the passage on Dutch art on page 593. Then have students • research other Dutch artists from this period. After completing their When each has finished his or her cards, students should reconvene as a research, students should work as a group to design a format for the cards, group to design packaging for the set. deciding what image to feature on the front of the card and what “ stats” to include on the back. Students might include dates of birth and death, famous work(s), typical subject matter, style, and a biographical profile on Teacher’s Edition 593 wh10te-052101-0589-0595 9/8/03 12:02 PM Page 594

CHAPTER 21 • Section 1 Dutch Trading Empire The stability of the government allowed the to concentrate on economic growth. The merchants of bought surplus grain in Poland and crammed it into their warehouses. When they heard about poor harvests in southern Europe, they shipped the grain south while prices were high- est. The Dutch had the largest fleet of ships in the world—perhaps 4,800 ships in Absolutism in Europe 1636. This fleet helped the Dutch (a trading company con- C. Answer He trolled by the Dutch government) to dominate the Asian trade and the Indian involved himself in Critical Thinking Ocean trade. Gradually, the Dutch replaced the as the bankers of Europe. every aspect of gov- • Why might an absolute monarch view ernment, trusted no a republic, such as the Netherlands, as one, built an Absolutism in Europe imposing palace, a political threat? (Possible Answer: Even though Philip II lost his Dutch possessions, he was a forceful ruler in many tried to force his A republic might spread the idea that ways. He tried to control every aspect of his empire’s affairs. During the next few subjects to accept legitimacy is conferred on rulers by centuries, many European monarchs would also claim the authority to rule without his religion, and raised taxes. the people, not by God.) limits on their power. • How might limitations demanded by The Theory of Absolutism These rulers wanted to be absolute monarchs, kings or queens who held all of the power within their states’ boundaries. Their goal was to Drawing parliaments and have differed? Conclusions control every aspect of society. Absolute monarchs believed in divine right, the idea (Possible Answer: The nobility wanted How was that God created the monarchy and that the monarch acted as God’s representative on Philip II typical of an to limit monarchs’ influence over land. . An absolute monarch answered only to God, not to his or her subjects. absolute monarch? If controlled by merchants, a parlia- ment might seek to limit a monarch’ s authority to levy taxes on trade.)

Absolutism Absolutism was the political belief that Causes one ruler should hold all the power Analyzing Key Concepts within the boundaries of a country. • Religious and territorial conflicts created fear and uncertainty. Although practiced by several monarchs Absolutism in Europe during the 16th through • The growth of armies to deal with conflicts caused rulers to raise taxes to pay troops. Ask students which effect would 18th centuries, absolutism has been used in many regions throughout • Heavy taxes led to additional unrest and contribute most to the durability of an history. In ancient times, Shi Huangdi peasant revolts. absolute monarch’ s . (Possible in China, Darius in Persia, and the Answer: bureaucracies, because Roman caesars were all absolute rulers. monarchs could use them to extend (See chapters 4, 5, and 6.) their power over large territories)

SKILLBUILDER Answers ABSOLUTISM 1. Making Inferences Possible Answer: Social gatherings are places where ideas are shared. Some of these ideas SKILLBUILDER: Interpreting Charts 1. Making Inferences Why do you think might question absolutism. absolute rulers controlled social gatherings? Effects See Skillbuilder Handbook, page R10. 2. Hypothesizing Possible Answers: • Rulers regulated religious worship and social gatherings to control the spread of ideas. Absolute rulers can reduce political 2. Hypothesizing Today several nations turmoil. In states with a wide gap of the world (such as Saudi Arabia) • Rulers increased the size of their courts to between rich and poor, the rich have absolute rulers. Judging from what you appear more powerful. know of past causes of absolutism, why do • Rulers created bureaucracies to control their sometimes support an absolute ruler you think absolute rulers still countries’ economies. who will protect their wealth. exist today?

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DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Causes and Effects of Absolutism Class Time 20 minutes • Heavy taxes led to additional unrest and peasant revolts. (People were Task Rephrasing sentences unhappy about paying high taxes. Some protested, and some even Purpose To make students better readers used violence. Peasants got together to fight the government.) Instructions Ask students to examine the cause and effect boxes in the Effects “ Analyzing Key Concepts” chart on this page. Ask them to explain each of • Rulers regulated religious worship and social gatherings to control the the points in their own words. Examples follow. spread of ideas. (To stop people from spreading new ideas, rulers Causes made laws about how people would practice their religion and where • Religious and territorial conflicts created fear and uncertainty. (People and when people could gather.) fought over religion and land. The fighting made people afraid and uncertain about their future.)

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Growing Power of Europe’s Monarchs As Europe emerged from the Middle CHAPTER 21 • Section 1 Ages, monarchs grew increasingly powerful. The decline of , the rise of , and the growth of national kingdoms all helped to centralize authority. In addition, the growing middle class usually backed monarchs, because they promised a peaceful, supportive climate for business. Monarchs used the wealth of colonies to pay for their ambitions. Church authority also broke down during the More About . . . and the Reformation. That opened the way for monarchs to assume even greater control. In 1576, Jean Bodin, an influential French writer, Jean Bodin defined absolute rule: The political philosopher Jean Bodin was among the first to explain how the PRIMARY SOURCE concept of sovereignty affects The first characteristic of the sovereign is the power to make general and special laws, but— and this qualification is important— without the consent of superiors, equals, and law. Bodin identified three types of or inferiors. If the prince requires the consent of superiors, then he is a subject himself; political systems— monarchy, aristocracy, if that of equals, he shares his authority with others; if that of his subjects, senate or and democracy. Bodin preferred a people, he is not sovereign. combination of monarchy and represen- JEAN BODIN, Six Books on the State tative assembly. Crises Lead to Absolutism The was a period of great upheaval in Europe. Religious and territorial conflicts between states led to almost continuous warfare. This caused to build huge armies and to levy even heavier taxes on an already suffering population. These pressures in turn brought about widespread unrest. Sometimes peasants revolted. In response to these crises, monarchs tried to impose order by increasing their own power. As absolute rulers, they regulated everything from religious worship to social gatherings. They created new government bureaucracies to control their countries’ economic life. Their goal was to free themselves from the limitations imposed by the nobility and by representative bodies such as Parliament. Only with such freedom could they rule absolutely, as did the most famous monarch of his time, Louis XIV of France. You’ll learn more about him in the next section.

SECTION1 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 1 ASSESSMENT • Philip II • absolute monarch • divine right Have students work in pairs or small USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING groups to answer the questions. As 2. Which condition is probably 3. What is the significance of 6. DRAWING CONCLUSIONS What does the art described in they share answers, have them refer most necessary for a monarch England’ s defeat of the Spanish this section reveal about the cultures of Spain and the to gain power? Why? Armada? Netherlands? to information in the text that supports 4. Why did the Dutch revolt 7. ANALYZING CAUSES What role did religion play in the their responses. conditions conditions against Spain? struggle between the Spanish and the Dutch? Formal Assessment 5. Why did absolute monarchs 8. MAKING INFERENCES How did the lack of a middle class absolute monarch believe that they were justified contribute to the decline of Spain’ s economy? • Section Quiz, p. 331 in exercising absolute power? 9. WRITING ACTIVITY ECONOMICS Write a comparison- contrast paragraph on the economies of Spain and the conditions conditions Netherlands around 1600. RETEACH Use the Guided Reading activity to review the main ideas of the section. INTERNET ACTIVITY Use the Internet to identify the religious affiliations of people in Spain INTERNET KEYWORD In-Depth Resources: Unit 5 and in the Netherlands today. Create a graph for each country showing ; religion in • Guided Reading, p. 1 the results of your research. the Netherlands • Reteaching Activity, p. 20 Absolute Monarchs in Europe 595

ANSWERS

1. Philip II, p. 589 • absolute monarch, p. 594 • divine right, p. 594 2. Sample Answer: Conditions— Decline of 6. Possible Answer: Religion and the monarchy 9. Rubric Paragraphs should feudalism, colonial wealth, religious were central to Spanish culture. Merchants, • use specific details to support ideas. conflicts, territorial conflicts. Most necessary civic leaders, and the middle class were • draw a conclusion about which country had condition— Decline of feudalism, because local prominent in the culture of the Netherlands. the stronger economy. rulers had to become weak for a single figure 7. Philip II thought it his duty to defend to become monarch and centralize power. Catholicism and tried to crush Protestantism 3. It weakened Spain and opened the way for in the Netherlands. Rubric Graphs should more European ventures in the Americas. 8. There were few businesspeople to stimulate • follow standard graphing conventions. 4. because Philip II raised taxes and tried to economic growth at home or to promote • cite sources. crush Protestantism trade abroad. 5. because they believed their power was God-given Teacher’s Edition 595 wh10te-052102-0596-0602 9/8/03 12:10 PM Page 596

LESSON PLAN 2 OBJECTIVES Marriage of Louis XIV to Marie Thérèse Statue of Louis XIV, Lyon, France • Describe conflicts in Europe. of Austria. Artist unknown • Analyze ideas of important French thinkers. The Reign of Louis XIV • Explain Louis XIV’ s policies and characterize the style of his court. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe France’ s disastrous wars. POWER AND AUTHORITY After Louis’ s abuse of power led to • Edict of • intendant a century of and riots, France revolution that would inspire the Nantes • Jean Baptiste was ruled by Louis XIV, the most call for democratic government • Cardinal Colbert FOCUS & MOTIVATE powerful monarch of his time. throughout the world. Richelieu • War of the In this section, students will learn about • skepticism Spanish • Louis XIV Succession Louis XIV’ s patronage of the arts. Ask students if the U.S. government supports SETTING THE STAGE In 1559, King Henry II of France died, leaving four the arts. (Students might mention the young sons. Three of them ruled, one after the other, but all proved incompetent. National Endowment for the Arts.) The real power behind the throne during this period was their mother, Catherine de Mé dicis. Catherine tried to preserve royal authority, but growing conflicts between Catholics and —French Protestants—rocked the country. INSTRUCT Between 1562 and 1598, Huguenots and Catholics fought eight religious wars. Religious Wars and Chaos spread through France. Power Struggles TAKING NOTES Religious Wars and Power Struggles Following Chronological In 1572, the St. Bartholomew’s Day Massacre in Paris sparked a six-week, Critical Thinking Order Use a time line to list the major events of nationwide slaughter of Huguenots. The massacre occurred when many • In what way might marriage become Louis XIV’s reign. Huguenot nobles were in Paris. They were attending the marriage of Catherine’s a political tool of royal families? daughter to a Huguenot prince, Henry of . Most of these nobles died, but (Possible Answer: Royalty might marry 1643 1715 Henry survived. the royalty or nobility of other states.) Henry of Navarre Descended from the popular medieval king Louis IX, Henry • How did the religious attitudes of was robust, athletic, and handsome. In 1589, when both Catherine and her last Henry IV and Philip II differ? (Possible son died, Prince Henry inherited the throne. He became Henry IV, the first king Answer: Philip II was hostile toward of the Bourbon in France. As king, he showed himself to be decisive, fearless in battle, and a clever politician. non-Catholics. Henry IV tolerated Many Catholics, including the people of Paris, opposed Henry. For the sake of religious differences and converted his war-weary country, Henry chose to give up Protestantism and become a for political reasons.) Catholic. Explaining his conversion, Henry reportedly declared, “Paris is well In-Depth Resources: Unit 5 worth a mass.” • Guided Reading, p. 2 (also in Spanish) In 1598, Henry took another step toward healing France’s wounds. He declared that the Huguenots could live in peace in France and set up their own houses of worship in some cities. This declaration of religious toleration was TEST-TAKING RESOURCES called the Edict of Nantes. Aided by an adviser who enacted wise financial policies, Henry devoted his Test Generator CD-ROM reign to rebuilding France and its prosperity. He restored the French monarchy Strategies for Test Preparation to a strong position. After a generation of war, most French people welcomed peace. Some people, however, hated Henry for his religious compromises. In Test Practice Transparencies, TT76 1610, a fanatic leaped into the royal carriage and stabbed Henry to death. Online Test Practice 596 Chapter 21

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 5 In-Depth Resources: Unit 5 • Two Views of Versailles • Guided Reading, p. 2 • Guided Reading, p. 2 Formal Assessment • Building Vocabulary, p. 6 • Section Quiz, p. 332 • Reteaching Activity, p. 21 eEdition CD-ROM Reading Study Guide, p. 195 ENGLISH LEARNERS Power Presentations CD-ROM Reading Study Guide Audio CD Electronic Library of Primary Sources In-Depth Resources in Spanish • Two Views of Versailles • Guided Reading, p. 146 GIFTED AND TALENTED STUDENTS classzone.com Reading Study Guide (Spanish), p. 195 In-Depth Resources: Unit 5 Reading Study Guide Audio CD (Spanish) • Primary Source: Louis XIV’s Advice to His Son, p. 10 • Literature: from The Cat and the King, p. 14

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Louis XIII and After Henry IV’s death, CHAPTER 21 • Section 2 his son Louis XIII reigned. Louis was a weak king, but in 1624, he appointed a strong minister who made up for all of Louis’s weaknesses. Cardinal Richelieu (RIHSH• uh• LOO) became, in effect, the ruler of France. For several years, he had been a hard-working More About . . . leader of the in France. Although he tried sin- cerely to lead according to moral principles, he was also ambi- The Bourbons tious and enjoyed exercising authority. As Louis XIII’s minister, The Bourbons are one of the most he was able to pursue his ambitions in the political arena. famous ruling in Europe. Richelieu took two steps to increase the power of the A. Answer By tak- Beginning with Henry IV, a number of ing away their forti- Bourbon monarchy. First, he moved against Huguenots. He French kings came from this family. believed that Protestantism often served as an excuse for fications, he Bourbons also held royal in Spain, lessened the political conspiracies against the Catholic king. Although chance they could Richelieu did not take away the Huguenots’ right to worship, , and other parts of Europe. The defy the king; by he forbade Protestant cities to have walls. He did not want current king of Spain, , relying on middle- them to be able to defy the king and then withdraw behind is a Bourbon. class officials, he made the king strong defenses. more independent Second, he sought to weaken the nobles’ power. Richelieu of nobles. ordered nobles to take down their fortified castles. He increased the power of government agents who came from the Writers Turn Toward Making middle class. The king relied on these agents, so there was Skepticism Inferences less need to use noble officials. ▲ Cardinal How did Richelieu also wanted to make France the strongest state in Europe. The great- Richelieu Critical Thinking Richelieu’ s actions probably est obstacle to this, he believed, was the Hapsburg rulers, whose lands surrounded had himself • How might political and religious toward Huguenots France. The Hapsburgs ruled Spain, Austria, the Netherlands, and parts of the Holy and the nobility portrayed in leaders have reacted to the work of Roman Empire. To limit Hapsburg power, Richelieu involved France in the Thirty a standing strengthen the Montaigne? (Possible Answer: Both monarchy? Years’War. position in this painting to groups would likely have felt threat- underscore his ened by Montaigne’ s notion that Writers Turn Toward Skepticism role as ruler. could never know the truth As France regained political power, a new French intellectual movement devel- for certain.) oped. French thinkers had witnessed the religious wars with horror. What they saw • Ask students whether Descartes’ s turned them toward skepticism, the idea that nothing can ever be known for cer- tain. These thinkers expressed an attitude of doubt toward churches that claimed to response to the challenges of skeptics have the only correct set of doctrines. To doubt old ideas, skeptics thought, was the such as Montaigne put an end to first step toward finding truth. the skeptics’ arguments. (Possible Montaigne and Descartes Michel de Montaigne lived during the worst years of Answer: No—Philosophers still debate the French religious wars. After the death of a dear friend, Montaigne thought the nature of truth.) deeply about life’s meaning. To communicate his ideas, Montaigne developed a new form of literature, the essay. An essay is a brief work that expresses a person’s thoughts and opinions. In one essay, Montaigne pointed out that whenever a new belief arose, it replaced an old belief that people once accepted as truth. In the same way, he went on, the new belief would also probably be replaced by some different idea in the future. For these reasons, Montaigne believed that humans could never have abso- lute knowledge of what is true. Another French writer of the time, René Descartes, was a brilliant thinker. In his Meditations on First Philosophy, Descartes examined the skeptical argument that one could never be certain of anything. Descartes used his observations and his reason to answer such arguments. In doing so, he created a philosophy that influ- enced modern thinkers and helped to develop the scientific method. Because of Absolute Monarchs in Europe 597

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CHAPTER 21 GUIDED READING The Reign of Louis XIV DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 2

A. Clarifying As you read about the French monarchy, write notes to answer the questions.

Wars between the Huguenots and Catholics create chaos in France. 1. How did Henry of Navarre end the crisis and restore Montaigne and Descartes order?

2. How did Cardinal Richelieu strengthen the French Class Time 15 minutes skepticism? (Churches would claim that their beliefs monarchy? 3. What effect did the religious wars have on French Task Answering questions about the text are certain and true.) intellectuals?

Louis XIV became the most powerful monarch of his time. 4. What is an essay? (a short work that tells a person’ s 4. What steps did Jean Baptiste Purpose To help students focus on what they are reading Colbert take to turn France into an economic power?

5. In what ways did Louis XIV Instructions Ask students the following questions after thoughts and opinions) support the arts?

6. Why did Louis fail in his attempts to expand the reading “ Writers Turn Toward Skepticism” on pp. 597– 598.5. According to Montaigne, what evidence is there that French Empire? 7. What was the legacy of humans can never know the truth absolutely? (Ideas Louis XIV? 1. How did religious wars between Huguenots © McDougal Littell Inc. All rights reserved.

that were once accepted as true are constantly B. Summarizing On the back of this paper, define the terms skepticism and (Protestants) and Catholics affect French thinkers? intendant. (Many turned to skepticism.) replaced by new ones.) 2 Unit 5, Chapter 21 2. What is skepticism? (the idea that nothing is known 6. Was Descartes a skeptic? (No—He challenged In-Depth Resources: Unit 5 for certain) their arguments.) 3. What would churches have said about the ideas of For help with the section, have students complete the chart in in the Guided Reading activity. Teacher’s Edition 597 wh10te-052102-0596-0602 9/8/03 12:11 PM Page 598

CHAPTER 21 • Section 2 this, he became an important figure in the Enlightenment, which you will read about in Chapter 22.

Louis XIV to Power History Makers The efforts of Henry IV and Richelieu to strengthen the French monarchy paved the way for the most powerful ruler Louis XIV in French history—Louis XIV. In Louis’s view, he and the state were one and the same. He reportedly boasted, “L’état, Why might a leader’ s height be c’est moi,” meaning “I am the state.” Although Louis XIV important? (Possible Answer: Tall became the strongest king of his time, he was only a four- leaders who appear physically powerful year-old boy when he began his reign. might inspire more confidence.) Louis, the Boy King When Louis became king in 1643 As king, Louis XIV worked hard and paid after the death of his father, Louis XIII, the true ruler of great attention to the smallest details France was Richelieu’s successor, (MAZ• uh• RAN). Mazarin’s greatest triumph came in 1648, of government. He explained to his son Louis XIV with the ending of the Thirty Years’War. the secrets of his success: “ Two things 1638– 1715 Many people in France, particularly the nobles, hated without doubt were absolutely necessary; Although Louis XIV stood only 5 feet Mazarin because he increased taxes and strengthened the very hard work on my part; and a 5 inches tall, his erect and dignified posture made him appear much central government. From 1648 to 1653, violent anti- wise choice of persons capable of taller. (It also helped that he wore Mazarin riots tore France apart. At times, the nobles who seconding it.” high-heeled shoes.) led the riots threatened the young king’s life. Even after the Louis had very strong likes and violence was over, Louis never forgot his fear or his anger B. Answer Louis In-Depth Resources: Unit 5 dislikes. He hated cities and loved to at the nobility. He determined to become so strong that they increased his power travel through France’ s countryside. • Primary Sources: Louis XIV’s Advice to His could never threaten him again. so no one could The people who traveled with him Son, p. 10 In the end, the nobles’ rebellion failed for three reasons. ever threaten him were at his mercy, however, for he again; the subjects allowed no stopping except for his Its leaders distrusted one another even more than they dis- hoped a strong own comfort. trusted Mazarin. In addition, the government used violent leader would pre- Louis XIV Comes to Power It is small wonder that the vain repression. Finally, peasants and townspeople grew weary vent future turmoil. Louis XIV liked to be called the Sun of disorder and fighting. For many years afterward, the peo- King. He believed that, as with the ple of France accepted the oppressive laws of an absolute Critical Thinking sun, all power radiated from him. Recognizing king. They were convinced that the alternative—rebellion— Effects • What should a government consider was even worse. What effects RESEARCH LINKS For more on did the years of in crafting policies toward different Louis Weakens the Nobles’ Authority When Cardinal Louis XIV, go to classzone.com riots have on Louis religious or ethnic groups? (Possible Mazarin died in 1661, the 22-year-old Louis took control of XIV? on his sub- Answers: potential economic, social, the government himself. He weakened the power of the jects? and political effects; fairness) nobles by excluding them from his councils. In contrast, he • What does Louis XIV’ s use of intendants increased the power of the government agents called intendants, who collected taxes and administered justice. To keep power under central control, he made sure suggest about his approach to that local officials communicated regularly with him. controlling the nobility? (Possible Economic Growth Louis devoted himself to helping France attain economic, polit- Answer: He wanted to offset the nobles’ ical, and cultural brilliance. No one assisted him more in achieving these goals than power by granting more powers to gov- his minister of finance, Jean Baptiste Colbert (kawl• BEHR). Colbert believed in Vocabulary ernment agents.) the theory of . To prevent wealth from leaving the country, Colbert mercantilism: the • Ask students to name drawbacks tried to make France self-sufficient. He wanted it to be able to manufacture every- economic theory to Colbert’ s mercantilism. (Possible thing it needed instead of relying on imports. that nations should protect their home Answer: It prohibited foreign trade, To expand manufacturing, Colbert gave government funds and tax benefits to industries and even when such trade might have been French companies. To protect France’s industries, he placed a high tariff on goods export more than from other countries. Colbert also recognized the importance of colonies, which they import economically beneficial.) provided raw materials and a market for manufactured goods. The French govern- ment encouraged people to migrate to France’s in Canada. There the fur trade added to French trade and wealth. 598 Chapter 21

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CHAPTER 21 Section 2 (pages 596–602) TÉRMINOS Y NOMBRES Edicto de Nantes Orden que dio a los hugonotes el derecho a vivir en paz The Reign of Louis XIV en la católica DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS cardenal Richelieu Primer ministro francés que redujo el poder de los ANTES DE LEER nobles En la sección anterior, leíste acerca del concepto del escepticismo Creencia de que nada absolutismo. se sabe con seguridad En esta sección, leerás acerca del poder absoluto en Luis XIV Rey francés que fue monarca absoluto Francia. intendente Funcionario del gobierno AL LEER francés Usa la línea cronológica para mostrar importantes Jean Baptiste Colbert Ministro de Understanding How Louis XIV Came to Power Finanzas bajo Luis XIVV acontecimientos en Francia. Guerra de la Sucesión Española Guerra de varios países europeos contra Francia y España, cuando ambas naciones intentaron unir sus tronos Class Time 30 minutes 1562-1598 Term Meaning Examples 1643 Guerras religiosas entre católicos y protestantes Task Creating a chart paved made things easy Richelieu set policies that 1598 1700-1713 Purpose To understand the text on Louis XIV better the way and smooth later helped Louis XIV.

Religious Wars and Power Enrique reconstruyó la economía francesa y llevó la paz a sus tierras. Fue sucedido por su hijo repression a government’s harsh restrictions on the Struggles; Writers Turn Toward Luis XIII, un rey débil. Sin embargo, Luis tenía un Instructions Have students create a chart in which Skepticism (pages 596–598) primer ministro muy capaz: el cardenal ¿Qué cambios Richelieu. Gobernó las tierras en su nombre y treatment of a lives of Huguenots ocurrían en Francia? aumentó el poder de la corona. El cardenal ordenó a los hugonotes que no they define challenging words and phrases from Entre 1562 y 1598, Francia sufrió ocho guerras construyeran murallas alrededor de sus ciudades. religiosas entre católicos y protestantes. Ordenó a los nobles que destruyeran sus castillos. society or group En 1589, un príncipe protestante, Enrique de Así, protestantes y nobles no podían ocultarse Navarra, subió al trono como Enrique IV. En 1593, detrás de las murallas para desafiar el poder del cambió su religión. Se convirtió al catolicismo para rey. Richelieu empleó a la gente de la clase media

the section in their own words and provide an ©All rights reserved. McDougal Littell Inc. complacer a la mayoría de su pueblo. En 1598, pro- —no a los nobles— para trabajar en el gobierno. mulgó la orden Edicto de Nantes. Dio a los Eso también redujo el poder de los nobles. oppressive laws that allowed As absolute monarch, hugonotes —protestantes franceses— el derecho a Los pensadores franceses reaccionaron con ho- example of each. A sample chart is at right. For vivir en paz y a tener sus iglesias en algunas ciudades. rror ante las guerras religiosas. Propusieron una

help, have students use the Reading Study Guide in laws little personal freedom Louis XIV made laws that CHAPTER 21 ABSOLUTE MONARCHS IN EUROPE 195 Spanish for Section 2. kept people quiet and obedient. Reading Study Guide: Spanish Translation successor a person who takes Cardinal Mazarin was over the leadership Richelieu’s successor. 598 Chapter 21 wh10te-052102-0596-0602 9/8/03 12:11 PM Page 599

After Colbert’s death, Louis announced a policy that slowed France’s economic CHAPTER 21 • Section 2 progress. In 1685, he canceled the Edict of Nantes, which protected the religious freedom of Huguenots. In response, thousands of Huguenot artisans and business people fled the country. Louis’s policy thus robbed France of many skilled workers.

The Sun King’s Grand Style The Sun King’s Grand Style In his personal finances, Louis spent a fortune to surround himself with luxury. For example, each meal was a feast. An observer claimed that the king once devoured Critical Thinking four plates of soup, a whole pheasant, a partridge in garlic sauce, two slices of ham, • Why might nobles tolerate Louis XIV’ s a salad, a plate of pastries, fruit, and hard-boiled eggs in a single sitting! Nearly 500 high expectations? (Louis had cooks, waiters, and other servants worked to satisfy his tastes. ▼ Though full of power over their incomes and their Louis Controls the Nobility Every morning, the chief valet woke Louis at 8:30. errors, Saint- social status.) Outside the curtains of Louis’s canopy bed stood at least 100 of the most privileged Simon’ s memoirs provide valuable • How might different classes of French nobles at court. They were waiting to help the dress. Only four would be insight into Louis people have reacted to the opulence allowed the honor of handing Louis his slippers or holding his sleeves for him. XIV’ s character of Versailles? (Possible Answers: Meanwhile, outside the bedchamber, lesser nobles waited in the palace halls and and life at Merchants did not object as long as hoped Louis would notice them. A kingly nod, a glance of approval, a kind word— Versailles. Louis provided economic stability. these marks of royal attention determined whether a noble succeeded or failed. A duke recorded how Louis turned against nobles who did not come to court The poor might have been either awed to flatter him: or resentful. The nobility probably enjoyed Versailles’ s luxury, while it PRIMARY SOURCE is likely that the clergy disapproved Analyzing He looked to the right and to the left, not only upon rising but upon of its decadence.) Primary Sources going to bed, at his meals, in passing through his apartments, or his How did Louis’ s gardens. . . . He marked well all absentees from the Court, found out the treatment of the reason of their absence, and never lost an opportunity of acting toward nobles reflect his them as the occasion might seem to justify. . . . When their names were belief in his abso- in any way mentioned, “ I do not know them,” the King would reply lute authority? haughtily. More About . . . C. Possible Answer DUKE OF SAINT-SIMON, Memoirs of Louis XIV and the Regency He wanted to con- Moliè re trol the nobles’ Having the nobles at the palace increased royal authority in two ways. lives, so he made It made the nobility totally dependent on Louis. It also took them from their Moliè re’ s comedies ridicule human folly, them live at court, homes, thereby giving more power to the intendants. Louis required hundreds of poking fun at misers, hypocrites, and where he could watch them. nobles to live with him at the splendid palace he built at Versailles, about 11 miles snobs. Those he targeted with his humor southwest of Paris. sometimes took offense. His greatest As you can see from the pictures on the following page, everything about the play, Tartuffe, so angered some Parisians Versailles palace was immense. It faced a huge royal courtyard dominated by a that they called for him to be burned statue of Louis XIV. The palace itself stretched for a distance of about 500 yards. Because of its great size, Versailles was like a small royal city. Its rich decoration at the stake. Louis XIV protected him, and furnishings clearly showed Louis’s wealth and power to everyone who came to however, and supported his work. the palace. Patronage of the Arts Versailles was a center of the arts during Louis’s reign. Louis made opera and ballet more popular. He even danced the role in the bal- let The Sun King. One of his favorite writers was Moliè re (mohl• YAIR), who wrote some of the funniest plays in French literature. Moliè re’s comedies include Tartuffe, which mocks religious hypocrisy. Not since of had there been a European monarch who sup- ported the arts as much as Louis. Under Louis, the chief purpose of art was no longer to glorify God, as it had been in the Middle Ages. Nor was its purpose to glorify human potential, as it had been in the . Now the purpose of art was to glorify the king and promote values that supported Louis’s absolute rule.

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CHAPTER LITERATURE SELECTION from The Cat and the King 21 by Louis Auchincloss COOPERATIVE LEARNING Section 2 The Cat and the King is a work of historical fiction about Louis XIV. The novel’s narrator—Louis de Rouvroy, the second duc de Saint-Simon—is based on a real- life French noble who observed life at the court of Louis XIV and recorded in his memoirs all that he saw and felt about the reign of the Sun King. The following excerpt, which is drawn from an incident that actually happened, takes place shortly after Saint-Simon has married Gabrielle. What impressions of Louis XIV and life at Versailles does this passage convey?

abrielle’s first substantial contribution to my ever since I first came to court. I admired him Gcareer at court was in the affair of the alms without reserve and had even once offered to marry Dramatizing the Court of Louis XIV bag. It was the custom after mass for the young any one of his eight daughters. Fortunately for me duchesse de Bourgogne, the king’s grand-daughter- and Gabrielle, the oldest had wished to take holy in-law, who, as we had lost both queen and orders, the second had been a cripple and the rest dauphine, was the first lady of France, to ask a too young. duchess to pass a velvet purse for contributions to “I think you ought to know,” Beauvillier told the church. The “Lorrainers,” members of the House me, “that the king spoke of you this morning at the Class Time 35 minutes duc de Saint-Simon; the duchesse Gabrielle, wife of Louis of Guise, who should have ranked with us as peers, end of the council. He said that ever since you had were always claiming a higher position as “foreign resigned your commission, you have been obsessed princes,” based on silly titles bestowed on them by with petty questions of rank and precedence.” the Holy because of scraps of “Oh, he remembered about my commission?” de Rouvroy; the duc de Beauvillier; or Louis XIV. Before land held along the border. I now learned the latest I had left the army, two years before, to devote Task Making a recording for a radio play outrage: that their ladies were claiming exemption myself to the court. from the almsbag duty. There was nothing for me “The king remembers everything.” to do but organize the to make a similar “Then I wish he would remember the countless claim. disloyalties of the Lorrainers!” making their recordings, students should spend time “But who will pass the alms bag?” Gabrielle “If he doesn’t appear to, you can be sure he has asked me. a reason. In any case, he wishes me to convey to Purpose To familiarize students with life in you his desire that the duchesse de Saint-Simon “How should I know? Perhaps some simple gentlewoman.” should pass the alms bag on Monday.” “But if the duchess asks me?” I hesitated. “Is that an order, sir?” rehearsing to identify potential problems. For example, the “Is the king’s desire not always an order?” “If she asks you, of course, you must. But she Louis XIV’ s court can’t ask you if you’re not there. What I’m saying is “Very well. But surely I need not be present. He that the duchesses should abstain from mass.” will not require me to assist at my own humiliation?” “Won’t it anger the king?” “That is up to you.” person playing Louis de Rouvroy will need to perform “I can’t help that, my dear. It’s the Lorrainers he “Ah, but, my dear, may I make a suggestion?” should be mad at. They’ve been an infernal nui- I turned to Gabrielle in mild surprise. It was sance ever since the days of the League. Why a not like her to intervene in my conversation with an Instructions Divide students into groups of four. Have older person. “Certainly.” monarch who’s so sensitive to treason should put up with them, I can’t conceive.” “Request an audience with the king! Tell him both dialogue and interior monologue. Students should Gabrielle, I had to admit, was correct about the you raised the issue of the alms bag only because king’s reaction. After the first day, when half the you thought it was one in which he was not con- duchesses at court absented themselves from mass, cerned. But now that you know he wants me to

them read the Literature Selection from The Cat and the © McDougal Littell Inc. All rights reserved. the duc de Beauvillier sent for me, and Gabrielle carry the bag, you are not only proud but honored!” decide how to differentiate these two voices. Because and I went at once to his apartment in the north I looked into her anxious eyes with even greater wing. The duke, who, as I have indicated, was the surprise. Then I turned to the old duke. only peer in the king’s council, was an old friend of “Do it, Saint-Simon!” he exclaimed with a King, by Louis Auchincloss, in In-Depth Resources: Unit 5. my parents and had been my guide and mentor laugh. “And be thankful for a smart little wife.” most of the speaking is done by Louis de Rouvroy, the After they read the selection, tell students that they are 14 Unit 5, Chapter 21 other members of the group can operate the tape going to make a recording of the piece as a mock radio recorder, make observations, and offer suggestions about In-Depth Resources: Unit 5 broadcast. Each member of the group should portray one how to improve the recording. of the story’ s characters: Louis de Rouvroy, the second Teacher’s Edition 599 CHAPTER 21 • Section 2

The Palace at Versailles Historyin Louis XIV’s palace at Versailles was proof of his absolute power. Depth Only a ruler with total control over his country’s economy could afford such a lavish palace. It cost an estimated $2.5 billion in 2003 dollars. Louis XIV was also able to force 36,000 laborers and 6,000 OBJECTIVES horses to work on the project. • Explain how the palace at Versailles reflects the political system of 17th-century France. • Identify some of the palace’s major features. INSTRUCT

As students read about and study photo- It took so much water to run all graphs of Versailles, ask them to think the fountains at once that it was done only for special events. On about what they have learned about other days, when the king absolutism. Encourage them to consider Many people consider the Hall of Mirrors the most walked in the garden, servants how different features of Versailles might beautiful room in the palace. Along one wall are would turn on fountains just The gardens at Versailles remain beautiful 17 tall mirrors. The opposite wall has 17 windows before he reached them. today. Originally, Versailles was built with: have both reflected and strengthened the that open onto the gardens. The hall has gilded The fountains were turned off • 5,000 acres of gardens, lawns, and woods power of Louis XIV. statues, crystal chandeliers, and a painted ceiling. after he walked away. • 1,400 fountains

More About . . .

Building the Palace A small, unfashionable hunting lodge built on a sandy, shifting hill by Louis XIV’s father stood on the site chosen for Versailles. Louis insisted, over his architect’s objections, on leaving the lodge and building around it. Versailles was the love of Louis’s life. Whenever he was away from it, he required daily reports on the progress of the building. He continued to add to and improve the palace until he died, and he probably never saw it completely free of scaffolding. Electronic Library of Primary Sources SKILLBUILDER: Interpreting Visuals 1. Analyzing Motives Why do you think Louis XIV believed he needed such a large and luxurious palace? • Two Views of Versailles Explain what practical and symbolic purposes Versailles might have served. 2. Developing Historical Perspective Consider the amount of money and effort that went into the construction of this extravagant palace. What does this reveal about the way 17th-century French society viewed its king? 600

Interactive Students can learn more about Versailles by exploring the SKILLBUILDER: ANSWERS interactive version of this feature on the eEdition. 1. Analyzing Motives 2. Developing Historical Perspective Possible Answer: Practically, it was a place to Possible Answer: It shows that French society house the court and to entertain foreign visitors. accepted the idea that the king was far above Symbolically, it made Louis XIV seem almost everyone else and that he deserved whatever like a god. luxuries he desired.

600 Chapter 21 Louis Fights Disastrous Wars CHAPTER 21 • Section 2 Under Louis, France was the most powerful country in Europe. In 1660, France had about 20 million people. This was four times as many as England and ten times as many as the . The French army was far ahead of other states’ armies in size, training, and weaponry. Louis Fights Disastrous Wars Attempts to Expand France’s Boundaries In 1667, just six years after Mazarin’s death, Louis invaded the Spanish Netherlands in an effort to expand France’s Critical Thinking boundaries. Through this campaign, he gained 12 towns. Encouraged by his suc- • Ask students what factors, besides cess, he personally led an army into the Dutch Netherlands in 1672. The Dutch the threat of another power, might saved their country by opening the dikes and flooding the countryside. This was the same tactic they had used in their revolt against Spain a century earlier. The war be needed to establish a “balance ended in 1678 with the Treaty of . France gained several towns and a of power.” (Possible Answer: Skillful region called Franche-Comté. diplomacy would be needed to Louis decided to fight additional wars, but his luck had run out. By the end of overcome the competing interests the , a Europeanwide alliance had formed to stop France. By banding of the different states.) together, weaker countries could match France’s strength. This defensive strategy • Why might Britain be considered the was meant to achieve a balance of power, in which no single country or group of big winner during the War of the countries could dominate others. Spanish Succession? (Possible Answer: In 1689, the Dutch prince William of became the king of England. He joined the League of Augsburg, which consisted of the Austrian Hapsburg Britain came out of the war with new, emperor, the kings of and Spain, and the leaders of several smaller strategic territory and trade.) European states. Together, these countries equaled France’s strength. ▼ The painting below shows Recognizing France at this time had been weakened by a series of poor harvests. That, added the Battle of Effects to the constant warfare, brought great suffering to the French people. So, too, did Denain, one of How did new taxes, which Louis imposed to finance his wars. the last battles Louis’s wars against More About . . . War of the Spanish Succession Tired of hardship, the French people longed for fought during weaker countries the War of the backfire? peace. What they got was another war. In 1700, the childless king of Spain, Charles II, died after promising his throne to Louis XIV’s 16-year-old grandson, Spanish D. Answer He Succession. motivated his ene- Philip of Anjou. The two greatest powers in After nearly 300 years of British rule, mies to band Europe, enemies for so long, were now both ruled Gibraltar remains a together and by the French Bourbons. of the United Kingdom. Recently, officials thereby become strong enough to Other countries felt threatened by this increase from both countries have struggled to rival France. in the Bourbon dynasty’s power. In 1701, England, work out a plan for joint sovereignty. Austria, the Dutch Republic, Portugal, and several However, these negotiations were German and Italian states joined together to pre- complicated in November 2002 when vent the union of the French and Spanish thrones. The long struggle that followed is known as the 99 percent of Gibraltar’s people voted War of the Spanish Succession. in a referendum to remain British. The costly war dragged on until 1714. The Treaty of was signed in that year. Under its terms, Louis’s grandson was allowed to remain king of Spain so long as the thrones of France and Spain were not united. The big winner in the war was Great Britain. From Spain, Britain took Gibraltar, a fortress that controlled the entrance to the Mediterranean. Spain also granted a British company an asiento, permission to send enslaved Africans to Spain’s American colonies. This increased Britain’s involvement in trading enslaved Africans.

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The War of the Spanish Succession Class Time 35 minutes that they want users to access, such as: images of individuals, battles, and Task Creating a design for an interactive time line artifacts; animated maps; graphs; charts; primary and secondary sources; Purpose To provide students with an in-depth knowledge of the War of and links to related sites. After they have developed a preliminary design the Spanish Succession students should use the library or the Internet to find images and informa- tion. As they refine their designs, they should begin to consider more Instructions Divide students into small groups. Tell students that they will detailed questions, such as how they will show the relative importance of be creating a design for an interactive time line of the War of the Spanish events, and how much detail is appropriate. Succession. Students should begin by making a list of elements

Teacher’s Edition 601 CHAPTER 21 • Section 2 In addition, France gave Britain the North Debt of the Royal Family, 1643–1715 American territories of and Newfoundland, and abandoned claims to the 2,000 Hudson Bay region. The Austrian Hapsburgs 1,800 took the Spanish Netherlands and other History from Visuals 1,600 Spanish lands in Italy. and were 1,400 recognized as kingdoms. Interpreting the Graph 1,200 Louis’s Death and Legacy Louis’s last years Point out that the graph gives the num- 1,000 were more sad than glorious. Realizing that his bers of livres in millions. So 1,200 means 800 wars had ruined France, he regretted the suffer-

1.2 billion livres. Livres (in millions) 600 ing he had brought to his people. He died in 400 Extension Have students determine the bed in 1715. of his death prompted 200 rejoicing throughout France. The people had equivalent in 1992 U.S. dollars of the 0 had enough of the Sun King. 1643 1648 1661 1683 1699 1708 1715 royal debt in 1708. (about $12.6 billion) Louis left a mixed legacy to his country. On A livre is equal to approximately $10.50 in 1992 U.S. dollars. the positive side, France was certainly a power SKILLBUILDER Answers Source: 1560–1715 to be reckoned with in Europe. France ranked 1. Comparing about five times greater SKILLBUILDER: Interpreting Charts above all other European nations in art, litera- 2. Synthesizing about $21 billion 1. Comparing How many times greater was the royal ture, and statesmanship during Louis’s reign. In debt in 1715 than in 1643? addition, France was considered the military 2. Synthesizing What was the royal debt of 1715 equal to in 1992 dollars? leader of Europe. This military might allowed France to develop a strong empire of colonies, which provided resources and goods for trade. On the negative side, constant warfare and the construction of the Palace of Versailles plunged France into staggering debt. Also, resentment over the tax bur- den imposed on the poor and Louis’s abuse of power would plague his heirs—and eventually lead to revolution. Absolute rule didn’t die with Louis XIV. His enemies in Prussia and Austria had been experimenting with their own forms of , as you will learn in Section 3.

ASSESS SECTION2 ASSESSMENT

SECTION 2 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its signific ance. • Edict of Nantes • Cardinal Richelieu • skepticism • Louis XIV • intendant • Jean Baptiste Colbert • War of the Spanish Succession Have pairs of students work together to quiz each other on terms and names. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Formal Assessment 2. Which events on your time 3. What impact did the French 6. SUPPORTING OPINIONS Many historians think of Louis XIV line strengthened the French religious wars have on French as the perfect example of an absolute monarch. Do you • Section Quiz, p. 332 monarchy? Which weakened thinkers? agree? Explain why or why not. it? 4. How did Jean Baptiste Colbert 7. RECOGNIZING EFFECTS How did the policies of Colbert intend to stimulate economic and Louis XIV affect the French economy? Explain both RETEACH 1643 1715 growth in France? positive and negative effects. To help students review the section, have 5. What was the result of the War 8. SYNTHESIZING To what extent did anti-Protestantism of the Spanish Succession? contribute to Louis’s downfall? them make a time line of key events. 9. WRITING ACTIVITY POWER AND AUTHORITY Write a In-Depth Resources: Unit 5 character sketch of Louis XIV. Discuss his experiences and character traits. • Reteaching Activity, p. 21

CONNECT TO TODAY CREATING AN ORAL PRESENTATION Research to find out what happened to Versailles after Louis’s death and what its function is today. Then present your findings in an oral presentation.

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1. Edict of Nantes, p. 596 • Cardinal Richelieu, p. 597 • skepticism, p. 597 • Louis XIV, p. 598 • intendant, p. 598 • Jean Baptiste Colbert, p. 598 • War of the Spanish Succession, p. 601 2. Sample Answer: Strengthened—1643, Louis economy, regulated worship, weakened the • describe Louis’s behavior at court. XIV becomes king; 1661, Louis takes control of nobility, built a magnificent palace to show • give examples of his interests. government; Weakened—1701–1713, War of his power. • draw conclusions about his character. Spanish Succession. 7. Helped—Built up and protected French CONNECT TO TODAY 3. It turned them toward skepticism. industries; Hurt—Drove out Huguenots and Rubric Oral presentations should 4. with mercantilist policies to make France overspent on buildings and wars. • mention the destruction of Versailles during self-sufficient 8. Canceling the Edict of Nantes cost France the . 5. France and Spain were not allowed to unite; many skilled workers, and wars against • explain that the treaty ending I was Britain gained Gibraltar; Austrian Hapsburgs Protestant countries damaged the signed at Versailles. took Spanish Netherlands. French economy. • refer to the of Versailles in the 6. Possible Answer: Agree—He controlled the 9. Rubric Character sketches should 1900s and its use today as a museum. 602 Chapter 21 wh10te-052103-0603-0607 9/8/03 12:08 PM Page 603

LESSON PLAN 3 Marriage of Louis XIV to Marie Thérèse Statue of Louis XIV, Lyon, France OBJECTIVES of Austria. Artist unknown • Describe the Thirty Years’ War. • Explain the growth of central Central European Monarchs Clash European states. • Identify conflicts between Prussia MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES and Austria.

POWER AND AUTHORITY After Prussia built a strong military • Thirty Years’ • Frederick a period of turmoil, absolute tradition in Germany that War the Great FOCUS & MOTIVATE monarchs ruled Austria and the contributed in part to world • Maria • Seven Years’ Germanic state of Prussia. wars in the 20th century. Theresa War Ask students if they are familiar with the Seven Years’ War.(Some students may recall from their study of American his- For a brief while, the German rulers appeared to have SETTING THE STAGE tory that the French and Indian War was settled their religious differences through the Peace of Augsburg (1555). They had agreed that the faith of each prince would determine the religion of his sub- the American phase of this conflict.) jects. Churches in Germany could be either Lutheran or Catholic, but not Calvinist. The peace was short-lived—soon to be replaced by a long war. After INSTRUCT the Peace of Augsburg, the Catholic and Lutheran princes of Germany watched each other suspiciously. The Thirty Years’ War

The Thirty Years’ War TAKING NOTES Critical Thinking Comparing Use a chart to Both the Lutheran and the Catholic princes tried to gain followers. In addition, compare • How might Catholic Church officials both sides felt threatened by , which was spreading in Germany and with . have reacted to Richelieu’ s and gaining many followers. As tension mounted, the Lutherans joined together in the Compare their years of Mazarin’ s actions during the Thirty in 1608. The following year, the Catholic princes formed the reign, foreign policy, and success in war. Years’ War?(Possible Answer: might . Now, it would take only a spark to set off a war. have worried over French troops fight- Bohemian Protestants Revolt That spark came in 1618. The future Holy Maria Frederick ing on the side of Protestants) Roman emperor, Ferdinand II, was head of the Hapsburg family. As such, he Theresa the Great • Is religion a major factor in conflicts ruled the Czech kingdom of . The Protestants in Bohemia did not trust Ferdinand, who was a foreigner and a Catholic. When he closed some Protestant today? (Students may mention the role churches, the Protestants revolted. Ferdinand sent an army into Bohemia to crush of religion in conflicts in the Middle the revolt. Several German Protestant princes took this chance to challenge their East and the former Yugoslavia.) Catholic emperor. In-Depth Resources: Unit 5 Thus began the Thirty Years’ War, a conflict over religion and territory and • Guided Reading, p. 3 (also in Spanish) for power among European ruling families. The war can be divided into two main phases: the phase of Hapsburg triumphs and the phase of Hapsburg defeats. Hapsburg Triumphs The Thirty Years’War lasted from 1618 to 1648. During TEST-TAKING RESOURCES the first 12 years, Hapsburg armies from Austria and Spain crushed the troops Test Generator CD-ROM hired by the Protestant princes. They succeeded in putting down the Czech upris- ing. They also defeated the German Protestants who had supported the . Strategies for Test Preparation Ferdinand II paid his army of 125,000 men by allowing them to plunder, or rob, Test Practice Transparencies, TT77 German villages. This huge army destroyed everything in its path. Hapsburg Defeats The Protestant of Sweden and his disci- Online Test Practice plined army of 23,000 shifted the tide of war in 1630. They drove the Hapsburg

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ALL STUDENTS Reading Study Guide (Spanish), p. 197 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 5 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources • Guided Reading, p. 3 • from Essay on Forms of Government • Geography Application: Old and New STRUGGLING READERS Powers, p. 8 In-Depth Resources: Unit 5 • History Makers: Maria Theresa, p. 17 • Guided Reading, p. 3 eEdition CD-ROM Formal Assessment • Building Vocabulary, p. 6 • Section Quiz, p. 333 • Geography Application: Old Empires and New Power Presentations CD-ROM Powers, p. 8 Electronic Library of Primary Sources ENGLISH LEARNERS • Reteaching Activity, p. 22 • from Essay on Forms of Government In-Depth Resources in Spanish Reading Study Guide, p. 197 classzone.com • Guided Reading, p. 147 Reading Study Guide Audio CD • Geography Application: Old Empires and New Powers, p. 151 Teacher’s Edition 603 wh10te-052103-0603-0607 9/8/03 12:08 PM Page 604

CHAPTER 21 • Section 3 armies out of . However, Gustavus Adolphus was killed in battle in 1632. Cardinal Richelieu and Cardinal Mazarin of France dominated the remaining years of the war. Although Catholic, these two cardinals feared the Hapsburgs more than the Protestants. They did not want other European rulers to have as much More About . . . power as the French king. Therefore, in 1635, Richelieu sent French troops to join the German and Swedish Protestants in their struggle against the Hapsburg armies. Gustavus Adolphus Peace of The war did great damage to Germany. Its population Gustavus entered the Thirty Years’ War at dropped from 20 million to about 16 million. Both trade and agriculture were dis- a time when Catholic forces threatened rupted, and Germany’s economy was ruined. Germany had a long, difficult recov- to cross the and attack ery from this devastation. That is a major reason it did not become a unified state Protestant Sweden. His brilliant military until the . A. Possible Answer tactics saved Sweden and helped pre- The (1648) ended the war. The treaty had these important politics, because consequences: they put the needs serve Protestant . • weakened the Hapsburg states of Spain and Austria; of their king ahead Gustavus was also a skilled administrator of the fight against • strengthened France by awarding it German territory; Protestantism and is considered the founder of the • made German princes independent of the ; modern Swedish state. • ended religious wars in Europe; • introduced a new method of peace negotiation whereby all participants meet Drawing Conclusions to settle the problems of a war and decide the terms of peace. This method is Judging from still used today. their actions, do History from Visuals Beginning of Modern States The treaty thus abandoned the idea of a Catholic you think the two empire that would rule most of Europe. It recognized Europe as a group of equal, French cardinals were motivated Interpreting the Map independent states. This marked the beginning of the modern state system and was more by religion or the most important result of the Thirty Years’War. politics? Why? Have students examine the main map and inset map. Ask what the two maps

show. (Europe after the war; population SWEDEN losses in the ) Have Europe After the Thirty Years’ War, 1648 The Holy students explain how population data Roman Empire

24°E 32°E 40°E 0° IRELAND ° are shown. 8 E 16°E ° ENGLAND 50 N ° PRUSSIA Extension Have students look at the 8 W

London UNITED RG Population Losses BE political map of Europe in the atlas. Ask NETH. BRANDEN Warsaw 0 100 Miles P OM ER them to identify ways that the borders in SPANISHBrussels NETH. ANIA G 0 200 Kilometers R BE POLAND EN SMALL BRUNSWICK ND Europe today differ from those in 1648. BRA POLAND Seine R. GERMAN ATLANTIC Paris STATES BOHEMIA SAXONY SILESIA OCEAN SKILLBUILDER Answers Loire R. BOHEMIA 1. Place Austria, Denmark, England, PA FRANCE AUSTRIA Buda LA TIN TIROL ATE SWITZ. HUNGARY Y France, Hungary, Ireland, the BAVARIA R A G SAVOY N U Netherlands, Poland, Portugal, Spain, ITALIAN H STATES Up to 15% 34–66% The Holy , Sweden Danube R. 15–33% Over 66% Roman Empire 2. Region , , PORTUGAL ANDORRA PAPAL Tagus R. STATES OTTOMAN EMPIRE Silesia, the Palatinate Rome SPAIN 0 250 Miles

0 500 Kilometers Interactive Students can access an GEOGRAPHY SKILLBUILDER: Interpreting Maps interactive version of this map on 1. Place Name at least five modern European countries that existed at the end of the Thirty Years’ War. 2. Region Refer to the inset map. Which regions lost the most population in the Thirty Years’ War? the eEdition. 604

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Researching the Thirty Years’ War Class Time 40 minutes adventures of a simpleton during the war. Or they might examine the work Task Examining a primary source and writing an e-mail of French engraver Jacques Callot, who created a series of engravings Purpose To deepen students’ understanding of historical events with called The Miseries of War (1632– 1633) that show the life of a typical firsthand accounts and interpretations soldier. A final option is Hugo Grotius’On s the Law of War and Peace (1625). Grotius was a Swedish diplomat who responded to the war by Instructions Have students examine the material about the Thirty Years’ writing a treatise that became a foundation of modern . War on pages 603– 604. Then have them study one of the following pri- After they have examined one of these accounts, have students write an mary sources, which are all based on their creators’ firsthand experience of e-mail that recommends it to a friend. E-mails should be at least 300 the war. Students might choose to read part or all of Grimmelhausen’ s words long. Simplicius Simplicissimus (1669), a biting satire recounting the vagabond

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States Form in CHAPTER 21 • Section 3 Strong states formed more slowly in central Europe than in . The major powers of this region were the kingdom of Poland, the Holy Roman Empire, and the Ottoman Empire. None of them was very strong in the mid-1600s. Economic Contrasts with the West One reason for this is that the economy of States Form in Central central Europe developed differently from that of western Europe. During the late Europe Middle Ages, serfs in western Europe slowly won freedom and moved to towns. There, they joined middle-class townspeople, who gained economic power because Critical Thinking of the and the development of capitalism. • Which step taken by the Austrian By contrast, the landowning aristocracy in central Europe passed laws restrict- ing the ability of serfs to gain freedom and move to cities. These nobles wanted to Hapsburgs to become absolute rulers keep the serfs on the land, where they could produce large harvests. The nobles was most important? (Possible Answer: could then sell the surplus crops to western European cities at great profit. creation of a standing army to control Several Weak Empires The landowning nobles in central Europe not only held the nobility and hold on to territories) down the serfs but also blocked the development of strong kings. For example, the • What tactics might a ruler use to Polish nobility elected the Polish king and sharply limited his power. They allowed establish stability in a territory with the king little income, no law courts, and no standing army. As a result, there was an extremely diverse population? not a strong ruler who could form a unified state. (Possible Answers: Use the threat of The two empires of central Europe were also weak. Although Suleyman the force to preserve order. Maintain the Magnificent had conquered Hungary and threatened Vienna in 1529, the Ottoman Empire could not take its European conquest any farther. From then on, the legal equality of the different groups. Ottoman Empire declined from its peak of power. Prevent the economic status of the In addition, the Holy Roman Empire was seriously weakened by the Thirty Years’ groups from becoming too uneven.) War. No longer able to command the obedience of the German states, the Holy Roman Empire had no real power. These old, weakened empires and kingdoms left a power vacuum in central Europe. In the late 1600s, two German-speaking fami- Tip for Struggling Readers lies decided to try to fill this vacuum by becoming absolute rulers themselves. Tell students that standing armies— Austria Grows Stronger One of these families was the Hapsburgs of Austria. The permanent armies of paid soldiers— are Austrian Hapsburgs took several steps to become absolute monarchs. First, during usually contrasted with militias, which the Thirty Years’ War, they reconquered Bohemia. The Hapsburgs wiped out Protestantism there and created a new Czech nobility that pledged loyalty to them. are called on only in emergencies. In Second, after the war, the Hapsburg ruler centralized the government and created a modern usage, army usually means standing army. Third, by 1699, the Hapsburgs had retaken Hungary from the ▼ The imperial “ standing army.” Ottoman Empire. crest of the In 1711, Charles VI became the Hapsburg ruler. Charles’s empire was a difficult Hapsburgs one to rule. Within its borders lived a diverse assortment of people—Czechs, shows a double- headed , Italians, Croatians, and . Only the fact that one Hapsburg ruler with a . wore the Austrian, Hungarian, and Bohemian More About . . . kept the empire together. The Hapsburgs Maria Theresa Inherits the Austrian Throne How could the Hapsburgs make sure that they continued to The Hapsburgs, a royal German family, rule all those lands? Charles VI spent his entire reign were one of the chief ruling dynasties working out an answer to this problem. With endless of Europe from the to the arm-twisting, he persuaded other leaders of Europe to 20th. Hapsburgs ruled Austria continu- sign an agreement that declared they would recognize ously from 1282 to 1918. They also ruled Charles’s eldest daughter as the heir to all his Hapsburg Hungary, Bohemia, Spain, and other territories. That heir was a young woman named Maria Theresa. In theory, this agreement guaranteed Maria lands. The Holy Roman Empire was under Theresa a peaceful reign. Instead, she faced years of Hapsburg control from the mid-1400s war. Her main enemy was Prussia, a state to the north of until its disintegration in 1806. Austria. (See map opposite.) Absolute Monarchs in Europe 605

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Understanding How States Formed Class Time 25 minutes States Form in Central Europe Task Making an informal outline Introduction Purpose To help students study the text • States formed more slowly in central Europe than in western Europe. Instructions Explain that condensing information may help them to Economic Contrasts with the West understand the text better. Have students read “ States Form in Central Europe” on this page. After they have read the selection, have them outline • Serfs in western Europe moved to towns and got jobs. The middle class the material. For each subsection, ask students to write one or more sen- got strong. Serfs in central Europe were forced to stay on the farms. tences that express that subsection’ s main idea. A partially completed A strong middle class couldn’t develop. example follows.

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CHAPTER 21 • Section 3 Prussia Challenges Austria Like Austria, Prussia rose to power in the late 1600s. Like the Hapsburgs of Austria, Prussia’s ruling fam- Maria Theresa 1717– 1780 ily, the Hohenzollerns, also had ambitions. Those ambitions threatened to upset central Europe’s deli- History Makers An able ruler, Maria Theresa also devoted cate balance of power. Maria Theresa and herself to her children, The Rise of Prussia The Hohenzollerns built up whom she continued to their state from a number of small holdings, begin- Frederick the Great advise even after they ning with the German states of Brandenburg and Ask students how individuals as different were grown. Perhaps her Prussia. In 1640, a 20-year-old Hohenzollern named as Maria Theresa and Frederick the most famous child was , wife of Frederick William inherited the title of elector of Great could both become powerful rulers. Louis XVI of France. Brandenburg. After seeing the destruction of the (Possible Answer: Both inherited their As the Austrian Thirty Years’War, Frederick William, later known as authority from ruling families with firmly empress, Maria Theresa the Great Elector, decided that having a strong army decreased the power of the nobility. She also was the only way to ensure safety. established power bases.) limited the amount of labor that nobles could force peasants to do. She argued: “ The To protect their lands, the Great Elector and his Electronic Library of Primary Sources peasantry must be able to sustain itself.” descendants moved toward absolute monarchy. They • from Essay on Forms of Government created a standing army, the best in Europe. They Frederick the Great In-Depth Resources: Unit 5 built it to a force of 80,000 men. To pay for the army, 1712– 1786 they introduced permanent taxation. Beginning with • History Makers: Maria Theresa, p. 17 Although they reigned the Great Elector’s son, they called themselves during the same time, Frederick the Great and kings. They also weakened the representative assem- Maria Theresa were very blies of their territories. different. Where Maria Prussia’s landowning nobility, the Junkers Rubric Family trees should was religious, Frederick (YUNG• kuhrz), resisted the king’s growing power. was practical and However, in the early , King Frederick William I • clearly label family relationships. atheistic. Maria Theresa bought their cooperation. He gave the Junkers the • show dates of birth and death. had a happy home life and a huge family, exclusive right to be officers in his army. As a while Frederick died result, Prussia became a rigidly controlled, highly Clarifying without a son to succeed him. militarized society. What steps did An aggressor in foreign affairs, Frederick the Prussian mon- Prussia Challenges Austria Frederick the Great Frederick William worried once wrote that “ the fundamental role of archs take to governments is the principle of extending their that his son, Frederick, was not military enough to become absolute Critical Thinking territories.” Frederick earned the title “ the rule. The prince loved music, philosophy, and monarchs? • What precedent suggests that Great” by achieving his goals for Prussia. poetry. In 1730, when he and a friend tried to run B. Answer They created a standing Frederick II’ s assumption about the away, they were caught. To punish Frederick, the king ordered him to witness his friend’s beheading. army, limited the weakness of women leaders was mis- power of the INTERNET ACTIVITY Create a family tree showing Despite such bitter memories, Frederick II, known guided? (Queen Elizabeth’ s routing of nobles, and made Maria Theresa’ s parents and children. Go to as Frederick the Great, followed his father’s mili- military conquests. the Spanish Armada in 1588.) classzone.com for your research. tary policies when he came to power. However, he • Why would Frederick II’ s attack on also softened some of his father’s laws. With regard Saxony result in conflicts in North to domestic affairs, he encouraged religious toleration and legal reform. According America and India? (Possible Answer: to his theory of government, Frederick believed that a ruler should be like a father Allies of the two countries probably to his people: used the attack as an excuse to seize PRIMARY SOURCE enemy territory overseas.) A prince . . . is only the first servant of the state, who is obliged to act with probity [honesty] and prudence. . . . As the sovereign is properly the head of a family of citizens, the father of his people, he ought on all occasions to be the last refuge of the unfortunate. FREDERICK II, Essay on Forms of Government

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CHAPTER GEOGRAPHY APPLICATION: LOCATION 21 Old Empires and New Powers DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Section 3 Directions: Read the paragraphs below and study the maps carefully. Then answer the questions that follow.

period of political transition in central and east- However, the Ottoman Empire, though crumbling Aern Europe followed the end of the Thirty and weak, managed to maintain itself until 1922. Years’ War, in 1648. The declining powers of Poland, The 17th century saw the emergence of a new the Holy Roman Empire, and the Ottoman Empire kind of national state. These new states were built faced not only a deterioration of their influence, but on a strong monarch, a standing army, and a profes- outright extinction from Europe. Prussia, the sional civil service and administration. These new Political Transition in Central and , and the emerged powers sought to fill the “political vacuum” created as powerful forces on the European continent. in central Europe by the declining empires. The three declining powers shared many char- Leaderless populations could easily be shifted inside acteristics. In all of them, central power became the political boundaries by the monarchs of newer weak. They lacked efficient systems of government national states. As a result, these new powers led by and administration. In addition, the people in the the Hohenzollerns of Prussia, the Romanovs of Class Time 30 minutes maps and identify changes that occurred in the political these empires were difficult to govern because they Russia, and the Hapsburgs of Austria formed or consisted of many nationalities and spoke a variety expanded their states in the void created by the of . Finally, none of the empires formed “soft” rule of these aging empires. their people into a strong organization. As a result, These three new empires, in turn, would influ- geography of central Europe between 1660 and 1795. the Polish Republic ceased to exist in 1795, while ence the course of European history for the next Task Studying geographic changes the Holy Roman Empire disappeared in 1806. 200 years.

a a Central Europe 1660 e Moscow Central Europe 1795 e Moscow What is the most striking difference in the two maps? S S c c i i NNortho r t h t NNortho r t h t l l SeaS e a a EEASTAST SeaS e a a Purpose To help students understand the power changes PRUSSIA RUSSIAN B B EMPIRE POLAND PRUSSIA Berlin WWarsawarsaw BBerlinerlin WWarsawarsaw (The Holy Roman Empire has disappeared.) By 1795 HOLHOLYY ROMAN in Europe EMPIRE AUSTRIAN VViennaienna VViennaienna Budapest KINGDOM EMPIRE OF HUNGARHUNGARYY k Sea k Sea ac ac what three new powers have emerged? (Prussia, A l A l d B d B r O r O i i a a t T t T i c T Constantinople i c T Constantinople S O S O Instructions Divide students into small groups that ea ea M Boundary of Holy M A A N Roman Empire N E M P I R E E M P I R E Russian Empire, Austrian Empire) Students should then 0 300 Miles 0 300 Miles 0 600 Kilometers 0 600 Kilometers MediterraneanM e d i t e r r a n e a n SeaS e a MediterraneanM e d i t e r r a n e a n SeaS e a

include both proficient readers and English learners. Have © McDougal Littell Inc. All rights reserved. work again in their groups to answer the questions that each group read the Geography Application for this sec- follow the selection. tion in In-Depth Resources: Unit 5. Students should take 8 Unit 5, Chapter 21 turns reading the selection aloud. When they have fin- In-Depth Resources: Unit 5 ished reading the selection, ask students to look at the

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War of the Austrian Succession In 1740, Maria Theresa succeeded her father, CHAPTER 21 • Section 3 just five months after Frederick II became king of Prussia. Frederick wanted the Austrian land of Silesia, which bordered Prussia. Silesia produced iron ore, tex- tiles, and food products. Frederick underestimated Maria Theresa’s strength. He assumed that because she was a woman, she would not be forceful enough to More About . . . Clarifying defend her lands. In 1740, he sent his army to occupy Silesia, beginning the War Why would iron of the Austrian Succession. ore, agricultural Even though Maria Theresa had recently given birth, she journeyed to Hungary. Monarchs and Art lands, and textiles There she held her infant in her arms as she asked the Hungarian nobles for aid. The absolute monarchs of central Europe be helpful acquisi- tions for Frederick Even though the nobles resented their Hapsburg rulers, they pledged to give Maria used the artistic style known as baroque the Great? Theresa an army. Great Britain also joined Austria to fight its longtime enemy in their palaces to overwhelm people and C. Possible Answer France, which was Prussia’s ally. Although Maria Theresa did stop Prussia’s to symbolize the grandeur and power of Frederick needed to aggression, she lost Silesia in the Treaty of Aix-la-Chapelle in 1748. With the the centralized state. The art was monu- feed and clothe his acquisition of Silesia, Prussia became a major European power. troops and supply mental in scale and emphasized elabo- The Seven Years’ War Maria Theresa decided that the French kings were no them with rate decoration and bold curving forms. weapons. longer Austria’s chief enemies. She made an alliance with them. The result was a diplomatic revolution. When Frederick heard of her actions, he signed a treaty with Britain—Austria’s former ally. Now, Austria, France, Russia, and others were allied against Britain and Prussia. Not only had Austria and Prussia switched allies, but for the first time, Russia was playing a role in European affairs. In 1756, Frederick attacked Saxony, an Austrian ally. Soon every great European power was involved in the war. Fought in Europe, India, and , the war lasted until 1763. It was called the Seven Years’ War. The war did not change the territorial situation in Europe. It was a different story on other continents. Both France and Britain had colonies in North America and the West Indies. Both were competing economically in India. The British emerged as the real victors in the Seven Years’ War. France lost its colonies in North America, and Britain gained sole economic domination of India. This set the stage for further British expansion in India in the 1800s, as you will see in Chapter 27. ASSESS SECTION 3 ASSESSMENT SECTION3 ASSESSMENT Ask pairs of students to share their TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. responses to questions 6 and 9 and to • Thirty Years’ War • Maria Theresa • Frederick the Great • Seven Years’ War revise their answers based on any new

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING insights or information. 2. In what ways were the rulers 3. What were the major conflicts 6. RECOGNIZING EFFECTS How did the Peace of Westphalia Formal Assessment similar? in the Thirty Years’ War? lay the foundations of modern Europe? • Section Quiz, p. 333 4. What steps did the Austrian 7. ANALYZING MOTIVES Why did Maria Theresa make an Maria Frederick Theresa the Great Hapsburgs take toward alliance with the French kings, Austria’ s chief enemies? becoming absolute monarchs? 8. DRAWING CONCLUSIONS Based on Frederick’ s RETEACH 5. What countries were allies assumption about Maria Theresa at the outset of the War during the Seven Years’ War? of the Austrian Succession, what conclusions can you Use the compare-and-contrast graphic draw about how men viewed women in 1700s Europe? organizer transparency to extend 9. WRITING ACTIVITY POWER AND AUTHORITY Write an outline for a lecture on “ How to Increase Royal Power the Using Your Notes question in and Become an Absolute Monarch.” the assessment. Critical Thinking Transparencies CONNECT TO TODAY CREATING A POSTER Today much of western Europe belongs to an organization called the (EU). • CT74 Compare and Contrast Find out which countries belong to the EU and how they are linked economically and In-Depth Resources: Unit 5 politically. Present your findings— including maps, charts, and pictures— inposter. a • Reteaching Activity, p. 22 Absolute Monarchs in Europe 607

ANSWERS

1. Thirty Years’ War, p. 603 • Maria Theresa, p. 605 • Frederick the Great, p. 606 • Seven Years’ War, p. 607 2. Sample Answer: Maria Theresa— Decreased government; created standing army; retook • include examples from Hapsburg and power of nobility; fought Prussia; allied with Hungary from the Ottomans Hohenzollern history. France; limited forced labor of peasants. 5. Austria, France, and Russia were allies against CONNECT TO TODAY Frederick— Fought Austria; allied with Britain; Prussia and Britain. Rubric Posters should encouraged religious toleration and legal 6. by ending religious wars, recognizing Europe • provide the names of the member nations. reform. Both reigned for decades and were as collection of independent states, and • mention the , the EU’ s currency. ambitious, shrewd, and more tolerant than establishing a modern way of negotiating • list trade agreements and political other rulers. 7. to thwart Prussia and steal its powerful ally organizations. 3. religious and territorial disputes; competition 8. as weak and only interested in family • use relevant visuals. among ruling families for power 9. Rubric Outlines should 4. reconquered Bohemia; centralized • be organized logically.

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LESSON PLAN 4 OBJECTIVES Marriage of Louis XIV to Marie Thérèse Statue of Louis XIV, Lyon, France • Explain how Russian rulers began to of Austria. Artist unknown build a stronger Russian state. • Characterize the differences between Absolute Rulers of Russia Russia and western Europe.

• Describe Peter the Great’ s reforms and MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES their impact on Russia. POWER AND AUTHORITY Peter Many Russians today debate • Ivan the • Peter the the Great made many changes whether to model themselves Terrible Great FOCUS & MOTIVATE in Russia to try to make it more on the West or to focus on • • like western Europe. traditional Russian culture. Ask students whether they consider Russia to be part of Europe. (Some Ivan III of Moscow, who ruled Russia from 1462 to students will argue that Russia is part of SETTING THE STAGE 1505, accomplished several things. First, he conquered much of the territory both Europe and Asia.) around Moscow. Second, he liberated Russia from the Mongols. Third, he began to centralize the Russian government. Ivan III was succeeded by his son, Vasily, INSTRUCT who ruled for 28 years. Vasily continued his father’s work of adding territory to the growing Russian state. He also increased the power of the central govern- The First Czar ment. This trend continued under his son, Ivan IV, who would become an abso- lute ruler. Critical Thinking • What does Ivan IV’ s campaign against TAKING NOTES The First Czar Summarizing Use a the suggest about the strength cluster diagram to list the Ivan IV, called Ivan the Terrible, came to the throne in 1533 when he was only of Russia’ s noble families? (Possible important events of Peter three years old. His young life was disrupted by struggles for power among Answer: During Ivan’ s rule, the the Great’s reign. Russia’s landowning nobles, known as boyars. The boyars fought to control boyars had difficulty resisting young Ivan. When he was 16, Ivan seized power and had himself crowned czar. central authority.) This title meant “,” and Ivan was the first Russian ruler to use it offi- cially. He also married the beautiful Anastasia, related to an old boyar family, • Why might boyars have wanted to Peter the Great the Romanovs. elect another czar? (Possible Answers: The years from 1547 to 1560 are often called Ivan’s “good period.” He won a central authority could help mediate great victories, added lands to Russia, gave Russia a code of laws, and ruled justly. conflicts among the boyars; to present Rule by Terror Ivan’s “bad period” began in 1560 after Anastasia died. a unified front against their enemies) Accusing the boyars of poisoning his wife, Ivan turned against them. He orga- In-Depth Resources: Unit 5 nized his own police force, whose chief duty was to hunt down and murder peo- • Guided Reading, p. 4 (also in Spanish) ple Ivan considered traitors. The members of this police force dressed in black and rode black horses. Using these secret police, Ivan executed many boyars, their families, and the TEST-TAKING RESOURCES peasants who worked their lands. Thousands of people died. Ivan seized the boyars’ estates and gave them to a new class of nobles, who had to remain loyal Test Generator CD-ROM to him or lose their land. Strategies for Test Preparation Eventually, Ivan committed an act that was both a personal tragedy and a national disaster. In 1581, during a violent quarrel, he killed his oldest son and Test Practice Transparencies, TT78 heir. When Ivan died three years later, only his weak second son was left to rule. Online Test Practice Rise of the Romanovs Ivan’s son proved to be physically and mentally inca- pable of ruling. After he died without an heir, Russia experienced a period of 608 Chapter 21

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources In-Depth Resources: Unit 5 • from Letters of Peter the Great • Guided Reading, p. 4 STRUGGLING READERS • Skillbuilder Practice, p. 7 In-Depth Resources: Unit 5 • Guided Reading, p. 4 Formal Assessment eEdition CD-ROM • Building Vocabulary, p. 6 • Section Quiz, p. 334 Power Presentations CD-ROM • Reteaching Activity, p. 23 Critical Thinking Transparencies ENGLISH LEARNERS Reading Study Guide, p. 199 • CT21 The Age of Absolute Monarchs In-Depth Resources in Spanish Reading Study Guide Audio CD World Art and Cultures Transparencies • Guided Reading, p. 148 • AT46 Peter the Great Interrogating Alexei • Skillbuilder Practice, p. 150 GIFTED AND TALENTED STUDENTS • AT47 Saint Basil’s Cathedral Reading Study Guide (Spanish), p. 199 In-Depth Resources: Unit 5 • Primary Source: Peter the Great’s Reforms, p. 11 classzone.com 608 Chapter 21 wh10te-052104-0608-0613 9/8/03 12:03 PM Page 609

turmoil known as the Time of Troubles. Boyars struggled for power, and heirs of CHAPTER 21 • Section 4 Recognizing czars died under mysterious conditions. Several impostors tried to claim the throne. Effects Finally, in 1613, representatives from many Russian cities met to choose the What were the long-term effects of next czar. Their choice was Romanov, grandnephew of Ivan the Terrible’s Ivan’ s murder of his wife, Anastasia. Thus began the Romanov dynasty, which ruled Russia for 300 oldest son? years (1613– 1917). Peter the Great Comes A. Answer First, to Power Russia was ruled by a weak czar, then it Peter the Great Comes to Power experienced turmoil Over time, the Romanovs restored order to Russia. They strengthened government Critical Thinking as several struggled by passing a law code and putting down a revolt. This paved the way for the abso- • Why might travelers to Russia have had to gain power, and lute rule of Czar Peter I. At first, Peter shared the throne with his half-brother. to stay in a separate part of the city? finally the Romanov However, in 1696, Peter became sole ruler of Russia. He is known to history as dynasty was estab- (Possible Answers: Russians were lished. Peter the Great, because he was one of Russia’s greatest reformers. He also con- suspicious of strangers.) tinued the trend of increasing the czar’s power. • Were geographical or cultural factors Russia Contrasts with Europe When Peter I came to power, Russia was still a more important in isolating Russia from land of boyars and serfs. in Russia lasted into the mid-1800s, much longer the rest of Europe? (Possible Answer: than it did in western Europe. Russian landowners wanted serfs to stay on the land and produce large harvests. The landowners treated the serfs like property. When a Cultural factors, such as religion Russian landowner sold a piece of land, he sold the serfs and , and geography kept with it. Landowners could give away serfs as presents or to Russia isolated.) pay debts. It was also against the law for serfs to run away from their owners. Most boyars knew little of western Europe. In the Middle Ages, Russia had looked to Constantinople, not to Rome, for leadership. Then Mongol rule had cut Russia off from History Makers the Renaissance and the Age of Exploration. Geographic barriers also isolated Russia. Its only seaport, Archangel in Peter the Great northern Russia, was choked with ice much of the year. The Why might Peter have traveled through few travelers who reached Moscow were usually Dutch or Europe incognito? (He may have felt that German, and they had to stay in a separate part of the city. he could learn more about the economic Religious differences widened the gap between western and cultural life of Europe if he did not Europe and Russia. The Russians had adopted the Eastern attract attention to himself.) Orthodox branch of Christianity. Western Europeans were Peter the Great Summarizing mostly Catholics or Protestants, and the Russians viewed 1672– 1725 Peter’ s son, Alexei, was sentenced to Why was Russia them as heretics and avoided them. Peter the Great had the mind of a death for opposing his father’ s reforms. culturally different genius, the body of a giant, and the Peter Visits the West In the 1680s, people in the German He died in prison, presumably by vio- from western ferocious temper of a bear. He was Europe? quarter of Moscow were accustomed to seeing the young so strong that he was known to take lence, before the formal execution of B. Answers It had Peter striding through their neighborhood on his long legs. a heavy silver plate and roll it up as if the sentence. a feudal rather than (Peter was more than six and a half feet tall.) He was fasci- it were a piece of paper. If someone a commercial econ- nated by the modern tools and machines in the foreigners’ annoyed him, he would knock the In-Depth Resources: Unit 5 omy; it had been shops. Above all, he had a passion for ships and the sea. The offender unconscious. • Primary Sources: Peter the Great’s Reforms, influenced by The painting above represents young czar believed that Russia’s future depended on hav- p. 11 Constantinople and Peter as he looked when he traveled the Mongols; it fol- ing a warm-water port. Only then could Russia compete through western Europe. He dressed World Art and Cultures Transparencies lowed a different with the more modern states of western Europe. in the plain clothes of an ordinary • AT46: Peter the Great Interrogating Alexei form of Christianity. Peter was 24 years old when he became the sole ruler of worker to keep his identity a secret. • AT47 St. Basil’s Cathedral Russia. In 1697, just one year later, he embarked on the Electronic Library of Primary Sources “Grand Embassy,” a long visit to western Europe. One of RESEARCH LINKS For more on Peter Peter’s goals was to learn about European customs and the Great, go to classzone.com • from Letters of Peter the Great manufacturing techniques. Never before had a czar traveled among Western “heretics.”

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DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Contrasting Russia and Western Europe Category Russia Western Europe Class Time 20 minutes Labor Russian landowners treated In western Europe, many Task Using a table to contrast two regions serfs like property. serfs won their freedom Purpose To help students identify the differences between Russia and Serfdom lasted until and moved to cities. western Europe the mid-1800s. Instructions Ask students to draw a table in their notebooks with three Religion Russians were Orthodox Western Europeans were columns and four rows. Tell them to label the columns as shown. Then Christians. mostly Catholics and ask students to read “ Russia Contrasts with Europe” on this page. Have Protestants. them fill in their tables using information from the selection and from Geography Russia was geographically The geography of western previous sections. isolated and had few Europe helped trade and seaports. made political connections possible. Teacher’s Edition 609 wh10te-052104-0608-0613 9/8/03 12:04 PM Page 610

CHAPTER 21 • Section 4 Peter Rules Absolutely Inspired by his trip to the West, Peter resolved that Russia would compete with Europe on both military and commercial terms. Peter’s goal of westernization, of using western Europe as a model for change, was not an end in itself. Peter saw it Peter Rules Absolutely as a way to make Russia stronger. Peter’s Reforms Although Peter believed Russia needed to change, he knew that Critical Thinking many of his people disagreed. As he said to one official, “For you know yourself that, • Why did Peter want to bring the though a thing be good and necessary, our people will not do it unless forced to.” To Analyzing Bias force change upon his state, Peter increased his powers as an absolute ruler. Orthodox Church under state control? Judging from Peter brought the Russian Orthodox Church under state control. He abolished this remark, what (The Church might be a potential the office of patriarch, head of the Church. He set up a group called the Holy was Peter’ s view of his people? obstacle to his reforms.) Synod to run the Church under his direction. • Why might Peter have believed that C. Possible Like Ivan the Terrible, Peter reduced the power of the great landowners. He Answers that they education was key to progress? recruited men from lower-ranking families. He then promoted them to positions of were backward and (Possible Answers: help new values authority and rewarded them with grants of land. stubborn; that they were wrong and he take root; advances required knowl- To modernize his army, Peter hired European officers, who drilled his soldiers in European tactics with European weapons. Being a soldier became a lifetime job. was right edge of science and mathematics.) By the time of Peter’s death, the Russian army numbered 200,000 men. To pay for Critical Thinking Transparencies this huge army, Peter imposed heavy taxes. • CT21 The Age of Absolute Monarchs, Westernizing Russia As part of his attempts to westernize Russia, Peter under- 1500– 1800 took the following: • introduced potatoes, which became a staple of the Russian • started Russia’s first and edited its first issue himself • raised women’s status by having them attend social gatherings • ordered the nobles to give up their traditional clothes for Western fashions • advanced education by opening a school of navigation and introducing History from Visuals schools for the arts and sciences Interpreting the Map 1462 Acquisitions to 1682 By what year had Russia gained land on The Expansion of Russia, 1500– 1800 Acquisitions to 1505 Acquisitions to 1725 the Arctic Ocean? (1505) Acquisitions to 1584 Acquisitions to 1796 120 ° E 80 ° E 40 ° E

Extension Have students compare this 160 ° E

map with the political map of Europe ARCTIC OCEAN in the atlas. What modern European

nations are completely engulfed by the L e Arctic Circle n a R territory covered by Russia in 1800? . FINLAND O b Y R e (Russia, Estonia, Latvia, Lithuania, . n i s e Yakutsk Okhotsk SWEDEN St. Petersburg i R Belarus) RUSSIA . a Vo e lg a R S Novgorod . c Tomsk ti Sea of Bal Moscow Am Okhotsk SKILLBUILDER Answers Warsaw ur R. Irkutsk R Kiev Ural . 1. Location Baltic Sea, Sea of Okhotsk, POLAND D Nerchinsk nie st er Pacific Ocean AUSTRIA R Azov . MANCHURIA C MONGOLIA a 2. Region Peter the Great s p i lack Se a PACIFIC B a n

Constantinople S e OCEAN 40° N OTTOMAN a EMPIRE GEOGRAPHY SKILLBUILDER: Interpreting Maps M e dite rran 1. Location Locate the territories that Peter added to Russia during his reign, from 1682 to 1725. ean Sea What bodies of water did Russia gain access to because of these acquisitions? Interactive This map is available in an 0 1,000 Miles interactive format on the eEdition. 2. Region Who added a larger amount of territory to Russia—Ivan III, who ruled from 1462 to 1505, 0 2,000 Kilometers or Peter the Great? 610

Name Date

CHAPTER SKILLBUILDER PRACTICE Evaluating Decisions

21 Historians evaluate decisions made in the past on the basis of short- and long- SKILLBUILDER PRACTICE: EVALUATING DECISIONS AND COURSES OF ACTION Section 4 term consequences as well as moral implications. As you have read, Peter the Great was determined to westernize Russia and the Russian people. The passage below describes the first decision Peter made upon his arrival home from Europe. Evaluate this decision by answering the questions that follow. (See Skillbuilder Handbook)

urprisingly enough, the first thing Peter to keep their beards had to pay a beard tax every Sreformed when he returned to the Kremlin was year and hang a metal tag from their necks to prove not the army or industries but beards. To Peter, that they had indeed paid it. Without this tag, a Judging Peter’s Decision to Westernize Russia the Russian custom of wearing beards symbolized man’s beard could be clipped on sight. everything that was backward about his country. Peter also issued an edict commanding that When his nobles fell on their knees to welcome all boyars and members of the gentry class adopt him home, the czar raised them up, took out a long western-style clothing. The manufacturing of tradi- European razor, and commanded them to hold still tional Russian dress, most commonly long cloaks while he shaved off their beards. The boyars were with flowing sleeves, was made illegal. These edicts, Class Time 20 minutes western tactics; St. Petersburg was built.) horrified. Russian men of the time treasured their although not of great significance, were regarded by beards as symbols of manhood and Christianity. many Russians as an attack on personal freedoms The tradition of the Orthodox Church held that and valued traditions. Foreign ways were being God had a beard and as man was made in God’s forced on the Russian people against their will. This image, he too must be bearded. Yet Peter decreed attack on traditional Russian garb began a debate that all Russian nobles must shave off their beards. in Russia—one that continues today—about Task Answering questions about Peter the Great 2. What was a key long-term effect? (Russia could com- whether to westernize Russia or to focus instead To make sure his decree was obeyed, he posted barbers at Moscow’s gates. Noblemen who wished on traditional culture.

1. What were some short-term effects of Peter’s decision to modernize the appearance Purpose To help students learn to evaluate the decisions pete militarily and commercially with western Europe.) of Russian men? ______of important historical figures 3. Was the decision to westernize a good one? Why or 2. What were some long-term effects of that decision? ______why not? (Yes—It helped make Russia a great European 3. One historian describes Peter’s decision as “an action full of symbolism.” In what way Instructions Historians evaluate the decisions of the was Peter’s decision symbolic? ______power. No—Westernizing the military required imposing ______4. How would you evaluate Peter’s decision? Was the decision a good one or not?

past partly by looking at the short-term and long-term © McDougal Littell Inc. All rights reserved. Explain why you think as you do. ______consequences of those decisions. Have students read heavy taxes, and building St. Petersburg cost ______

about Peter’ s steps to westernize Russia on pages many lives.) Absolute Monarchs 7 610– 611. Then ask these questions: Have students complete the Skillbuilder Practice activity in In-Depth Resources: Unit 5 1. What were some key short-term effects of the decision In-Depth Resources: Unit 5. to westernize Russia? (The Russian army was trained in 610 Chapter 21 wh10te-052104-0608-0613 9/8/03 12:04 PM Page 611

Peter believed that education was a key to Russia’s CHAPTER 21 • Section 4 progress. In former times, subjects were forbidden under pain of death to study the sciences in foreign lands. Now subjects were not only permitted to leave the country, many East Meets West were forced to do it. In the East, Western influence would affect not only Russia. Other eastern Establishing St. Petersburg To promote education and Global Patterns nations would give way— not always growth, Peter wanted a seaport that would make it easier to willingly— to the West and Western East Meets West travel to the West. Therefore, Peter fought Sweden to gain a culture. In 1854, Japan was forced to piece of the Baltic coast. After 21 long years of war, Russia open its doors to the United States. Cultural influence also flows from east finally won the “window on Europe” that Peter had so By 1867, however, Japan had decided to west. For example, in the second half to embrace Western civilization. The desperately wanted. of the , Japanese art was an Japanese modernized their military Actually, Peter had secured that window many years based on the German and British important influence on European painters before Sweden officially surrendered it. In 1703, he began models. They also adopted the such as É douard Manet and Vincent building a new city on Swedish lands occupied by Russian American system of public education. Van Gogh. Since the 1960s, the United troops. Although the swampy site was unhealthful, it China and Korea, on the other hand, seemed ideal to Peter. Ships could sail down the Neva River would resist foreign intervention well States has seen an explosion of interest into the Baltic Sea and on to western Europe. Peter called into the 1900s. in Eastern religions, such as . D. Answer He ordered peasants to the city St. Petersburg, after his patron saint. The Indian practice of yoga, a system of work there, and he To build a city on a desolate swamp was no easy matter. Every summer, the exercises for attaining bodily and mental ordered nobles to army forced thousands of luckless serfs to leave home and work in St. Petersburg. control, has become extremely popular in move there. An estimated 25,000 to 100,000 people died from the terrible working conditions the United States. Ask students if they and widespread diseases. When St. Petersburg was finished, Peter ordered many can think of other examples of “ West Synthesizing Russian nobles to leave the comforts of Moscow and settle in his new capital. In meeting East.” Which of Peter’ s time, St. Petersburg became a busy port. actions in building For better or for worse, Peter the Great had tried to westernize and reform the cul- St. Petersburg show ture and government of Russia. To an amazing extent he had succeeded. By the time his power as an absolute monarch? of his death in 1725, Russia was a power to be reckoned with in Europe. Meanwhile, another great European power, England, had been developing a form of government that limited the power of absolute monarchs, as you will see in Section 5. ASSESS SECTION4 ASSESSMENT SECTION 4 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Suggest that students jot down • Ivan the Terrible • boyar • Peter the Great • westernization important points that they want to include in each response before they USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which event had the most 3. How did Ivan the Terrible deal 6. SUPPORTING OPINIONS Who do you think was more of write their final responses. impact on modern Russia? with his enemies during his an absolute monarch: Ivan the Terrible or Peter the Great? Formal Assessment Why? “ bad period” ? 7. DRAWING CONCLUSIONS Which class of Russian society 4. Why did Peter the Great believe probably didn’ t benefit from Peter’ s reforms? Why? • Section Quiz, p. 334 that Russia’ s future depended 8. HYPOTHESIZING How might Peter’ s attempts at on having a warm-water port? westernization have affected his people’ s opinion of Peter the Great 5. What were some of the ways Christians in western Europe? RETEACH Peter tried to westernize 9. WRITING ACTIVITY POWER AND AUTHORITY Write a one- Have pairs of students work together to Russia? paragraph expository essay explaining which of Peter the answer question 6. Each partner should Great’ s actions reveal that he saw himself as the highest authority in Russia. search for information about one ruler. Then partners should pool their informa- CONNECT TO TODAY STAGING A DEBATE tion to write a final answer. Peter the Great’ s reforms were a first step toward Russia’ s westernization. Today the country continues the process by experimenting with democratization. Research to find out how Russia In-Depth Resources: Unit 5 has fared as a democracy. Then stage a debate to argue whether the experiment is working. • Reteaching Activity, p. 23 Absolute Monarchs in Europe 611

ANSWERS

1. Ivan the Terrible, p. 608 • boyar, p. 608 • Peter the Great, p. 609 • westernization, p. 610 2. Sample Answer: visited western Europe, 5. started Russia’ s first newspaper; raised 8. They may have been less likely to view built St. Petersburg, brought the Orthodox women’ s status; ordered nobles to wear Catholics and Protestants as heretics. Church under state control, reduced power western fashions; promoted education 9. Rubric Expository essays should of the nobles, promoted men from lower 6. Possible Answer: Peter, because he took • explain how Peter used his power. ranks, modernized the army, opened control of the church, reduced the power • cite specific details to support ideas. schools, promoted western ideas. Most of landowners, strengthened the army, CONNECT TO TODAY impact— Westernization, as it laid groundwork imposed taxes, and forced his reforms on Rubric Debates should for Russia’ s economic and political power. the Russian people • rely on facts and examples to 3. He had his police force hunt them down and 7. Possible Answer: serfs, because most of the support opinions. murder them. reforms improved the lives of the nobles and • allow both sides equal time to present 4. because only then could Russia compete wealthy only their arguments. economically with western Europe Teacher’s Edition 611 CHAPTER 21 • Section 4

Surviving the Russian Winter Social History Much of Russia has severe winters. In Moscow, snow usually begins to fall in mid-October and lasts until mid-April. Siberia has been known to have temperatures as low as -90°F. Back in the , Russians did not OBJECTIVES have down parkas or high-tech insulation for their homes. But they had • Explain important climatic features other ways to cope with the climate. For example, in the 18th century, Russian peasants added potatoes and of Russia. corn to their diet. During the winter, these nutritious foods were used in • Identify Russian methods for coping soups and stews. Such dishes were warming and provided plenty of calories with their environment. to help fight off the cold.

Silver Samovar ▲ FOCUS & MOTIVATE In the mid-18th century, samovars RESEARCH LINKS For more on Russian were invented in Russia. These large, Ask students to identify ways in which cli- winters, go to classzone.com often elaborately decorated urns were matic factors have influenced the culture used to boil water for tea. Fire was kept burning in a tube running up the middle of their region. Encourage students to of the urn—keeping the water piping hot. consider local diets, entertainment, dress, transportation, and architecture. (Answers will vary, but students should be pre-

▲ Crimean Dress pared to explain how their examples These people are wearing the reflect the influence of climatic factors.) traditional dress of tribes from the Crimean Peninsula, a region that Russia took over in the INSTRUCT 1700s. Notice the heavy hats, the fur trim on some of the Critical Thinking robes, and the leggings worn ▼ Troika by those with shorter robes. All To travel in winter, the wealthy • Ask students if climatic factors these features help to conserve often used sleighs called troikas. body heat. have become less significant with Troika means “group of three”; technological progress. (Yes—New the name comes from the three heating and cooling technologies mean horses that draw this kind of sleigh. The middle horse people can pay less attention to the trotted while the two effects of their climate. No—New tech- outside horses galloped. nologies have made climatic issues, such as global warming, even more significant.) • Ask students if they can think of any U.S. festivals or holidays that are related to climatic factors. (Some students may note that the origin of summer vacations from school was established at a time when the U.S. still had an agricultural economy. Families wanted a three-month vacation so that their children could help plant crops in the spring and harvest them during late summer.) 612 Chapter 21

RECOMMENDED RESOURCES

Books Video Bushkovitch, Paul, and Donald T. Critchlow. Peter Peter the Great. VHS and DVD. Films for the the Great. Lanham, MD: Rowman & Littlefield, Humanities & Sciences, 1996. 800-257-5126. 2001. A modern view of Peter the Great. Describes cultural and social reforms enacted by Hughes, Lindsey. Russia in the Age of Peter the Peter the Great. Great. New Haven and London: Yale UP, 2000. Peter the Great: The Tyrant Reformer. VHS. A history of Peter the Great and the society and Library Video Company, 2000. 800-843-3620. Uses culture of the Russia he ruled. archival material to examine both the public and private lives of Peter the Great.

612 Chapter 21 CHAPTER 21 • Section 4

FROSTY FACTS • According to a 2001 estimate, More About . . . Russian women spend about $500 million a year on fur Gaits of the Troika coats and caps.

▲ Most horses have four different Winter Festival • The record low temperature in Russians have never let Asia of -90°F was reached gaits—sequences of foot movements by their climate stop them twice, first in Verkhoyansk, which a horse moves forward. They are from having fun outdoors. Russia, in 1892 and then in Here, they are shown Oimekon, Russia, in 1933. the walk, trot, canter, and gallop. In a enjoying a Shrovetide • The record low temperature in walk, the slowest gait, the horse always festival, which occurs near Europe of -67°F was recorded has two or three hooves on the ground. the end of winter. Vendors in Ust’Shchugor, Russia. sold food such as blinis • One reason for Russia’s cold The trot, canter, and gallop are faster (pancakes with sour cream). climate is that most of the movements that involve periods of Entertainments included country lies north of the 45˚ suspension, in which all of the horse’s ice skating, dancing bears, latitude line, closer to the and magic shows. North Pole than to the Equator. hooves are simultaneously in the air. The people in the Many writers have described the pictur- foreground are wearing Average High Temperature esque movement produced by the heavy fur coats. Otter for January, Russian Cities fur was often used for troika’s combination of trot and gallop. winter clothing. This fur is extremely thick and has about one million hairs per square inch. 21°F 29°F 12°F

Russia Russia Russia More About . . .

Source: Worldclimate.com Samovars

Average High Temperature The city of Tula in western Russia for January, U.S. Cities became famous as the center of samovar ▼ Wooden House 66°F manufacturing. The Russian equivalent Wooden houses, made of logs, were common in Russia during Peter the of the proverb “to carry water to a river”— Great’s time. To insulate the house from the wind, people stuffed moss 38°F between the logs. Russians used double panes of in their windows. For 21°F meaning to do what is superfluous—is extra protection, many houses had shutters to cover the windows. The roofs “to go to Tula with a samovar.” were steep so snow would slide off. Minnesota New Source: Worldclimate.com

More About . . .

Shrovetide 1. Making Inferences In the 18th Shrovetide, known in many places century, how did Russians use their natural resources to help them cope as Carnival, is a short period of with the climate? merrymaking. It precedes Lent—the 40 See Skillbuilder Handbook, page R10. weekdays from Ash Wednesday to Easter 2. Comparing and Contrasting How has observed by the Roman Catholic, Eastern, coping with winter weather changed and some Protestant churches as a from 18th-century Russia to today’s world? How has it stayed the same? period of penitence and fasting.

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1. Making Inferences 2. Comparing and Contrasting Russians used furs to make warm clothing. They used lumber from Many of today’s homes and workplaces have central heating and cool- extensive forests for buildings and abundant moss as an insulating ing. Transportation today is not open to the weather, and most vehicles material. They cooked soups and stews using potatoes and corn to are heated. In some ways coping with winter weather has remained the provide needed nutrition to fight off the cold. same because people continue to wear warm clothing and to eat soups and stews. Winter sports and festivals remain popular.

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LESSON PLAN 5 OBJECTIVES Marriage of Louis XIV to Marie Thérèse Statue of Louis XIV, Lyon, France • Identify conflicts between English rulers of Austria. Artist unknown and Parliament. Parliament Limits • Explain the causes and results of the English Civil War. the English Monarchy • Describe the Restoration and the MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES . REVOLUTION Absolute rulers in Many of the government • Charles I • Glorious • Explain changes under William England were overthrown, and reforms of this period • English Civil War Revolution and Mary. Parliament gained power. contributed to the democratic • Oliver Cromwell • constitutional tradition of the United States. • Restoration monarchy • habeas corpus • cabinet FOCUS & MOTIVATE SETTING THE STAGE During her reign, Queen Elizabeth I of England had In this section students will study the had frequent conflicts with Parliament. Many of the arguments were over money, English monarchy. Ask students if they because the treasury did not have enough funds to pay the queen’s expenses. By know the name of the current British the time Elizabeth died in 1603, she had left a huge debt for her successor to deal monarch. (Elizabeth II has been queen with. Parliament’s financial power was one obstacle to English rulers’ becoming since 1952.) absolute monarchs. The resulting struggle between Parliament and the monarchy would have serious consequences for England. INSTRUCT TAKING NOTES Monarchs Defy Parliament Analyzing Causes Use a Monarchs Defy Parliament chart to list the causes of Elizabeth had no child, and her nearest relative was her cousin, James Stuart. each monarch’s conflicts Already king of Scotland, James Stuart became King James I of England in 1603. with Parliament. Critical Thinking Although England and Scotland were not united until 1707, they now shared a ruler. James’s Problems James inherited the unsettled issues of Elizabeth’s reign. His • Why might Puritans have looked favor- Monarch Conflicts worst struggles with Parliament were over money. In addition, James offended ably on King James’ s translation of the with Parliament the Puritan members of Parliament. The Puritans hoped he would enact reforms Bible? (Possible Answer: They hoped a James I to purify the English church of Catholic practices. Except for agreeing to a new new translation would be more in line translation of the Bible, however, he refused to make Puritan reforms. Charles I with their beliefs.) Charles I Fights Parliament In 1625, James I died. Charles I, his son, took the • Why was the Petition of Right important James II throne. Charles always needed money, in part because he was at war with both even if King Charles simply ignored it? Spain and France. Several times when Parliament refused to give him funds, he (It signaled a change in the way the dissolved it. English viewed government.) By 1628, Charles was forced to call Parliament again. This time it refused to grant him any money until he signed a document that is known as the Petition of In-Depth Resources: Unit 5 Right. In this petition, the king agreed to four points: • Guided Reading, p. 5 (also in Spanish) • He would not imprison subjects without due cause. • He would not levy taxes without Parliament’s consent. TEST-TAKING RESOURCES • He would not house soldiers in private homes. • He would not impose martial law in peacetime. Test Generator CD-ROM After agreeing to the petition, Charles ignored it. Even so, the petition was Strategies for Test Preparation important. It set forth the idea that the law was higher than the king. This idea con- tradicted theories of absolute monarchy. In 1629, Charles dissolved Parliament Test Practice Transparencies, TT79 and refused to call it back into session. To get money, he imposed all kinds of fees Online Test Practice and fines on the English people. His popularity decreased year by year. 614 Chapter 21

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ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 5 In-Depth Resources: Unit 5 • “The Restoration of Charles II” • Guided Reading, p. 5 • Guided Reading, p. 5 • History Makers: William of Orange, p. 18 • Building Vocabulary, p. 6 • Reteaching Activity, p. 24 Formal Assessment eEdition CD-ROM • Section Quiz, p. 335 Reading Study Guide, p. 201 Power Presentations CD-ROM Reading Study Guide Audio CD ENGLISH LEARNERS Critical Thinking Transparencies In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • CT57 Chapter 21 Visual Summary • Guided Reading, p. 149 In-Depth Resources: Unit 5 Electronic Library of Primary Sources Reading Study Guide (Spanish), p. 201 • Primary Sources: from Diary of Samuel Pepys, • “The Restoration of Charles II” Reading Study Guide Audio CD (Spanish) p. 12; from the English Bill of Rights, p. 13 classzone.com • Connections Across Time and Cultures, p. 19 614 Chapter 21 wh10te-052105-0614-0617 9/8/03 11:58 AM Page 615

English Civil War CHAPTER 21 • Section 5 Charles offended Puritans by upholding the rituals of the Anglican Church. In addi- tion, in 1637, Charles tried to force the Presbyterian Scots to accept a version of the Anglican prayer book. He wanted both his kingdoms to follow one religion. The Scots rebelled, assembled a huge army, and threatened to invade England. To meet Tip for Struggling Readers this danger, Charles needed money—money he could get only by calling Parliament into session. This gave Parliament a chance to oppose him. Some students may have difficulty remembering the differences among War Topples a King During the autumn of 1641, Parliament passed laws to limit royal power. Furious, Charles tried to arrest Parliament’s leaders in January 1642, religious groups. Remind students but they escaped. Equally furious, a mob of Londoners raged outside the palace. that, in this section, the main distinction Charles fled London and raised an army in the north of England, where people is between Catholics and Protestants were loyal to him. and that Puritans, Anglicans, and From 1642 to 1649, supporters and opponents of King Charles fought the Presbyterians are all Protestant groups. English Civil War. Those who remained loyal to Charles were called or Cavaliers. On the other side were Puritan supporters of Parliament. Because these men wore their hair short over their ears, Cavaliers called them Roundheads. At first neither side could gain a lasting advantage. However, by 1644 the English Civil War Puritans found a general who could win—Oliver Cromwell. In 1645, Cromwell’s New Model Army began defeating the Cavaliers, and the tide turned toward the Critical Thinking Puritans. In 1647, they held the king prisoner. • Why might Charles have had more In 1649, Cromwell and the Puritans brought Charles to trial for treason against loyalty from the north of England than Parliament. They found him guilty and sentenced him to death. The execution of from London? (Possible Answer: The Charles was revolutionary. Kings had often been overthrown, killed in battle, or put new ideas that had taken hold in the to death in secret. Never before, however, had a reigning monarch faced a public trial and execution. city had not yet spread to the north.) • Why might it be difficult to form a new Cromwell’s Rule Cromwell now held the reins of power. In 1649, he abolished the monarchy and the House of Lords. He established a commonwealth, a republican government after overthrowing the form of government. In 1653, Cromwell sent home the remaining members of previous regime— even if the population Parliament. Cromwell’s associate John Lambert drafted a , the first writ- supported the overthrow? (Possible Comparing ten constitution of any modern European state. However, Cromwell eventually tore Answer: It can take a long time to What did up the document and became a military dictator. ▼ replace institutions and officials of the Cromwell’ s rule Cromwell almost immediately had to put down a rebellion in Ireland. English This engraving depicts the old regime.) have in common of Ireland had begun in the under Henry II. Henry VIII and with an absolute beheading of • How might the English have reacted his children had brought the Charles I. monarchy? to Cromwell’ s social reforms? (Possible A. Possible Answer country firmly under English He abolished the rule in the . In 1649, Answer: Puritans liked the strict rules; legislative body and Cromwell landed on Irish shores others would have disliked the rules.) set himself above with an army and crushed the In-Depth Resources: Unit 5 the law. uprising. He seized the lands • Connections Across Time and Cultures: and homes of the Irish and gave The Absolute Power of Rulers, p. 19 them to English soldiers. Fighting, plague, and famine killed hundreds of thousands. Puritan Morality In England, Cromwell and the Puritans sought to reform society. They made laws that promoted Puritan morality and abolished activities they found sinful, such as the theater, sporting events, and dancing. Although he was a strict Absolute Monarchs in Europe 615

Name ______Date ______

CHAPTER 21 Section 5 (pages 614–617) TERMS AND NAMES Charles I King of England who was executed Parliament Limits the English Civil War War fought from DIFFERENTIATING INSTRUCTION: STRUGGLING READERS 1642 to 1649 between the Royalists, or Cavaliers, and the Puritan supporters English Monarchy of Parliament Oliver Cromwell Leader of the BEFORE YOU READ Puritans In the last section, you saw how power was becoming Restoration Period after the monarchy was restored in England more absolute in Russia. habeas corpus Law giving prisoners In this section, you will see how the power of the monarch the right to obtain a document saying was challenged and weakened in England. that the prisoner cannot go to jail Creating a Board Game without being brought before a judge AS YOU READ Glorious Revolution Bloodless Use the time line below to take notes on key changes in overthrow of King James II the government of England. Government in which laws limit the monarch’s power Class Time 45 minutes For example: cabinet A group of government ministers that was a link between the monarch and Parliament

1642 1660 1689 Task Making a trivia board game • The _____ remained loyal to Charles I during the English Civil War begins English Civil War: A. Cavaliers; B. Roundheads; Purpose To help readers learn about the English Civil War 1649 1688 Instructions Divide students into small groups and ask C. Royalists; D. Both A and C (Answer: D) Monarchs Defy Parliament During the reign of his son, Charles I, there (page 614) was continued conflict between king and Parliament. Parliament forced Charles to sign the them to read “ Monarchs Defy Parliament” and “ English • Royalists in the English Civil War never controlled: Why was there tension between Petition of Right in 1628. By signing, Charles the monarchy and Parliament? agreed that the king had to answer to Parliament. But he then dissolvedParliament and tried to raise When Queen Elizabeth I died, her cousin James, money without it. This went directly against the king of Scotland, became king of England. The A. London; B. the north of England; C. western Petition of Right. reign of James I began a long series of struggles

Civil War” on pages 614– 615. Then explain to students © McDougal Littell Inc. All rights reserved. between king and Parliament. They fought over 1. How did Charles I make Parliament angry? money. James’s religious policies also angered the England; D. none of the above (Answer: A) Puritans in Parliament. They wanted to reform the that they will be making a trivia board game that uses to remove any Catholic prac- tices. James was not willing to make these changes. cards with multiple-choice questions. Ask students to After groups complete the project, have them exchange CHAPTER 21 ABSOLUTE MONARCHS IN EUROPE 201 work as a group to design their game. Students should and play the games. For overall help with the section, Reading Study Guide use the information in the text to create the questions. have students complete the Reading Study Guide activity for this section. Teacher’s Edition 615 wh10te-052105-0614-0617 9/8/03 11:59 AM Page 616

CHAPTER 21 • Section 5 The English Civil War, 1642– 1645 58°N 0 250 Miles 58°N

0 500 Kilometers

8°W 8°W 8°W December 1642 December 1643 December 1644 December 1645 History from Visuals SCOTLAND North SCOTLAND North SCOTLAND North SCOTLAND Sea Sea Sea IRELAND IRELAND IRELAND Adwalton Moor Marston Moor Interpreting the Map June 1643 July 1644

Point out the colors showing the areas ENGLAND ENGLAND ENGLAND ENGLAND controlled by each side. Which part of Naseby Edgehill June 1645 England did the Puritans control during Oct. 1642 all four years? (the southeast part) London London London London

0° 0° Extension Have groups of students 50°N 0° 50°N Area controlled by Puritans create a time line of key events in the Area controlled by Royalists GEOGRAPHY SKILLBUILDER: Interpreting Maps civil war from 1646 through 1649. Battle 1. Movement Explain which side gained and which side lost territory during each year from 1643 to 1645. 2. Place Which side maintained control of London? Why would this be important? SKILLBUILDER Answers 1. Movement 1643— Royalists gained; 1644, 1645— Puritans gained Puritan, Cromwell favored religious toleration for all Christians except Catholics. 2. Place Puritans; Control of London He even allowed Jews to return; they had been expelled from England in 1290. was important because it was the country’ s political and economic Restoration and Revolution center of power. Oliver Cromwell ruled until his death in 1658. Shortly afterward, the government he had established collapsed, and a new Parliament was selected. The English peo- ple were sick of military rule. In 1659, Parliament voted to ask the older son of Charles I to rule England. Restoration and Revolution Charles II When Prince Charles entered London in 1660, crowds shouted joyfully and bells rang. On this note of celebration, the reign of Charles II began. Critical Thinking Because he restored the monarchy, the period of his rule is called the Restoration. • What factors might have contributed to During Charles II’s reign, Parliament passed an important guarantee of freedom, the success of laws passed by habeas corpus. Habeas corpus is Latin meaning “to have the body.” This 1679 Parliament during the Restoration? law gave every prisoner the right to obtain a writ or document ordering that the (Possible Answers: People welcomed prisoner be brought before a judge to specify the charges against the prisoner. The the restoration of Parliament’ s legisla- judge would decide whether the prisoner should be tried or set free. Because of the Habeas Corpus Act, a monarch could not put someone in jail simply for opposing tive powers, and Charles II, as the first the ruler. Also, prisoners could not be held indefinitely without trials. monarch of the Restoration, recognized In addition, Parliament debated who should inherit Charles’s throne. Because the need to respect Parliament.) Charles had no legitimate child, his heir was his brother James, who was Catholic. • Why would Parliament, after so many A group called the Whigs opposed James, and a group called the Tories supported reforms, continue to support the him. These two groups were the ancestors of England’s first political parties. B. Answer There monarchy? (Possible Answer: They James II and the Glorious Revolution In 1685, Charles II died, and James II was no execution of may have viewed the monarchy as became king. James soon offended his subjects by displaying his Catholicism. the king; the monarchy was not Violating English law, he appointed several Catholics to high office. When a symbolic institution that promoted abolished. unity and order.) Parliament protested, James dissolved it. In 1688, James’s second wife gave birth to a son. English Protestants became terrified at the prospect of a line of Catholic kings. Electronic Library of Primary Sources James had an older daughter, Mary, who was Protestant. She was also the wife Contrasting • “The Restoration of Charles II” of William of Orange, a prince of the Netherlands. Seven members of Parliament How was the invited William and Mary to overthrow James for the sake of Protestantism. When overthrow of James II different William led his army to London in 1688, James fled to France. This bloodless over- from the overthrow throw of King James II is called the Glorious Revolution. of Charles I? 616 Chapter 21

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CHAPTER HISTORYMAKERS William of Orange 21 Protestant Champion DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 5 “The Liberties of England and the Protestant Religion”—motto on the banners of William of Orange when he landed in England (1688)

illiam of Orange belonged to the royal fami- follow James on the throne to ensure that England Wlies of two of the main Protestant powers would remain Protestant. Others talked about nam- in 17th century Europe—the Netherlands and ing William as a regent to control James. William, England. As a result, he devoted himself to pre- who was still seeking an alliance against France, lis- venting the growth of Catholic France. It was to tened to their plans. further that goal that he gladly accepted the offer In 1688, however, James and his wife had a son, The Life and Death of William of Orange to become king of England in 1688. a Catholic heir. A group of Protestant leaders then William was born to the house of Orange, a invited William to come to England and become family that had helped the Netherlands win inde- king immediately. Skillfully avoiding James’s strong pendence in the 1500s. In 1672, France and England navy, William crossed the English Channel. He invaded this country and William, though only 22 landed with an army of 15,000, declared that a new years old, was put in command of its army. The Parliament should be elected, and easily marched Class Time 20 minutes based in England, Scotland, Ireland, France, or the Dutch military had long been neglected, and parts to London. James fled for Europe. of the country were quickly overrun. In despera- Even then, William and Mary’s status was tion, William ordered the destruction of the dikes, uncertain. Some said that Mary should rule and that devices that prevented the sea from flowing onto William, who was foreign born, should not have any land. By flooding parts of his country, he prevented real power. Nevertheless, Mary insisted that they Netherlands. Students can use local or national newspa- rule together, and they were crowned king and Task Writing an obituary the advance of the enemy armies. William then boldly refused a peace offer from queen. However, Mary died only a few years later. England and France. Determined to continue the William ruled both England and the Netherlands fight, William worked on two fronts. He strength- until 1702. He spent much of these years leading per obituaries as models. Tell students to think carefully ened the army while using diplomatic skill to find armies. First, he had to end revolts in Scotland and allies. He won some victories and within a few Ireland. Later, he fought on the continent, continu- Purpose To have students learn more about William years forced the French to retreat. ing his long struggle against France. He had a new During this time, William married his cousin, cause for war now because Louis XIV of France Mary. Both were grandchildren of King Charles I was trying to put James back on the English throne. about what information is appropriate for their obituaries of England, and both had a claim to the English In early 1702, William urged Parliament to form of Orange throne. an alliance with the Netherlands against France. Throughout the early 1680s, William continued While the bill was being debated, William died. his efforts to limit French power. He wanted to Nevertheless, Parliament approved his plan and before they begin. Explain that the tone should be ensure the survival of the Netherlands and prevent declared war on France. Parliament added that for French religious influence. France was a Catholic the war to end, France must recognize the nation, and William was the leading Protestant Protestant succession in England. Instructions Have students complete the History power in Europe. He had hoped to forge an alliance between the Netherlands and England, but the Questions respectful— although it may reflect an English or English never agreed to one. In 1685, James, Mary’s father and a Catholic, 1. Drawing Conclusions Which of the ideas on became king of England. That change brought William’s banner do you think was more important

Maker activity in In-Depth Resources: Unit 5. Tell students to him? Why? © McDougal Littell Inc. All rights reserved. William new opportunities. English Protestants feared that James would make the country Catholic 2. Analyzing Causes and Recognizing Effects anti-English bias— and that the obituary should be up to Why did the English turn to William in the again. They thought they could use William as a way to stop James. Some hoped that James would struggle with James? to use what they learned from the History Maker to write remain childless and that William and Mary would 3. Synthesizing What does successionmean and 250 words long. Students should include William’ s family produce a son. Their child could be named to why was it important in England in this period? an obituary for William of Orange. Students might choose 18 Unit 5, Chapter 21 history, his military activities, his marriage, and his to write the obituary from the perspective of a newspaper religious beliefs. In-Depth Resources: Unit 5

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Limits on Monarch’s Power CHAPTER 21 • Section 5 At their , William and Mary vowed to recognize Parliament as their partner in governing. England had U.S. Democracy become not an absolute monarchy but a constitutional Today, the United States still relies monarchy, where laws limited the ruler’s power. on many of the government reforms Limits on Monarch’s Power Bill of Rights To make clear the limits of royal power, and institutions that the English Parliament drafted a Bill of Rights in 1689. This document developed during this period. Critical Thinking listed many things that a ruler could not do: These include the following: • the right to obtain habeas corpus, • Why might William and Mary have been • no suspending of Parliament’s laws a document that prevents willing to accept the limits placed on • no levying of taxes without a specific grant from authorities from holding a person their power? (Possible Answer: because Parliament in jail without being charged • no interfering with freedom of speech in Parliament • a Bill of Rights, guaranteeing such their position was not powerful enough • no penalty for a citizen who petitions the king about rights as freedom of speech and to demand more) grievances freedom of worship • What factors might have determined • a strong legislature and strong William and Mary consented to these and other limits on executive, which act as checks on whether a cabinet was loyal to the their royal power. each other monarchy or to the Parliament? Cabinet System Develops After 1688, no British • a cabinet, made up of heads of (Possible Answers: who appointed the monarch could rule without the consent of Parliament. At executive departments, such as the cabinet members; the political beliefs Department of State the same time, Parliament could not rule without the con- of the cabinet members) sent of the monarch. If the two disagreed, government came • two dominant political parties to a standstill. In-Depth Resources: Unit 5 During the 1700s, this potential problem was remedied by the development of • Primary Sources: from Diary of Samuel a group of government ministers, or officials, called the cabinet. These minis- Pepys, p. 12 ters acted in the ruler’s name but in reality represented the major party of • Primary Sources: from the English Bill of Parliament. Therefore, they became the link between the monarch and the major- Rights, p. 13 ity party in Parliament. Over time, the cabinet became the center of power and policymaking. Under the cabinet system, the leader of the majority party in Parliament heads the cabinet and is called the prime minister. This system of English government continues today. ASSESS SECTION5 ASSESSMENT SECTION 5 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Charles I • English Civil War • Oliver Cromwell • Restoration • habeas corpus • Glorious Revolution • constitutional monarchy • cabinet Have pairs of students help each other with key terms by making word cards USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING with definitions on the back. Students 2. What patterns do you see in 3. Why was the death of Charles I 6. EVALUATING DECISIONS In your opinion, which decisions the causes of these conflicts? revolutionary? of Charles I made his conflict with Parliament worse? can take turns quizzing one another. 4. What rights were guaranteed Explain. Monarch Conflicts Formal Assessment with by the Habeas Corpus Act? 7. MAKING INFERENCES Why do you think James II fled to Parliament 5. How does a constitutional France when William of Orange led his army to London? • Section Quiz, p. 335 James I monarchy differ from an 8. SYNTHESIZING What conditions in England made the absolute monarchy? execution of one king and the overthrow of another Charles I possible? RETEACH James II 9. WRITING ACTIVITY REVOLUTION Write a persuasive essay Use the Visual Summary to review this for an underground newspaper designed to incite the British people to overthrow Charles I. section and chapter. Critical Thinking Transparencies CONNECT TO TODAY DRAWING A POLITICAL CARTOON • CT57 Chapter 21 Visual Summary Yet another revolution threatens the monarchy today in Great Britain. Some people would like to see the monarchy ended altogether. Find out what you can about the issue and choose a In-Depth Resources: Unit 5 side. Represent your position on the issue in an original political cartoon. • Reteaching Activity, p. 24 Absolute Monarchs in Europe 617

ANSWERS

1. Charles I, p. 614 • English Civil War, p. 615 • Oliver Cromwell, p. 615 • Restoration, p. 616 • habeas corpus, p. 616 • Glorious Revolution, p. 616 • constitutional monarchy, p. 617 • cabinet, p. 617 2. Sample Answers: James I— Money and reform 5. Under a constitutional monarchy, laws written • offer supporting facts and examples. of the English church; Charles I— Money, by a legislative body limit the ruler’ s power. • conclude with a call to action. , and Anglican ritual; 6. Possible Answers: dissolving Parliament, CONNECT TO TODAY James II— Appointment of Catholic officials. ignoring Petition of Right Rubric Political cartoons should Pattern— Religious conflict. 7. He may have feared being arrested • take a clear position on whether the British 3. Never before had a reigning monarch faced and executed. monarchy should be retained. a public trial and execution. 8. Possible Answer: the power of Parliament • identify the people represented. 4. the right to have a judge decide whether a 9. Rubric Persuasive essays should prisoner should be tried or set free • clearly call for removal of Charles I.

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