SECTION 1 The Power of Spain Getting Started BEFORE Y OU R EAD Take notes 5SE THE Interactive Reader and Study Guide to record TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE examples of Spain’s strengths and weak- CONTENT Spain experienced a 1. What challenges did King absolute monarch nesses during the 1500s golden age during the Charles I face when he divine right and 1600s. Interactive Reader and Study Guide, 1500s, but economic became Emperor Charles V? Charles V Section 1 problems and military 2. What were some artistic Peace of Augsburg Strengths struggles decreased achievements of Spain’s Philip II Weaknesses Name ______Class ______Date ______Spanish power by the golden age? El Greco The Monarchs of Europe 1600s. Diego Velázquez Section 1 3. How did Spain rise and then Miguel de Cervantes MAIN IDEA decline under Philip II? Spain experienced a golden age in the 1500s, but economic problems and Sister Juana Ines de la Cruz military struggles decreased Spanish power by the 1600s. Spanish Armada Key Terms and People absolute monarch ruler whose power was not limited by having to consult with anyone before making decisions divine right the belief that monarchs received their power directly from God Charles V member of the Hapsburg family, king of Spain, and Holy Roman Emperor Peace of Augsburg treaty signed by Charles in 1555, which gave each German prince the right to decide whether his state would be Catholic or Protestant Philip II son of Charles I, king of the Netherlands, Spain, Sicily, and Spain’s American colonies El Greco Greek painter who often painted religious subjects Diego Velázquez Spanish painter whose impressionistic style influenced other artists Miguel de Cervantes Spanish author of Don Quixote de la Mancha Sister Juana Ines de la Cruz Mexican nun who wrote poetry, prose, and plays Spanish Armada Spain’s fleet of about 130 ships and over 20,000 soldiers
Taking Notes
by Taddeo Zuccari, c. 1560s Zuccari, c. Taddeo 1560s by As you read the summary, take notes in a graphic organizer like the one below. Record examples of Spain’s strengths and weaknesses during the 1500s and 1600s. FastiFarnesiani, The KING of SPAIN
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. SPEAKS NO SPANISH Modern Era Chapter 4 41 Interactive Reader and Study Guide Academic Vocabulary Why did the king of Spain speak The King Becomes Emperor Review with students the high-use academic no Spanish? In 1516, a thin and sickly term in this section. 16-year-old boy named Charles became In 1516 the teenaged Charles became King Charles I of king of Spain. In some ways, Charles would not seem to be Spain. Although he was inexperienced, Charles had at region an area with one or more common a likely candidate for the Spanish throne. After all, he was least one kingly trait. As a member of the ancient and features (p. 536)138) powerful Hapsburg family, he was prepared to rule as an born in Belgium, raised by Austrian relatives, and grew up CRF: Vocabulary Builder: Section 1 speaking French. When Charles became king, his ignorance absolute monarch —a ruler whose power was not limited of the Spanish language made him a foreigner in the eyes by having to consult with the nobles, common people, of the Spanish. Charles proved to everyone that he could or their representatives. Moreover, absolute monarchs Taking Notes generally believed that they ruled by divine right . This learn quickly, though. He mastered Spanish along with Strengths—American possessions brought other languages. In fact, Charles is said to have spoken concept held that the monarchs received their power great wealth; strong military; Golden Age “Spanish to God, Italian to women, French to men, and Ger- from God and therefore must not be challenged. From man to his horse.” He needed all those languages, because about 1500 through the 1700s, absolute monarchs tried of Spanish art; Weaknesses—unrest Charles became not only king of Spain but also Holy Roman to impose their will across much of Europe and even to and revolts; constant fighting; economic Emperor. In that role, he ruled an empire that stretched lands far beyond. In Spain, Charles struggled to keep problems across much of Europe. the territories within his empire under control.
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Teach the Main Idea At Level The Power of Spain 1. Teach !SK STUDENTS THE 2EADING &OCUS 4. Practice/Homework (AVE STUDENTS WRITE QUESTIONS TO TEACH THIS SECTION AN ESSAY EXPLAINING WHY THEY THINK #HARLES 6 2. Apply (AVE STUDENTS CREATE CHARTS DIVIDED HIS EMPIRE BETWEEN HIS BROTHER AND COMPARING AND CONTRASTING THE REIGN OF HIS SON RATHER THAN PASSING IT ON INTACT #HARLES 6 WITH THAT OF HIS SON 0HILIP )) Visual-Spatial, Verbal-Linguistic 3. Review 2EVIEW STUDENT CHARTS AS A CLASS Alternative Assessment Handbook, Rubrics 7: 7HAT SIMILARITIES DID THEY lND BETWEEN Charts; and 9: Comparing and Contrasting THE REIGNS OF THE TWO MONARCHS 7HAT DIFFERENCES WERE THERE 'UIDE STUDENTS IN A DISCUSSION OF THE TWO LEADERS REIGNS 7HICH WAS A BETTER RULER
THE MONARCHS OF EUROPE 137 Achievements in Art and Literature
Spain’s prominence in European affairs in the 1500s and 1600s is reflected in the important role it had in art and Reading Focus literature. How might wealth from the Americas have affected Spain’s artistic achievements?
What challenges did King Charles I face when he became Emperor Charles V? ruling all the separate states, with enemies on all sides; the Protestant Reformation led to rebellions against Catholic rule by El Greco,c. 1597 El by
The King Becomes Emperor Plate made of gold acquired in Explain 7HY DID MONARCHS OF THIS Toledo, of View the Americas TIME BELIEVE THEIR AUTHORITY SHOULD Stormy skies over Toledo in an El Greco painting NEVER BE QUESTIONED ruled by divine right, power came directly from God Charles V and the Empire When Charles signed in 1555, gave each German prince the Evaluate 7HY DO YOU THINK #HARLES 6 became king of Spain, his territory also included right to decide whether his state would be HAD MORE SUCCESS IN THE !MERICAS THAN the Low Countries of Belgium and the Neth- Catholic or Protestant. Thus, Charles’s vision of a Catholic Europe never became reality. IN %UROPE possible answer—because erlands, along with colonies in the Americas. He had inherited all these lands. Then in 1519 Moreover, constant warfare had brought him there his explorers had superior weap- the throne of the Holy Roman Empire became to the brink of bankruptcy. ons with which they could conquer huge vacant. The position was elective, so Charles Charles V achieved more success in the empires; in Europe he was surrounded borrowed money to buy the votes. He became Americas than he did in Europe. During his Holy Roman Emperor as Charles V . As a result, reign, Spanish explorers claimed much of the by enemies who had access to the same his holdings expanded to parts of Italy, Aus- Americas for Spain. Among the explorers he weapons tria, and various German states. The resulting supported were Hernán Cortés, who conquered empire was so vast that Charles liked to say the Aztec Empire, and Francisco de Coronado, ACADEMIC the “sun never set” over it. who explored the American Southwest region. VOCABULARY Ruling all the separate states was not an Within 20 years of those early explorations, sil- region an area ver and gold began to flow from the American Info to Know with one or more easy task. Charles faced enemies on all sides. common features Ottoman Turks, the French, and rebellious colonies—especially those in Bolivia, Peru, and The Peace of Augsburg 4HE 0EACE German princes all fought him. Mexico—bringing Spain fabulous wealth. OF !UGSBURG WAS A TEMPORARY SETTLE At the same time, Charles was fighting for Dividing the Empire Charles V gave up his MENT THAT ALLOWED EACH 'ERMAN PRINCE religious control over Europe. As Holy Roman Emperor, Charles wanted Europe to be Roman thrones in 1556, frustrated by his failures in TO DETERMINE A STATE RELIGION EITHER Catholic. His power was closely connected to Europe. He decided to divide his large empire #ATHOLICISM OR ,UTHERANISM !NYONE the power of the Catholic Church, so the grow- between his brother and his son. His brother WHO ADHERED TO THE OTHER RELIGION COULD ing Protestant movement threatened his influ- took over the old Hapsburg holdings in Austria. His son, who became Philip II , ruled the Neth- MOVE TO A TERRITORY WHERE THAT RELIGION ence. In 1521 Charles confronted Protestant leader Martin Luther directly, declaring him erlands, Spain, Sicily, and Spain’s colonies in WAS RECOGNIZED /THER 0ROTESTANT SECTS an outlaw. In spite of Charles’s efforts, Protes- the Americas. Charles V lived the rest of his life SUCH AS #ALVINISM WERE NOT RECOGNIZED tants gained influence, and rebellions against in a Spanish monastery, his dream of a unified empire unfulfilled. BY THE AGREEMENT Catholic rulers spread. After years of devastating wars between Draw Conclusions In what Catholics and Protestants, Charles V had to ways was Charles V successful as an emperor? In what sign the Peace of Augsburg . The agreement, ways was he unsuccessful?
138 CHAPTER 4
Skills Focus: Interpreting Historical Maps At Level Social Studies Skill Research Required The Empire of Charles V Materials: OUTLINE MAPS OF %UROPE AND THE TO SHOW LANDS HE ACQUIRED DURING HIS RULE 5SE Answers !MERICAS COLORED MARKERS GREEN TO SHOW COUNTRIES WITH WHICH #HARLES Achievements in Art and 1. /RGANIZE STUDENTS INTO SMALL GROUPS 'IVE 6 FORMED ALLIANCES THROUGH MARRIAGES 5SE Literature possible answer—provided EACH GROUP A COPY OF EACH OF THE TWO OUTLINE RED TO OUTLINE THE (OLY 2OMAN %MPIRE AS IT money to pay for court painters MAPS AND COLORED MARKERS EXISTED IN HIS LIFETIME Reading Check successful— 2. (AVE EACH GROUP USE DESCRIPTIONS AND 3. 2EVIEW STUDENT MAPS AS A CLASS exploration of the Americas, which HISTORICAL MAPS TO CREATE DETAILED MAPS OF Interpersonal, Visual-Spatial brought fabulous wealth to Spain; Alternative Assessment Handbook, Rubrics 20: unsuccessful—did not maintain religious #HARLES 6S EMPIRE 7RITE THE FOLLOWING Map Creation; and 30: Research control over Europe; constant wars INSTRUCTIONS FOR STUDENTS TO SEE 5SE PINK TO brought financial problems SHOW LANDS #HARLES 6 INHERITED 5SE ORANGE 138 The painter can be seen before his easel in this scene of court life.
Reading Focus
What were some artistic achievements of Spain’s golden age? paintings of El Greco and Diego Velázquez, writings of Miguel de Cervantes and Sister Juana Inez de la Cruz Artistic Achievements
Sister Juana Ines de la Cruz with Summarize 7HAT IS Don Quixote the small picture that was part The title page of the first de la Mancha ABOUT a man caught of her nun’s habit, or clothing Las Meninas, or The Maids in Waiting, by Diego Velázquez, c. 1656 edition of Don Quixote between the modern and medieval worlds Artistic Achievements Spain under Philip II Analyze 7HY IS TO KNOWN AS 3PAINS 'OLDEN #ENTURY Just as Spain exerted political power, it also Spain reached the peak of its grandeur during Spanish artists produced great works influenced European culture. From about 1550 the reign of Philip II. One reason for this pros- to 1650 Spain had a golden age, known as the perity was the steady stream of gold and silver that influenced European culture. Golden Century, of artistic achievement. that flowed from its American colonies. With CRF: Biography: Diego Velázquez this immense wealth, Spain’s power grew con- Art One of the most prominent painters siderably. Eventually, though, American gold was a Greek, Domenicos Theotocopoulos, who could not solve Spain’s problems. became known as El Greco . Much of his work Reading Focus was religious and reflected Spain’s central role Religion and Revolt Like his father, King in the Counter-Reformation. El Greco’s style is Philip II was a devout Catholic and saw him- famous for elongated human figures. self as a leader of the Counter-Reformation. How did Spain rise and then decline Another Spanish painter, Diego Velázquez , A chance to spread Catholicism came when under Philip II? rose—colonies in created masterpieces that portray people of all Philip married Queen Mary I of England, who America sent a steady stream of gold social classes with great dignity. Velazquez had was also Catholic. She died, though, before and silver to Spain; declined—wars, the privilege of being the court painter. she could give birth to an heir who could have the defeat of the Spanish Armada, returned England to the Catholic faith. economic problems Literature The Spanish golden age also pro- Philip also wanted to secure the position of duced fine writers, the greatest being Miguel de Catholicism in his European territories. But his Cervantes . His most famous work, Don Quixote faith clashed with the Calvinist Protestantism Spain under Philip II de la Mancha , is about a man who is caught that was spreading through the northern prov- Identify 7HAT WAS THE SOURCE OF between the medieval and modern worlds. inces of the Low Countries (the Netherlands, Writers in Spain’s colonies also produced Belgium, and Luxembourg). A bloody revolt 3PAINS IMMENSE WEALTH gold and works of merit. A Mexican nun named Sister began in the 1560s when the Dutch refused to silver from the American colonies Juana Ines de la Cruz wrote poetry, prose, and declare allegiance to Philip. To punish them, he plays. Church officials criticized Sister Juana sent an army under the command of the Duke Define 7HAT WAS THE #OUNCIL OF for some of her ideas, for example, her belief of Alba. Alba set up a court, known locally as "LOOD a Spanish court that executed that women had a right to education. the Court of Blood, that tortured and executed and tortured thousands of people sus- Summarize What were thousands of people suspected of being rebels. pected of being rebels some achievements of Spain’s Golden Century? Such cruelties only made the situation worse, and rebellion broke out anew.
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Skills Focus: Identifying Problem and Solution At Level Reading Skill Spain’s Troubles 1. /RGANIZE STUDENTS INTO SMALL GROUPS 4ELL DISADVANTAGES OF POSSIBLE ACTIONS 3TUDENTS GROUPS THEY ARE ADVISERS TO 0HILIP )) OF SHOULD THEN MAKE RECOMMENDATIONS TO 0HILIP 3PAIN (AVE EACH GROUP CHOOSE ONE OF THE BASED ON THEIR ANALYSIS OF THE SITUATION FOLLOWING TOPICS FOR DISCUSSION THE REVOLT 3. (AVE VOLUNTEERS FROM EACH GROUP READ THEIR IN THE .ETHERLANDS THE ATTEMPT TO INVADE MEMORANDUMS TO THE CLASS Interpersonal, %NGLAND WITH THE 3PANISH !RMADA OR 3PAINS Verbal-Linguistic ECONOMIC PROBLEMS Alternative Assessment Handbook, Rubrics 35: Answers 2. (AVE EACH GROUP WRITE A MEMORANDUM Solving Problems; and 37: Writing Assignments TO 0HILIP DISCUSSING THE SITUATION OF THEIR Reading Check paintings by El Greco and Velázquez, writings by Miguel de CHOICE AND EXAMINING THE ADVANTAGES AND Cervantes and Juana Ines de la Cruz 139 The revolt dragged on for decades. Finally, planned to be joined by Spanish forces in the in 1609, a truce was reached. The seven north- Netherlands. Instead, they faced a series of ern provinces formed the independent nation fierce naval battles that severely damaged of the Netherlands, while the southern prov- their fleet. Then, the English set eight ships on Reading Focus inces remained in Spanish hands. fire and aimed them at the remaining ships of the Armada. In panic and disarray, the Span- Spain and England Long before the Dutch ish ships fled before the English fireships. As Spain under Philip II revolt ended, it had deepened another rivalry. the damaged ships made their way home the That conflict was between Spain and England. long way around, several were wrecked. King Judge 7HY DO YOU THINK THE 3PANISH As fellow Protestants, the English had sent Philip’s Armada was not invincible. DID NOT WANT THE .ETHERLANDS TO BREAK aid to the Dutch rebels. England’s assistance to the Dutch infuriated Philip, but he was also An Empire in Decline The defeat of the AWAY FROM THE EMPIRE possible worried about English attacks on his ships. Armada was not the end for Spain, which answer—They may have feared that England’s Queen Elizabeth I was allowing her recovered from the loss. But England remained other parts of the empire would follow ship captains to attack Spanish treasure ships Protestant, defiant, and undefeated. the example of the Dutch and seek coming from America. These ship captains, Spain’s real problems were internal. Phil- known as the sea dogs, stole the gold and silver ip’s government was so centralized that he independence. for England. Sir Francis Drake was one of the insisted on approving every decision himself. Make Inferences 7HAT DO YOU most infamous sea dogs. Drake even destroyed In addition, because Philip trusted no one, the THINK 0HILIP )) COULD HAVE DONE DIF 30 ships in a Spanish harbor. court was riddled by factions and suspicion. As King Philip II wanted to stop England from a result, government action practically came to FERENTLY TO PREVENT THE DECLINE OF HIS raiding his ships and to return England to the a standstill. Moreover, Philip spent the wealth EMPIRE possible answer—use some of Catholic Church, from which it had broken in from the Americas on constant warfare. It was the wealth from the American colonies 1534. He decided to invade England. never enough, though—he borrowed money Philip ordered his navy to assemble a great often and went bankrupt four times. The for economic development in Spain fleet, the Spanish Armada . It totaled about 130 flood of American gold and silver also drove ships and 20,000 soldiers and sailors. The fleet, up prices, leading to inflation. Nor did Spain which was called invincible, or unbeatable, develop industries, relying instead on its tra- sailed into the English Channel in 1588. Queen ditional agricultural economy. Therefore, the Elizabeth I rallied her troops, and the English economy lagged behind that of other countries. prepared for attack. Spain gradually declined as a major power. The Spanish had packed the ships with Recall What were two soldiers for a land invasion. They had also Close events that caused problems for Spain? 'UIDE STUDENTS IN A DISCUSSION OF THE go.hrw.com SUCCESSES AND FAILURES OF #HARLES 6 SECTION 1 ASSESSMENT Online Quiz Keyword: SHL MON HP AND 0HILIP )) Reviewing Ideas, Terms, and People Critical Thinking 1. a. Define Write a brief definition of the following terms: 4. Identify Cause and Effect Use your notes and a graphic Review absolute monarch, divine right. organizer like the one below to describe the rise and decline Online Quiz, Section 1 b. Explain How did Charles I become Holy Roman Emperor of the Spanish empire, paying particular attention to the role Charles V? that strengths and weaknesses played. c. Analyze How did the size of his empire affect the rule of Assess Charles V? Decline Spanish
SE Section 1 Assessment 2. a. Identify Who were El Greco and Diego Velázquez? Rise Empire b. Infer Why might church officials have been particularly Progress Assessment: Section 1 Quiz critical of some works by Sister Juana Ines de la Cruz? Alternative Assessment Handbook 3. a. Recall What region of Spain’s European territories rebelled, starting in the 1560s? 5. Narration Imagine that you are a Spanish or English sailor Reteach/Intervene b. Explain Why did Philip II want to invade England? who survived the Spanish Armada’s attempted invasion of c. Evaluate A Spanish official in the Americas is said to have England. Prepare and deliver the tale you tell other sailors Interactive Reader and Study Guide, commented, “If Death had to come from Spain, I would live when you return home. forever.” What was the official implying? Section 1
Interactive Skills Tutor CD-ROM 140 CHAPTER 4
Section 1 Assessment Answers
1. a. absolute monarch: ruler whose power was b. to stop England from raiding his ships; to not limited; divine right: idea that monarchs return England to Catholicism received their power from God c. possible answer—that the transport of b. He bought the necessary votes. people and goods from Spain to the New c. faced enemies on all sides; could not World was very slow maintain religious control 4. Rise: Colonies in America sent a steady 2. a. painters during Spain’s Golden Century stream of gold and silver to Spain; Decline: b. Some of her beliefs were controversial, caused by a series of wars, the defeat of the Answers including women’s right to education. Spanish Armada, and economic problems Reading Check revolt in the 3. a. the Low Countries (the Netherlands, 5. Student tales should show an understanding Netherlands; defeat of the Spanish Belgium, and Luxembourg) of the Spanish Armada's attempted invasion Armada of England. 140 Interactive HISTORY CLOSE- UP ROUTE OF THE ARMADA
¡8
¡8 Storms were perhaps the ¡ /PSUI The Wreck of the Spaniards’ worst foes. Many 4$05-"/% 4FB ships wrecked off the coasts 41"/*4) History Close-Up Spanish Armada of Ireland and Scotland. /&5)&3-"/%4 *3&-"/% A series of battles in the English Channel had &/(-"/% -POEPO The Wreck of the weakened the Armada. Then, when the English ¡/ %PWFS (SBWFMJOFT launched fireships at the enemy, some of the $BMBJT Spanish Armada Spanish sailors cut their anchor lines so they could h) HAVE THE HEART AND STOMACH OF A KING "5-"/5*$ escape. It was a fateful decision, because the Span- '3"/$& 0$&"/ AND OF A KING OF %NGLAND TOO AND THINK ish ships were then at the mercy of storms in the 3PVUFPGUIF FOUL SCORN THAT 0ARMA OR 3PAIN OR ANY North Atlantic, and many ships were wrecked. This 4QBOJTI"SNBEB -B 4BOUBOEFS illustration combines several events into one scene. 4UPSNT $PSV×B PRINCE OF %UROPE SHOULD DARE TO INVADE #BUUMFT 10356("- 41"*/ THE BORDERS OF MY REALM TO WHICH RATHER $POUSPMMFECZ 1IJMJQ** -JTCPO THAN ANY DISHONOUR SHOULD GROW BY ME ) MYSELF WILL TAKE UP ARMS ) MYSELF WILL BE YOUR GENERAL JUDGE AND REWARDER OF EVERY ONE OF YOUR VIRTUES IN THE lELDv Rebels closed the Dutch harbor where 3PEECH BY 1UEEN %LIZABETH ) Spanish ships were waiting to launch a Analyzing Primary second force against England. Sources 7RITE THE 1UEEN %LIZABETH QUOTE ABOVE FOR ALL TO SEE 4ELL STUDENTS THAT THE QUEEN GAVE THIS SPEECH TO THE %NGLISH ARMY AS IT PREPARED FOR THE 3PANISH INVASION (AVE A STRONG READER READ THE QUOTE ALOUD 4HEN ASK STUDENTS THE FOLLOWING QUESTIONS 7HY DOES %LIZ ABETH CALL HERSELF A KING OF %NGLAND (OW MIGHT THIS SPEECH HAVE MOTIVATED THE ARMY Verbal-Linguistic About the Illustration This illustration is an artist’s conception based The English set fire to ships on available sources. Historians, however, are rigged so that their cannons uncertain exactly what this scene looked like. The Spanish sailors would fire automatically. were already suffering from overcrowding, Skills hunger, and disease by FOCUS INTERPRETING VISUALS the time they encoun- tered the English. Analyze What tactics did the English use against the Armada? How did those tactics, combined with poor weather, defeat the Armada? go.hrw.com COULD YOU Go online for a closer look HAVE SURVIVED ? at survival and this event. Keyword: SHL MON
THE MONARCHS OF EUROPE 141
Skills Focus: Identifying Cause and Effect At Level Reading Skill What Caused the Armada’s Defeat? 1. $RAW THE GRAPHIC ORGANIZER FOR ALL TO SEE /MIT Causes Effects THE ITALICIZED ANSWERS 1. overcrowding, 2. (AVE STUDENTS COPY AND COMPLETE THE GRAPHIC hunger, and disease ORGANIZER 'UIDE A CLASS DISCUSSION ABOUT WHAT on Spanish ships CAUSED THE WRECK OF THE 3PANISH !RMADA 2. storms Wreck of Answers Visual-Spatial the Spanish Interpreting Visuals The storms Alternative Assessment Handbook, Rubrics 6: 3. English set fires Armada wrecked many of Spain’s ships, helping Cause and Effect; and 13: Graphic Organizers on ships. England, which was a Protestant nation; 4. Rebels closed the Spanish were trying to escape by Dutch harbor. heading into the North Sea. 141 SECTION 2 Absolute Monarchy Getting Started 5SE THE Interactive Reader and Study Guide TO FAMILIARIZE STUDENTS WITH THE SECTION and France CONTENT BEFORE Y OU R EAD Take notes Interactive Reader and Study Guide, on how Section 2 MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE Henry IV, Louis XIII, and Louis XIV increased the Henry IV, Louis XIII, and 1. How did Henry IV end France’s Huguenot power of absolute mon- Name ______Class ______Date ______Louis XIV strengthened the wars of religion? Saint Bartholomew’s Day The Monarchs of Europe archy in France. Section 2 French monarchy, with Louis 2. How did Louis XIII and Cardi- Massacre XIV setting the example of Henry IV Henry IV MAIN IDEA nal Richelieu strengthen the Henry IV, Louis XIII, and Louis XIV strengthened the French monarchy, with Louis XIV setting the example of an absolute monarch for the rest of Europe. an absolute monarch for the French monarchy? Edict of Nantes Louis XIII rest of Europe. Louis XIII Louis XIV Key Terms and People 3. What were the main events in Huguenot French Protestant Cardinal Richelieu Saint Bartholomew’s Day Massacre fighting begun on Saint Bartholomew’s Day in the monarchy of Louis XIV? 1572 between Catholics and Protestants, in which many Huguenots were killed Louis XIV Henry IV Huguenot who converted to Catholicism in order to be accepted as king Edict of Nantes proclamation by Henry IV that gave certain rights to French Huguenots War of the Spanish Succession but stressed that Catholicism was the official religion of France Louis XIII French king who took the throne after Henry IV was assassinated; Cardinal Treaty of Utrecht Richelieu served as his adviser Cardinal Richelieu prominent Catholic priest who became chief minister and adviser of King Louis XIII Louis XIV French king who held absolute power, became known as “the Sun King” War of the Spanish Succession costly war fought by Louis XIV over the successor to the Spanish throne Why did the streets of Paris Protestants that had been tearing France apart. But just two Treaty of Utrecht ended the War of the Spanish Succession; forced Louis XIV to give up territory and forbid France and Spain from being ruled by the same monarch run with blood? It was August 24, days before, Catherine de’ Medici, the queen of France and Taking Notes As you read the summary, use a graphic organizer like the one below to 1572, the Catholic feast day of Saint the bride’s mother, had ordered the murder of a prominent take notes on how Henry IV, Louis XIII, and Louis XIV increased the power of absolute monarchy in France. Bartholomew. Many Protestant nobles were in Paris for Protestant leader. The attempt failed, but then Catherine the wedding of Henry of Navarre, a Protestant nobleman, had another idea. While so many Protestants were in the to Marguerite de Valois, a Catholic princess. The marriage city, she ordered their massacre. Just before dawn on August was supposed to calm the hostilities between Catholics and 24, the killing began, with a bloodbath as the result.
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. Modern Era Chapter 4 44 Interactive Reader and Study Guide Day of DISASTER CRF: Vocabulary Builder: Section 2 Taking Notes Henry IV—went to war and accepted Catholicism as official religion to gain power; Louis XIII—chose a strong chief minister In Paris alone, who worked with him to reduce the power some 3,000 Protestants of the Huguenots and the French nobles; were killed became involved in Thirty Years’ War; in the Saint Louis XIV—after Mazarin’s death, ruled by Bartholomew’s himself; created rituals and an extravagant Day Massacre. lifestyle to build his image as a great ruler; St. Bartholomew’s Day fought wars to increase France’s power Massacre in Paris, artist abroad unknown, c. 1572
go.hrw.com 142 CHAPTER 4 Online Resources KEYWORD: SHL MON Teach the Main Idea At Level ACTIVITY: Louis XIV Absolute Monarchy and France 1. Teach !SK STUDENTS THE 2EADING &OCUS 4. Practice/Homework 4ELL STUDENTS THAT QUESTIONS TO TEACH THIS SECTION THEY ARE NEWSPAPER EDITORS COMMENTING ON 2. Apply /RGANIZE STUDENTS INTO SMALL GROUPS THE 7AR OF THE 3PANISH 3UCCESSION (AVE (AVE EACH GROUP DISCUSS THE MEANING OF STUDENTS WRITE AN EDITORIAL EXPRESSING THEIR THE TERM ABSOLUTE MONARCH 4HEN HAVE EACH VIEWS ON THE WAR 7AS IT WORTH GOING TO WAR GROUP MAKE LISTS OF THE TRAITS IT WOULD EXPECT WHEN 3PAIN LOST MOST OF ITS EMPIRE &RANCE IN AN ABSOLUTE MONARCH GAVE UP MUCH OF THE TERRITORY IT HOPED TO CLAIM AND %NGLAND EMERGED AS THE BIG 3. Review 2EVIEW GROUP LISTS AS A CLASS WINNER Interpersonal, Verbal-Linguistic WRITING THE TRAITS EACH GROUP MENTIONED FOR THE CLASS TO SEE Alternative Assessment Handbook, Rubrics 14: Group Activity; and 41: Writing to Express
142 CHAPTER 4 Religious War and Henry IV French Catholics accepted the edict because it ended the religious wars but still declared Soon after the Protestant Reformation began Catholicism the official religion of France. In in Germany, it spread to France. By the 1560s, addition, the edict required that Huguenots about one in ten French men and women was support the Catholic Church financially. a Huguenot (HYOO -guh- NAHT ), or French Cal- Following the edict’s success, King Henry Reading Focus vinist Protestant. Many noble families were IV focused on repairing his war-torn country. Huguenots. Such a large number of Protes- A major achievement was improving France’s How did Henry IV end France’s wars of tants, especially among the nobles, threatened financial situation. Henry eliminated France’s religion? by converting to Catholicism the Catholic French monarchy. The monarchy debt and even built up a surplus. He also cre- adhered to the idea that all loyal citizens of ated new industries, drained swamps, built and granting certain rights to the France should share un roi, une loi, une foi — canals and roads, stimulated trade, and encour- Huguenots “one king, one law, one religion.” The religious aged agriculture. Over time he became one of conflict was a challenge to absolute monarchy. France’s most respected monarchs. Religious War and Henry IV Conflict and a New King Just as wars Summarize What were some Explain 7HY DID #ATHOLICS ACCEPT between Catholics and Protestants shook Ger- high points and low points in the life of Henry IV? THE %DICT OF .ANTES because it ended many, in France fighting broke out between Catholics and Huguenots in 1562 and raged Louis XIII and Richelieu the religious wars, but stilldeclared for years. Hostilities took a particularly hor- Catholicism as France’s official rible turn in 1572, when the Catholic queen Henry had only about 10 years to enjoy being religion of France ordered the killing of Huguenots in king of France. In 1610 a fanatic Catholic Paris. Her assassins started with the Hugue- stabbed him while his carriage was stopped in Evaluate 7HY WOULD THE &RENCH not nobles who were in the city for the wedding traffic. The next king, Louis XIII , was very young ROYAL FAMILY WANT TO KILL ALL THE (UGUE of Henry of Navarre, a French nobleman. The when he was crowned. For several years he NOTS France had been embroiled in event became known as the Saint Bartholomew’s depended upon his mother to serve as regent, religious strife between Huguenots and Day Massacre . From Paris, the violence spread that is, to govern in his place. to other parts of France. Estimates of the final Once Louis XIII was old enough to rule, a Catholics. Killing all the Huguenots death toll range from 10,000 to 70,000. Catholic churchman named Cardinal Richelieu would put an end to the fighting. Henry of Navarre escaped death by deny- (REESH -uhl-oo) became his chief minister and CRF: Primary Source: The Edict of ing his religion. Years later, he was in line to most trusted adviser. Louis XIII was a rela- become king, but as a Huguenot in a heavily tively weak ruler, but Cardinal Richelieu was Nantes Catholic country, he had to fight Catholic troops determined to strengthen the monarchy. Doing to claim the throne. Finally, in 1593 Henry so required that its opponents be crushed. won acceptance by converting to Catholicism and was crowned Henry IV . According to some accounts, he explained his conversion by say- FACES OF HISTORY Reading Focus ing, “Paris is well worth a mass.” Armand-Jean du Ples- Cardinal sis, duc de Richelieu, How did Louis XIII and Cardinal Compromise and Progress Henry knew was determined to Richelieu strengthen the French mon- that a compromise was needed to restore peace. RICHELIEU strengthen the mon- In 1598 he granted some rights to Huguenots 1585–1642 archy and France. He archy? reduced power of Huguenots; by issuing the Edict of Nantes ( NAHNT ). It gave used ruthless methods uncovered nobles’ revolt; entered the Huguenots limited freedom of worship. Among to fulfill his goal. To weaken the nobility’s military power, Cardinal Thirty Years’ War other freedoms granted was the right of Richelieu demanded that all fortified castles not necessary for the Huguenots to hold office and to rule 200 towns defense of France be torn down. The nobles protested, but their pre- Louis XIII and Richelieu where they were already in the majority. cious castles were demolished anyway. In addition, Richelieu attacked At the time, the Edict of Nantes was a the nobles’ political power by appointing only local officials who sup- Recall 7HAT HAPPENED AT ,A remarkable document in that it represented a ported the king. For some positions, he even appointed middle-class 2OCHELLE Richelieu’s forces besieged clear break with the conformity of the past. No common people who disliked the nobles. These officials knew they the city to deal with Huguenot rebels. longer were all the people forced to follow the served at his pleasure and behaved accordingly. monarch’s religion. The concept of “one king, Analyze Why would the demolition of the nobles’ castles diminish Make Inferences (OW DID 2ICHE one law, one religion” was no longer in effect. their military power? LIEU PLAN TO STRENGTHEN THE MONARCHY by crushing its opponents THE MONARCHS OF EUROPE 143
Skills Focus: Comparing and Contrasting At Level Reading Skill Henry IV and Richelieu 1. 4HE ONGOING RELIGIOUS CONmICT IN &RANCE 3. 'UIDE STUDENTS IN A DISCUSSION OF &RANCES BETWEEN (UGUENOTS AND #ATHOLICS PLAYED A RELIGIOUS CONmICTS (AVE STUDENTS NAME MODERN LARGE PART IN THE POLICIES OF BOTH (ENRY )6 NATIONS THAT HAVE EXPERIENCED SIMILAR RELIGIOUS AND #ARDINAL 2ICHELIEU (AVE STUDENTS MAKE A STRIFE Visual-Spatial Answers CHART COMPARING AND CONTRASTING THE POLICIES Alternative Assessment Handbook, Rubrics 7: Faces of History It meant nobles could OF BOTH MEN Charts; and 11: Discussions not escape Richelieu’s forces. 2. 2EVIEW STUDENT CHARTS AS A CLASS Reading Check possible answer— high points: being crowned king, Edict of Nantes, reforms; low points: Saint Bartholomew’s Day Massacre, having to fight to claim throne 143 Both Louis XIII and Richelieu wanted to The Monarchy of Louis XIV reduce the recently won power of the Hugue- nots. To teach the Huguenots a lesson, in 1627 Richelieu died in 1642, and Louis XIII died one Richelieu used a situation at La Rochelle, a year later. In 1643 the son of Louis XIII was Reading Focus Huguenot port city. The people of La Rochelle crowned Louis XIV . History’s best example of an had sided with English forces that had taken absolute monarch, Louis led France during a a nearby island. Richelieu’s troops laid siege time of great power, prosperity, and glory. His Louis XIII and Richelieu to the walled city, cutting off its supplies. After reign had a lasting impact on France—both 14 months, the starving citizens surrendered. positive and negative. Recall 7HY DID 2ICHELIEU BECOME Richelieu ordered the city walls to be torn down Rise of the Sun King Like his father, Louis INVOLVED IN THE 4HIRTY 9EARS 7AR He and all the city’s churches to become Catholic. XIV became king, with his mother as regent, at His victory was a signal to all Huguenots that wanted to bring down the Hapsburg a very young age. A churchman named Cardi- resistance to the monarchy carried risks. nal Mazarin, who became chief minister after family. Richelieu and the king also saw the nobles Cardinal Richelieu, provided advice. as a threat, so Richelieu turned to suppressing Identify Cause and Effect 7HAT Louis was raised to be king. From childhood, them. His spies uncovered a series of planned WAS ONE EFFECT OF 2ICHELIEUS VICTORY AT he was taught all the skills that a king would revolts by some nobles. Punishments were eventually need—from interviewing foreign ,A 2OCHELLE It gave the message to the severe. For example, Richelieu had three prom- ambassadors and interpreting state papers to Huguenots not to resist the monarchy. inent nobles publicly executed for treason. hunting and dancing. As the king’s chief minister, Richelieu also The young king was quite different from his directed foreign policy. The Thirty Years’ War, father. For example, he was supremely confi- about which you will read more later, pit- dent in his ability to rule. When Cardinal Maz- ted Catholics against Protestants in Central arin died, Louis XIV, who was only 18 years old, Europe. Because he wanted to bring down the ECENT 3CHOLARSHIP declared that he would run the government 2ECE HIP Hapsburg family, which led the Catholic side of himself. He declared, “L’état, c’est moi,” mean- the conflict, Richelieu involved France on the ing “I am the state.” Louis chose the sun as Cardinal Richelieu: And the side of the Protestants. Making of France IS A DETAILED his personal symbol, implying that the world Identify Who did Louis XIII revolved around him. He thus became known BIOGRAPHY OF 2ICHELIEU !UTHOR and Cardinal Richelieu see as their enemies? as the Sun King. !NTHONY ,EVI GIVES A DETAILED LOOK AT THE WAYS 2ICHELIEU MADE &RANCE INTO A GREAT POWER PER The Palace at Versailles The king pointing to HAPS THE MOST POWERFUL NATION The royal family and some 10,000 plans for Versailles IN CONTINENTAL %UROPE ,EVI officials, servants, and nobles lived DISCUSSES 2ICHELIEUS ACCOM at Versailles—making the place
PLISHMENTS WITHIN &RANCE AND more a city than a palace. artist unknown, 1600s EXAMINES HIS DETERMINATION TO UNIFY THE NATION XIV, Louis Cardinal Richelieu: And the Making of France by Anthony Levi. Constable and Robinson, 2001. View of Versailles, of View artistunknown,1668
144 CHAPTER 4
Skills Focus: Identifying Main Idea and Details At Level Reading Skill The Monarchy of Louis XIV 1. (AVE EACH STUDENT WRITE A SERIES OF NEWSPAPER 3. 'UIDE STUDENTS IN A DISCUSSION OF THEIR HEADLINES THAT REPORT THE COURSE OF ,OUIS HEADLINES 7HAT DO THE EVENTS OF ,OUIS 8)6S 8)6S POLICIES AND ACTIONS AS KING 3TUDENT REIGN REVEAL ABOUT HIS ATTITUDE TOWARD POWER HEADLINES MAY EITHER BE SUPPORTIVE OR CRITICAL Verbal-Linguistic BUT EACH STUDENT SHOULD EXPRESS A CONSISTENT Alternative Assessment Handbook, Rubric 23: POINT OF VIEW Newspapers 2. (AVE VOLUNTEERS READ THEIR HEADLINES TO Answers THE CLASS Reading Check Huguenots, nobles, the Hapsburg family 144 HISTORY &Economics BUILDING VERSAILLES Making Economic Reading Focus COSTS BENEFITS Decisions What were the main events in the • Cost five percent of the • Kept court safer from Making economic decisions requires balancing country’s annual revenue Paris crowds monarchy of Louis XIV? building of benefits and costs. Often a decision has costs Versailles, cancellation of Edict of that one does not see at first. When you spend • Created resentment • Was clear symbol among the people of king’s power Nantes, War of the Spanish Succession, money on one thing, you cannot spend that money on something else. Those things that • Helped cause revolution • Allowed the king to keep Treaty of Utrecht one cannot have as a result of an economic years later the nobles in check decision are called opportunity costs. The Monarchy of Louis XIV Economic Decisions in History Louis XIV buy the latest electronic gadget when it first The decision Identify 7HO WAS #ARDINAL -AZARIN faced opportunity costs when he decided to comes on the market. Should you rush out to to build Versailles spend so much money on building the palace buy it, or should you wait for the price to come had both costs the adviser who became chief minister at Versailles. A major cost was in lost goodwill. down? Either decision carries opportunity costs. and benefits. after Cardinal Richelieu’s death Buying now means spending money that you The French people felt resentment when they Analyze (OW DID ,OUIS 8)6 WORK AT saw their money going to build a huge, grand could use for a long-term goal, such as building palace while they paid high taxes and some- your college fund. Buying later means giving BUILDING HIS IMAGE created elaborate times went hungry. This resentment would up the pleasure you might get from joining the rituals to emphasize his power, built a help cause a revolution years later. newest fad. grand palace at Versailles Economic Decisions and Your Life Your Explain Why should you consider opportunity Evaluate $O YOU THINK THAT ,OUIS economic decisions have opportunity costs, costs when making economic decisions? too. Consider the decision of whether or not to 8)6S EXTRAVAGANT LIFESTYLE WAS WORTH THE COST 7HY OR WHY NOT possible answer—Yes, it probably helped keep France politically stable by symboliz- Absolutism at Versailles For the rest of poorer, they had to depend on the king’s gener- ing his power. his long reign, Louis XIV retained absolute osity just to survive. CRF: Biography: Louis de Rouvroy power. He began a tradition of absolute mon- An immense complex of buildings and gar- archy in France that would last for more than dens, Versailles was a grand spectacle of kingly a century. Louis demanded that he be in charge power. Louis XIV’s style and ceremony empha- of all military, political, and economic initia- sized his political strength. Practically every tives. The religion of his subjects was also to be moment of the king’s day required rituals per- Info to Know under his direct control. formed by bowing courtiers. Eating, dressing, By drawing so much power to himself and walking in the garden—all required a ritual. The Boy King ,OUIS 8)6 BECAME KING the central government, Louis deprived the And Louis always knew who had given what OF &RANCE AT THE AGE OF FOUR !LTHOUGH nobles of influence. They declined further in he considered proper attention, as described in HE WAS SURROUNDED BY THE LUXURY OF THE status when Louis built an enormous palace at one courtier’s memoir. &RENCH COURT THE lRST YEARS OF HIS REIGN Versailles (ver- SY ), a few miles outside of Paris, HISTORY’S VOICES and required that his nobles visit him there WERE NOT EASY 7HEN HE WAS JUST NINE If anyone habitually living at Court absented him- regularly. Nobles gained prestige by becoming “ ,OUIS HAD TO mEE 0ARIS WHEN REBELLIONS self he insisted on knowing the reason; those who servants in the king’s Versailles court instead came there only for flying visits had also to give BROKE OUT BETWEEN THE &RENCH NOBILITY of by fighting or building local influence far a satisfactory explanation; any one who seldom AND THE MONARCH &ROM TO from Paris. In addition, Louis urged the nobles or never appeared there was certain to incur his ,OUIS KEPT MOVING THROUGH &RANCE SUF to develop expensive new habits of dressing, displeasure. ” dining, and gambling. As the nobles thus grew —Duc de Saint-Simon, The Court of Louis XIV, 1746 FERING FROM HUNGER COLD AND FEAR 4HE MEMORY OF THAT HARDSHIP STAYED WITH
THE MONARCHS OF EUROPE 145 ,OUIS FOREVER (E NEVER AGAIN TRUSTED THE PEOPLE OF 0ARIS OR THE NOBILITY The Arts in France #ATHERINE DE -EDICI Differentiating Instruction Below Level INTRODUCED BALLET INTO &RANCE IN English-Language Learners BUT UNDER ,OUIS 8)6 BALLET BECAME A SERIOUS ART FORM (E FOUNDED THE Materials: CONSTRUCTION PAPER DRESS AND SOCIAL ETIQUETTE (AVE STUDENTS lRST SCHOOL FOR BALLET IN )N DECIDE WHERE THE MONEY SHOULD COME FROM TO 1. /RGANIZE STUDENTS INTO SMALL GROUPS 4ELL FEMALE DANCERS lRST PERFORMED AT THE BUILD THEIR ROYAL COMPOUNDS STUDENTS THEY HAVE BEEN CHOSEN BY THE KING TO 0ARIS /PERA DESIGN A ROYAL COMPOUND IN THE COUNTRY WITH 2. $ISPLAY STUDENT DESIGNS FOR THE CLASS TO SEE A ROYAL PALACE PALACES TO HOUSE MEMBERS 3. 'UIDE STUDENTS IN A DISCUSSION OF THE OF THE COURT THEATERS STABLES AND OTHER lNISHED DESIGNS (OW DO THEY THINK THEIR BUILDINGS AS WELL AS FORMAL GARDENS LAWNS ROYAL COMPOUNDS COMPARE TO ,OUIS 8)6S Answers WOODS AND RECREATIONAL SPACES (AVE EACH 6ERSAILLES Interpersonal, Visual-Spatial GROUP DRAW UP A PLAN AND MAKE ILLUSTRATED History & Economics possible Alternative Assessment Handbook , Rubrics 3: DISPLAYS OF COURT LIFE INCLUDING ART DANCE answer—While they are not immediately Artwork; and 14: Group Activity apparent, they help you make a more informed decision. 145 Louis and Protestantism Another way War over a Throne Louis XIV wanted that Louis established absolute monarchy was to increase his power beyond the borders of by smashing the power of the Huguenots once France. He went to war to reclaim territory and for all. Since the reign of Henry IV, the that France had lost, but his wars cost France Reading Focus Edict of Nantes had protected the Huguenots. dearly. In fact, they cost so much that Louis For all Richelieu’s efforts, even he had not been had to melt down royal silver to pay for army able to eliminate that protection. supplies. The most costly of his wars was the The Monarchy of Louis XIV In 1685 Louis made his move. He revoked, War of the Spanish Succession . It began when or canceled, the edict and outlawed Protestant- the Spanish king died without an heir. Three Recall 7HAT COUNTRY BENElTED MOST ism in his realm. Over 200,000 Huguenots fled rulers claimed that they should name the suc- FROM THE 7AR OF 3PANISH 3UCCESSION France, including many prosperous merchants cessor. Louis was one of the three, because he England and artisans. The loss of their skills and wealth wanted the Spanish throne for his oldest son. READING helped cause a financial crisis. The other European monarchs did not want Identify Cause and Effect 7HAT SKILLS France and Spain to be so closely connected. WERE THE CAUSES AND EFFECTS OF THE 7AR Connecting How Money and the Military Louis’s finances Such an alliance could cause economic and does the War of the were always a matter of concern because the political problems for several countries. There- OF THE 3PANISH 3UCCESSION caused Spanish Succession grand lifestyle he demanded required a great fore, in 1701 England, the Netherlands, and when other European powers did not connect to other deal of money. The treasury was saved primar- problems related to the Holy Roman Empire went to war against want to see Louis XIV’s son become succession about ily by the efficient policies of the minister of France. Fighting was not limited to Europe. In king of Spain; resulted in giving Louis's which you have finance, Jean-Baptiste Colbert (kawl- BER ). Col- North America, the conflict was connected to a already read? bert limited imports and increased exports. In grandson the Spanish throne, but phase of the French and Indian Wars. addition, he simplified the tax system. Colbert After many defeats, in 1713 Louis accepted keeping France and Spain from being even reduced the government’s debt. Still, the Treaty of Utrecht . Although the treaty said ruled by the same monarch, and mak- Louis always wanted more money. that Louis’s grandson got the Spanish throne, ing France give up territory. England Louis needed cash to fulfill his greatest it also said that France and Spain would never ambition—to build up the military and expand ended up benefiting at the expense of be ruled by the same monarch. Louis also had French territory. He succeeded in this goal, cer- to give up most of the territory he had taken. France and Spain. tainly, by enlarging the army from some 70,000 The war benefited England at the expense of men to more than 200,000 disciplined soldiers. France and Spain. Despite the setback, Louis Louis also spent money on good equipment for XIV remained in power until his death in his new army. With this mighty force, Louis 1715—still an absolute monarch. became the most powerful ruler in Europe, taking France into war four times. Find the Main Idea What were some main events during Louis XIV’s reign?
Close go.hrw.com SECTION 2 ASSESSMENT Online Quiz 'UIDE STUDENTS IN A DISCUSSION OF THE Keyword: SHL MON HP REASONS FOR THE INCREASING POWER OF THE Reviewing Ideas, Terms, and People Critical Thinking MONARCHY FROM (ENRY )6 TO ,OUIS 8)6 1. a. Define Write a brief definition of the following terms: 4. Sequence Copy the graphic organizer below and use it to Huguenot, Saint Bartholomew’s Day Massacre, Edict of describe how the power of the French monarchy increased Review Nantes. under Henry IV, Louis XIII, and Louis XIV. b. Sequence List in order the major events in the conflict Online Quiz, Section 2 between French Huguenots and Catholics. Henry IV Louis XIII Louis XIV c. Elaborate Attributed to Henry IV is the quotation, “Paris is Assess well worth a mass.” What does this statement mean? 2. a. Identify Who was Cardinal Richelieu , and why was he SE Section 2 Assessment significant? 5. Description Study the illustrations in this section. Then write b. Interpret What were the effects of the siege of La Progress Assessment: Section 2 Quiz a brief description of either the St. Bartholomew’s Day Massa- Rochelle? cre or the palace that Louis XIV built at Versailles. Use details Alternative Assessment Handbook 3. a. Identify What was Versailles? Why was it important? that will help your reader visualize the scene. b. Explain What did Louis XIV mean by “L’état, c’est moi”? Reteach/Intervene c. Evaluate How could Louis XIV have improved his legacy? Interactive Reader and Study Guide, 146 CHAPTER 4 Section 2 Interactive Skills Tutor CD-ROM Section 2 Assessment Answers
1. a. Huguenot: French Protestant; St. Bart's 3. a. Louis XIV’s palace; symbol of king's power Day Massacre: killing of 10,000 to 70,000 b. “I am the state”; could rule by himself Huguenots; Edict of Nantes: document giving c. possible answer—by placing less emphasis certain rights to Huguenots on appearance, and more on strategy b. St. Bartholomew’s Day Massacre, Henry 4. Henry IV: issued Edict of Nantes, made reforms; IV converted to Catholicism, Edict of Nantes, Louis XIII: took power from Huguenots, nobles; Answers Thirty Years' War Louis XIV: absolute monarch, built Versailles c. France was worth converting to Catholicism Reading Skills possible answer— 5. Student descriptions should include details Another problem of succession was Henry 2. a. chief minister, trusted adviser of Louis XIII about the illustration of a chosen event. IV becoming King of France. b. all churches became Catholic; gave signal to Reading Check building of Versailles, Huguenots that resistance was unwise cancellation of Edict of Nantes, War of the Spanish Succession, Treaty of Utrecht 146 SECTION 3 Monarchy in England Getting Started BEFORE Y OU R EAD As you 5SE THE Interactive Reader and Study Guide read, take TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE notes to record details about the decreasing CONTENT In contrast to the absolute 1. How did the Tudors work with Puritans power of the monarchy monarchies of Spain and Parliament? Charles I Interactive Reader and Study Guide, and increasing power France, the English monar- Royalists 2. What led the first two Stuart of Parliament. Section 3 chy was limited by Parlia- kings to clash with Parliament? Oliver Cromwell ment; following a civil war, commonwealth 3. What were the causes and Parliament Name ______Class ______Date ______Parliament became even Restoration The Monarchs of Europe results of the English Civil War? Section 3 more powerful. Charles II 4. Monarchy What happened when monar- MAIN IDEA William and Mary In contrast to the absolute monarchies of Spain and France, the English chy returned to England? monarchy was limited by Parliament; following a civil war, Parliament became Glorious Revolution even more powerful.
constitutional monarchy Key Terms and People Puritans Protestant religious group that demanded reforms in the Church of England Charles I son of James I, became king in 1625 Royalists supporters of the king during the English Civil War Oliver Cromwell commander of Parliament’s army in the Civil War, later Lord Protector How did a queen get her way? commonwealth republican government based on the common good of all people Restoration the return of the monarchy to England in 1660 Queen Elizabeth I had a very strong Charles II son of Charles I, became king of Great Britain when monarchy was restored Glorious Revolution bloodless transfer of power from James II to William and Mary A BOLD QUEEN William and Mary James II’s Protestant daughter and son-in-law, who succeeded him personality—and it showed in her rela- constitutional monarchy a monarchy limited by law
tionship with England’s Parliament. Early in her reign, the Taking Notes As you read the summary, take notes in a graphic organizer like the one members of Parliament asked Elizabeth I when she planned below about the decreasing power of the monarchy and increasing power of Parliament. to marry. In response, she told them that she planned to die without a husband, and that it was none of Parliament’s business anyway. She was not interested in sharing power with a king. Elizabeth’s close relationship with Parliament was assisted by her fierce and obvious love for England. In her last speech to Parliament she said, “Though you have had, and may have, many princes more mighty and wise sit-
ting in this seat, yet you never had, nor shall have, any that Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. Modern Era Chapter 4 47 Interactive Reader and Study Guide will be more careful and loving.” Later monarchs would not be as close to Parliament, or so skillful in dealing with it. CRF: Vocabulary Builder: Section 3 The Tudors and Parliament Two prominent members of the Tudor dynasty, Henry Taking Notes VIII and his daughter Elizabeth I, ruled during the time Tudors worked with Parliament to get what when absolutism was common on the European conti- they wanted; Parliament forced Charles I nent. In England, though, Parliament placed curbs on to sign the Petition of Right; English Civil absolute monarchy. Both father and daughter had to learn how to work with Parliament to fulfill their goals War resulted in Parliament defeating and for England. executing Charles I; Parliament restored monarchy but continued to develop its role; Parliament invited William and Mary to
by unknownartist, by 1500s replace James II; Parliament passed the Bill Queen Elizabeth at the height of of Rights, further limiting royal power. her glory, as shown by the richness of her clothing and jewels Portrait of Elizabeth I, ElizabethI, of Portrait
THE MONARCHS OF EUROPE 147
Teach the Main Idea At Level Monarchy in England 1. Teach !SK STUDENTS THE 2EADING &OCUS 4. Practice/Homework 4ELL STUDENTS THAT QUESTIONS TO TEACH THIS SECTION IT IS THE TIME OF THE %NGLISH #IVIL 7AR (AVE 2. Apply (AVE STUDENTS CREATE A TIME LINE OF EACH STUDENT DECIDE WHETHER HE OR SHE WOULD THE MAJOR EVENTS IN THIS SECTION 3TUDENT TIME HAVE BEEN ON THE SIDE OF THE #AVALIERS OR THE LINES SHOULD BEGIN WITH THE PASSAGE OF THE 2OUNDHEADS AND WRITE AN ESSAY EXPLAINING !CT OF 3UPREMACY IN AND END WITH THE WHY (AVE STUDENTS TAKE INTO CONSIDERATION PASSAGE OF THE %NGLISH "ILL OF 2IGHTS IN THE LEADERSHIP OF #HARLES ) AND /LIVER #ROMWELL AND THE ISSUES AT STAKE 3. Review 'UIDE STUDENTS IN A DISCUSSION OF THE Visual-Spatial, Verbal-Linguistic EVENTS ON THEIR TIME LINES 7HAT EVENTS COULD BE CONSIDERED MILESTONES IN %NGLANDS ROAD TO Alternative Assessment Handbook, Rubrics 36: DEMOCRACY 7HAT EVENTS WERE SETBACKS Time Lines; and 40: Writing to Describe
THE MONARCHS OF EUROPE 147 Henry VIII created the Protestant Church While Elizabeth was clearly in charge, she of England so he could divorce his first wife. had some difficulty keeping her subjects from To effect the split with the Roman Catholic questioning her actions. For example, in 1601 Church, Henry had Parliament pass laws end- one of her favorite courtiers, the Earl of Essex, Reading Focus ing the power of the pope in England. In 1534 rebelled against the queen’s authority. He the Act of Supremacy named the king as the asked publicly, “Cannot princes err? Cannot head of the Church of England. subjects receive wrong? Is an earthly power or How did the Tudors work with After Henry’s death and the short reign of his authority infinite?” Essex was tried and exe- Parliament? Henry VIII teamed with son Edward, Henry’s daughter Mary I became cuted, but he was not the last to question the queen. Often called Bloody Mary, she briefly English monarch’s authority. Parliament to pass a series of laws to made England Catholic again. When Mary Recall What did Henry VIII convert England to Protestantism and died in 1558, Elizabeth was crowned queen and and Elizabeth I work with Parliament to do? name him head of the Church of England. returned England to the Anglican, or English Elizabeth I needed the help of Parliament Protestant, Church. Parliament helped her do to re-establish herself as the head of the so by passing laws that favored Protestantism. The Stuarts and Parliament Church of England. Tension developed between Parliament and the queen when Parliament pressured her The Tudors’ success with Parliament was not to marry so that she would have an heir to the repeated by their successors. When Elizabeth I The Tudors and Parliament throne. She refused, knowing that marriage to died in 1603, a relative of the Tudors from Scot- land became king. James I was the first mem- Summarize 7HAT MEASURES DID either an Englishman or a foreigner could limit her freedom. Still, she managed to talk Parlia- ber of the Stuart dynasty to rule in England. (ENRY 6))) TAKE TO CONVERT %NGLAND TO ment into approving the funds she needed. His view of absolute monarchy caused conflict 0ROTESTANTISM teamed with Parliament A major reason for Elizabeth’s good rela- with Parliament. tionship with Parliament was her willingness to pass a series of laws, Act of Suprem- James I Clashes with Parliament James to let the members speak their minds without acy made the king head of the Church faced problems from the start. He believed fear of punishment. Her close ties to Parlia- firmly in the divine right of kings and wanted of England ment show in the fact that she called it into to rule as an absolute monarch. But wars waged Predict 7HAT DO YOU THINK WOULD HAVE session 10 times during her 45-year reign. HAPPENED IF %LIZABETH ) HAD MARRIED possible answer—might have lost power Linking TO Today because her husband would have wanted to play a part in governing England. The British Monarchy CRF: Literature: The Life of King Henry V Should the United Kingdom still than $300 billion per year, would suffer have a king or queen? Ever since the if the romance of royalty were elimi- conflict between king and Parliament nated. Elizabeth II can also sometimes in the 1600s, the monarch has had a defuse a touchy situation with other restricted role in the government. heads of state, since she does not repre- Critics of the monarchy sometimes sent a particular political viewpoint. claim that the royal family is an expen- Perhaps the best argument for the sive luxury. Monarchy’s defenders reply monarchy is its power as a symbol. It that Queen Elizabeth II’s wealth—per- represents continuity—the ability of haps about $500 million—allows her the kingdom’s people to survive cen- to pay her own way. Her accountants turies of global turmoil and still live in agree. In 2006 a report from the office relative peace with each other. of Royal Public Finances stated that Draw Conclusions Should the mon- Queen Elizabeth II and her family cost archy continue? Why or why not? each citizen of the United Kingdom only about $1.13 per year. In addition, the monarchy’s supporters point out that Queen Elizabeth II greets crowds the tourist industry, which is worth more celebrating her eightieth birthday.
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Collaborative Learning At Level The Reign of Queen Elizabeth I 1. /RGANIZE STUDENTS INTO TWO GROUPS FOR A 2. #ONDUCT A CLASSROOM DEBATE ON %LIZABETHgS CLASSROOM DEBATE ON THE REIGN OF 1UEEN POLICIES 7HICH SIDE PRESENTED THE MOST %LIZABETH ) (AVE ONE SIDE SUPPORT HER CONVINCING ARGUMENTS Interpersonal POLICIES AND THE OTHER SIDE ARGUE AGAINST THEM Alternative Assessment Handbook, Rubric 10: (AVE STUDENTS CONSIDER THE HISTORICAL CONTEXT Debates Answers IN EVALUATING THE POLICIES 7HY DID %LIZABETH Linking to Today possible answers— REFUSE TO MARRY RE ESTABLISH HERSELF AS THE HEAD Yes, it is a symbol of continuity, it OF THE #HURCH OF %NGLAND AND ALLOW %NGLISH encourages tourism; No, the royal family CAPTAINS TO ATTACK 3PANISH SHIPS COMING FROM is expensive to maintain. !MERICA LADEN WITH TREASURE 'IVE EACH SIDE Reading Check to pass laws to help TIME TO PREPARE ARGUMENTS the monarch achieve desired results
148 CHAPTER 4 by his predecessors, combined with his own The English Civil War spending, left him low on funds. In addition, because he was from Scotland, he was consid- Conflict continued between a king who believed ered an outsider. For all of these reasons, he in absolute monarchy and a Parliament that had difficulty getting along with Parliament. saw itself as independent of the king. The con- Although James called Parliament repeatedly flict became so severe that it led to war and Reading Focus during his reign, he was rarely able to get Par- even the king’s death. liament to approve all the money he wanted. Parliament Reconvened In 1640 Charles What led the first two Stuart kings As Parliament increased its influence, I was badly in debt, thanks to a religious rebel- to clash with Parliament? went to another group was starting to make itself lion in Scotland. He finally had to reconvene known. The Puritans , a group of strict Calvin- Parliament to raise money, rarely able Parliament so he could ask for more money. ists, demanded that the Church of England be to get the money they wanted This session became known as the Long further reformed. They wanted to “purify” the Parliament because it did not disband for English church of practices they thought were The Stuarts and Parliament many years. After being ignored for 11 years, still too Catholic. For example, priests still the members of Parliament were in no mood dressed in elaborate robes, and worshippers Recall 7HAT DID #HARLES ) DO WHEN to bow to the king’s wishes, and they took the knelt during services. 0ARLIAMENT REFUSED TO GIVE HIM MONEY opportunity to further limit the king’s pow- Another of the Puritans’ goals was to take ers. They demanded that Parliament must be READING AFTER HE SIGNED THE 0ETITION OF 2IGHT power away from church officials. James saw called at least every three years, and the king SKILLS this stance as a threat to his power because He taxed the English people and dis- could no longer dismiss Parliament. Charles I Connecting the church leadership supported him. As a How does this missed Parliament. accepted these new rules, but he awaited the result, he refused to pass most of the Puritans’ information about right moment to overturn them. Evaluate $O YOU THINK THE %NGLISH requests for reform. One reform James agreed the Puritans connect to what WOULD HAVE ACCEPTED *AMES ) AS AN to was the publication of an English version War with Parliament That moment came you already know of the Bible that became known as the King when a radical Puritan group within Parlia- about Puritans in ABSOLUTE MONARCH IF HE HAD NOT BEEN America? James Bible. ment moved to abolish the appointment of AN hOUTSIDERv %XPLAIN YOUR ANSWER bishops in the Anglican Church. The king, Charles I Defies Parliament When James possible answer—no; because they whose power was connected to the power of the I died in 1625, his younger son was crowned were used to having monarchs work church, was outraged. king as Charles I . He was popular at first, but For this insult, Charles decided to arrest with Parliament married a Catholic princess and involved Eng- the Puritan leaders for treason. He led troops land in military adventures overseas. into the House of Commons to make the arrest, In 1628 Charles summoned Parliament to Today, England’s but the men had already escaped. Now Charles request money. Parliament refused to grant it monarch is allowed had given away his intentions to take back until Charles signed a document, called the to enter the Hous- power. Some members of Parliament decided es of Parliament Reading Focus Petition of Right, that placed limits on the to rise up against the king. Charles I called only once a year, king’s power. Among the document’s provisions to open a session for the support of the English people. Within was a statement that the king could not levy of Parliament. What were the causes and results of months, in 1642, the English Civil War began. taxes without Parliament’s approval. Nor could the English Civil War? causes—Long Without funding from Parliament, the king he imprison anyone without legal justification, had to rely on contributions to pay for an army. Parliament limited Charles I’s pow- force citizens to house soldiers, or declare mar- His supporters, mainly wealthy nobles, were ers and refused to give him money; tial law in peacetime. The Petition of Right was called for their allegiance to his royal a direct challenge to absolute monarchy. Royalists results—Charles I executed; monar- person. On the other side, Parliament could When Parliament refused to give him chy and House of Lords abolished; back its army by voting for funding. Support- money again later, Charles taxed the English England became a commonwealth ers of Parliament were called Roundheads, people on his own and forced bankers to loan from their short, bowl-shaped haircuts, which him money. The members of Parliament were contrasted with the Royalists’ long wigs. The The English Civil War furious. In response, Charles dismissed Parlia- Roundheads included Puritans, merchants, ment and in 1629 decided to rule without con- Recall 7HY DID #HARLES ) CALL 0ARLIA and some members of the upper classes. sulting Parliament ever again. Leading the Roundhead forces was a mem- MENT INTO SESSION IN He needed Find the Main Idea Why did ber of Parliament named Oliver Cromwell . He money following a religious rebellion the Stuarts have trouble with Parliament? had risen to leadership as an army general. in Scotland Summarize (OW DID /LIVER #ROM THE MONARCHS OF EUROPE 149 WELLS ROLE IN GOVERNMENT CHANGE OVER TIME started as member of Parliament; Below Level became army general and commander- Skills Focus: Summarizing in-chief; seized power as Lord Protector Reading Skill CRF: History and Geography: A King at The Role of Religion in English Politics War with Parliament 1. (AVE STUDENTS WORK IN MIXED ABILITY PAIRS TO %NGLAND COMPARE WITH CONmICTS ELSEWHERE MAKE A CHART SUMMARIZING THE RELATIONS BETWEEN IN %UROPE 7HAT FACTORS MIGHT ACCOUNT FOR RELIGION AND GOVERNMENT DURING THE REIGNS OF DIFFERENCES IN %NGLAND (OW DID THE FACT THAT (ENRY 6))) -ARY %LIZABETH ) AND *AMES ) THE %NGLISH MONARCH WAS ALSO THE HEAD OF THE 2. 2EVIEW STUDENT CHARTS AS A CLASS AND MAKE #HURCH OF %NGLAND AFFECT %NGLISH RELIGIOUS A CLASS CHART FOR ALL TO SEE (AVE STUDENTS CONmICTS Visual-Spatial Answers CORRECT THEIR OWN WORK AS NEEDED Alternative Assessment Handbook, Rubrics 7: Charts; and 11: Discussions Reading Skills Many Puritans left 3. 'UIDE STUDENTS IN A DISCUSSION OF RELIGIOUS England and settled in America. CONmICTS IN %NGLAND USING THE FOLLOWING Reading Check Both wanted to rule as QUESTIONS (OW DID RELIGIOUS CONmICTS IN absolute monarchs. 149 Reading like a Historian Cromwell is portrayed A View of Oliver Cromwell in a negative way. Reading Focus Interpreting Political Cartoons England His face is ugly, and faced problems both at home and abroad he has a long, fat tail during the mid-1600s. Under Charles I, fight- filled with coins. The English Civil War ing had broken out in Ireland and Scotland. Sequence ,IST IN ORDER THE EVENTS Oliver Cromwell inherited those tensions— and expenses. In addition, he had Parliament LEADING TO THE ESTABLISHMENT OF THE COM pass a law that damaged Dutch trade. A war MONWEALTH Cromwell led Roundheads with the Dutch was the result. Cromwell was in battle against Royalists; king sur- also in conflict with the Royalists, of course. Cromwell’s foreign exploits made him rendered; Cromwell dismissed members very unpopular in the other countries. In of Parliament who disagreed with him; England, though, Cromwell was popular enough that in 1657 Parliament offered him king tried and executed; monarchy and the crown, which he declined. As you study House of Lords outlawed this Dutch cartoon about Cromwell titled “The Horrible Tail Man,” consider: Make Judgments $O YOU THINK • the identities of the characters in the THAT %NGLAND WAS BETTER OFF UNDER THE cartoon COMMONWEALTH OR UNDER THE MONAR • what the various characters are doing CHY %XPLAIN possible answer—under • where Cromwell’s attention is focused • the country where it was published the monarchy: in the end Cromwell proved to be as much of a tyrant as the Skills A Royalist, a Dutchman, FOCUS READING LIKE A HISTORIAN an Irishman, and a Scot are king he had deposed by passing many cutting off sections of Crom- 1. Details Is Cromwell aware of what is going on well’s money-filled tail. restrictive laws behind him? How does this affect the meaning? 2. Message What was the cartoonist saying about the impact of Cromwell’s foreign involvements? See Skills Handbook , p. H27 Info to Know
Charles I #HARLES ) ORIGINALLY ATTEMPTED TO In 1644, at the first truly decisive battle of of my people than any here that come to be MARRY THE DAUGHTER OF THE 3PANISH KING IN the war, he led a victory in which 4,000 of the my pretended judges,” he declared. In the end, ORDER TO FORM AN ALLIANCE BETWEEN 3PAIN king’s soldiers died. Cromwell continued to rise the king was sentenced to death for treason. AND %NGLAND 7HEN HE FAILED TO NEGOTI in power until he became commander-in-chief On January 30, 1649, Charles I was publicly of Parliament’s army. beheaded in front of his own palace—the first ATE THE MARRIAGE HE MARRIED THE &RENCH The Royalist army was outmatched by European monarch to be formally tried and PRINCESS (ENRIETTA -ARIA INSTEAD FORMING Cromwell’s disciplined troops. In 1646 the sentenced to death by a court of law. To some AN ALLIANCE WITH &RANCE AGAINST 3PAIN (IS king surrendered. Now in full control, Crom- people he was a martyr, to others a tyrant who MARRIAGE TO (ENRIETTA A #ATHOLIC ANGERED well dismissed all members of Parliament who got what he deserved. disagreed with him. Those who were left made HIS 0ROTESTANT SUBJECTS up what was called the Rump Parliament. England under Cromwell For the next 11 years, England’s government changed com- Trial and Execution Eventually the Rump pletely. The House of Commons abolished the Parliament charged the king with treason House of Lords and outlawed the monarchy. and put him on trial. During his trial, Charles England became a commonwealth , which defended himself with great eloquence but is a republican government based on the com- refused to even recognize Parliament’s author- mon good of all the people. In 1653 Cromwell ity to try him. “I do stand more for the liberty was given the title Lord Protector of England,
150 CHAPTER 4
Differentiating Instruction Above Level Advanced Learners/Gifted and Talented Research Required Materials: POSTER BOARD COLORED MARKERS 2. (AVE EACH GROUP CONDUCT RESEARCH ABOUT THE 1. /RGANIZE STUDENTS INTO SMALL GROUPS (AVE PROGRESS OF THE %NGLISH #IVIL 7AR TO MARK EACH GROUP CREATE A BOARD GAME FOR THE %NGLISH THE MAJOR BATTLE SITES ON THE MAP AND TO WRITE #IVIL 7AR 4HE PLAYING BOARD SHOULD BE A RULES FOR PLAYING THE GAME 'AME RULES SHOULD MAP OF 'REAT "RITAIN AND )RELAND WITH MAJOR ALLOW EITHER TWO PEOPLE OR TWO TEAMS TO PLAY CITIES AND SITES OF MAJOR BATTLES MARKED ON IT 3. (AVE EACH GROUP DEMONSTRATE ITS BOARD GAME Answers 'AME PIECES SHOULD REPRESENT THE 2OYALIST FOR THE REST OF THE CLASS 'UIDE STUDENTS IN A FORCES #AVALIERS AND 0ARLIAMENTARY FORCES DISCUSSION ABOUT THE %NGLISH #IVIL 7AR Reading Like a Historian 1. no; 2OUNDHEADS WITH SPECIAL PIECES REPRESENTING Visual-Spatial, Kinesthetic shows he is not an effective leader; +ING #HARLES ) AND /LIVER #ROMWELL 2. They were expensive and harmful to Alternative Assessment Handbook , Rubrics 20: England. Map Creation; and 30: Research 150 Scotland, and Ireland. Although Cromwell was HISTORY’S VOICES a skilled leader, he demanded complete obedi- “Great joy all yesterday at London, and at night ence. He clamped down on English social life by more bonfires than ever, and ringing of bells, and closing the theaters and limiting other forms of drinking of the King’s health upon their knees in popular entertainment. the streets, which methinks is a little too much. Cromwell had to deal with foreign issues, But every body seems to be very joyfull in the Reading Focus too. He led military expeditions to Scotland and business . . . ” —The Diary of Samuel Pepys, May 2, 1660 Ireland. His economic policies led to a war with What happened when monarchy the Dutch over trade. To limit Spanish activity returned to England? Charles II took in the Americas, he also warred on Spain. The Reign of Charles II Charles knew that as king he had to watch his step. When the throne, followed by his brother, A Defender of Absolutism Cromwell, his policies were opposed, he usually gave in. James II, a Catholic. Then, Protestants the king’s death, and the war troubled many of Still, he had to address many issues. Conflict William and Mary became king and the English people. One of them was Thomas with the Dutch continued. Religious tensions queen in the Glorious Revolution. Hobbes, a Royalist who fled to France during remained. And the role of Parliament was still Cromwell’s rule. Hobbes wrote what is now a being developed. Charles supported religious The Monarchy Returns classic work of political science, Leviathan . In toleration for Catholics, for example, but Par- it, Hobbes described humans as being natu- liament insisted upon laws to strengthen the Identify Cause and Effect 7HY rally selfish and fearful. Life in nature, he Church of England. DID 0ARLIAMENT VOTE TO BRING BACK THE wrote, was “solitary, poor, nasty, brutish, and The Restoration years were a mixture of short.” Hobbes argued that people needed an positive and negative events. On one hand, MONARCHY People were unhappy with all-powerful monarch to tell them how to live. Charles reopened the theaters, with a flower- new Puritan laws, and Cromwell’s son His views sparked controversy during a time ing of English drama as the result. Another was an uninspiring leader. when England was trying to find a balance positive event was passage of the Habeas between government by the people’s represen- Corpus Act of 1679. This act guaranteed that Evaluate 7HAT WERE THE POSITIVE AND tatives and the monarchy. someone accused of a crime had the right to NEGATIVE ASPECTS OF THE 2ESTORATION Identify Cause and Effect appear in court to determine if the accused YEARS positive—the theaters reopened, What were some effects of the English Civil War? should be held or released. The act is one of the most important in English history. Habeas Corpus Act passed; negative— England also suffered setbacks during the conflict with Dutch, religious tension, The Monarchy Returns reign of Charles II. In 1665 the bubonic plague bubonic plague, Great Fire of London returned, killing perhaps 100,000 people in Hobbes’s ideas reflected the fact that many peo- London alone. The next year, the Great Fire of Analyze 7HY ARE THE EVENTS OF ple were unhappy under Cromwell, especially London destroyed large parts of the city—but KNOWN AS THE 'LORIOUS 2EVOLUTION A when he dismissed Parliament to rule. Atti- also killed the rats that had spread the deadly tudes were changing so much that a return to new king and queen took power with- plague. After the fire, though, Charles sup- monarchy became possible. out bloodshed. ported public construction projects. When Cromwell died in CRF: Biography: William and Mary The Restoration James II Later in Charles’s reign the ques- 1658, his son took his place. Richard Cromwell tion of who would succeed him remained. His CRF: Economics and History: British lacked his father’s leadership abilities, though, brother, James, was next in line, but he was Deficit Financing, 1688–1815 and his government collapsed. Eventually Par- Catholic. In addition, James had married a liament reconvened and voted to bring back the Catholic princess whose Catholic son would monarchy—an event known as the . Restoration outrank James’s Protestant daughters from In the spring of 1660, Parliament invited his first marriage. When Charles died in 1685, the son of the dead Charles I, also named James II was crowned king. Many people won- Info to Know Charles, to be the new king. Parliament laid dered if another destructive war would follow. Hobbes and Leviathan 7HEN THE STRUGGLE out certain conditions, which Charles accepted, James was not popular. Besides being a along with the invitation. He would be crowned BETWEEN #HARLES ) AND 0ARLIAMENT BROKE Catholic, he believed wholeheartedly in his King . As he rode into London upon his Charles II right to rule as an absolute monarch. The Eng- OUT 4HOMAS (OBBES BEGAN WORK ON A return, the people shouted their good wishes. lish people, however, would no longer tolerate DEFENSE OF THE POWERS OF THE MONARCH The writer Samuel Pepys recorded his impres- such a belief. USING IDEAS THAT HE LATER DEVELOPED IN sions of the day in his diary: Leviathan &EARING ARREST BY 0ARLIAMENT HE mED TO 0ARIS &ROM TO HE THE MONARCHS OF EUROPE 151 TAUGHT MATHEMATICS TO #HARLES )S SON THE FUTURE +ING #HARLES )) WHO WAS Skills Focus: Identifying Main Idea and Details At Level LIVING IN EXILE IN 0ARIS Leviathan WAS VIEWED BY 0RINCE #HARLESS ADVISERS AS Reading Skill JUSTIFYING THE #OMMONWEALTH AND BY The Puritan Commonwealth &RENCH AUTHORITIES AS ATTACKING THE PA 1. 'UIDE STUDENTS IN A DISCUSSION OF THE 2. (AVE EACH STUDENT WRITE A hJOB EVALUATIONv PACY &EARING ARREST AGAIN HE RETURNED EFFECTIVENESS OF #ROMWELLS #OMMONWEALTH ASSESSING /LIVER #ROMWELLS PERFORMANCE TO %NGLAND 7HEN #HARLES )) CAME TO USING THE FOLLOWING QUESTIONS 7HY WAS THE AS THE LEADER OF %NGLAND &IRST HAVE STUDENTS THE THRONE IN HE WELCOMED HIS MONARCHY ABOLISHED (OW DOES THE IDEA CREATE AN EVALUATION FORM WITH QUESTIONS FORMER TEACHER BACK TO HIS COURT OF A COMMONWEALTH lT IN WITH #ROMWELLS ABOUT DIFFERENT ASPECTS OF JOB PERFORMANCE DISMISSAL OF 0ARLIAMENT AND SEIZURE OF POWER THEN HAVE STUDENTS lLL IN THE ANSWERS (OW DID #ROMWELLS BEHAVIOR COMPARE WITH 3. (AVE VOLUNTEERS READ THEIR JOB EVALUATIONS TO Answers THAT OF +ING #HARLES $ID THE %NGLISH JUST THE CLASS Verbal-Linguistic REPLACE ONE TYRANT WITH ANOTHER Reading Check temporarily ended Alternative Assessment Handbook, Rubrics 11: monarchy and House of Lords, restricted Discussions; and 40: Writing to Describe English social life in certain ways 151 PRIMARY SOURCES The Glorious Revolution In 1688 a group of nobles invited James’s daughter Mary and The English Bill of Rights her husband William to become king and queen of England. William and Mary were both Protes- Analyzing Primary These excerpts from The Bill of Rights illustrate the limits placed on tants, living in the Netherlands. James, know- the monarchy by Parliament. In the document, the members of Par- ing that it was pointless to fight, fled to France. Sources liament made several declarations, including: Parliament gave the throne to William III and The English Bill of Rights Mary II as joint rulers. This transfer of power 1. That the pretended power of suspending laws, or the became known as the Glorious Revolution . Comparing Documents execution of laws, by regal authority, without consent 0ROVIDE STUDENTS WITH COPIES OF THE of parliament is illegal. . . Changes in Government With the Glo- rious Revolution, Parliament had essentially "ILL OF 2IGHTS FROM THE 5NITED 3TATES 5. That it is the right of the subjects to petition the king, and all commitments and prosecutions for such peti- crowned the new king and queen. More impor- #ONSTITUTION (AVE THEM SEARCH FOR tioning are illegal. . . tant was a document that William and Mary SIMILARITIES BETWEEN THE !MERICAN 8. That election of members of parliament ought to be had to sign before taking the throne—the Eng- "ILL OF 2IGHTS AND THE %NGLISH "ILL OF free. lish Bill of Rights. This document prevented the monarch from levying taxes without the 9. That the freedom of speech, and debates or proceed- 2IGHTS Verbal-Linguistic consent of Parliament, among many other pro- ings in parliament, ought not to be impeached or visions. Decades later, the Bill of Rights was questioned in any court or place out of parliament. reflected in the U.S. Constitution. 10. That excessive bail ought not to be required, nor The Bill of Rights was central to England’s excessive fines imposed, nor cruel and unusual growth as a constitutional monarchy , the term punishments inflicted. for a monarchy limited by law. The document’s Close Skills approval came after decades of dramatic FOCUS READING LIKE A HISTORIAN changes in English government. England had (AVE STUDENTS SUMMARIZE THE IMPORTANT rejected the concept of an absolute monarch 1. Analyze In the fifth declaration, what does who supposedly ruled by divine right for a EVENTS IN %NGLISH HISTORY FROM THE TIME “petition the king” mean? monarchy ruled by law. OF THE 4UDORS TO THE 'LORIOUS 2EVOLUTION 2. Draw Conclusions Which of these rights do we enjoy today? Describe What happened Review See Skills Handbook , p. H25 during the Glorious Revolution? Online Quiz, Section 3
go.hrw.com Assess SECTION 3 ASSESSMENT Online Quiz Keyword: SHL MON HP SE Section 3 Assessment Reviewing Ideas, Terms, and People Critical Thinking Progress Assessment: Section 3 Quiz 1. a. Identify Which monarch separated England from the 5. Identify Cause and Effect Using your notes and a graphic Roman Catholic Church? organizer like the one below, identify the causes of the Alternative Assessment Handbook b. Explain Why did Elizabeth I need to get along with the decreasing power of the monarchy. Add more boxes as English Parliament? needed. Reteach/Intervene 2. a. Recall How did the Puritans get their name? Cause b. Summarize What was the basic conflict between James I Interactive Reader and Study Guide, Decreased power of the monarchy and Parliament? Cause Section 3 3. a. Identify When did the English Civil War begin? Interactive Skills Tutor CD-ROM b. Explain Why did Charles I have a hard time raising money for an army, while Parliament did not? c. Develop Why did the English people differ in their views 6. Exposition Imagine that you are a guide in a museum that on the execution of Charles I? has a copy of the English Bill of Rights. As a handout for 4. a. Recall What is a constitutional monarchy ? museum visitors, write a brief explanation of the importance b. Compare and Contrast How were the Restoration and of this document. the Glorious Revolution similar and different? c. Make Judgments Why is the English Bill of Rights impor- tant to both the English and American people?
152 CHAPTER 4
Section 3 Assessment Answers
1. a. Henry VIII b. similar—both did not involve violence; dif- b. to pass laws supporting her policies ferent—in Glorious Revolution, the king and 2. a. wanted to “purify” the Church of England queen had to accept limits on their power b. James I could not get money from c. provided rights that are important to this Parliament. day; some rights later included in U.S. Bill of Answers Rights 3. a. 1642 Primary Sources 1. speak freely b. Parliament was able to levy taxes. 5. Kings believed in absolute monarchy while when asking for political change; 2. free Parliament wanted to remain independent speech; free elections; no cruel and c. People who supported the monarchy of King, Charles I overthrown by Parliament, unusual punishment believed Parliament did not have the author- English Bill of Rights passed Reading Check William and Mary ity to execute the king. were given the English throne by 4. a. monarchy limited by law 6. Student handouts should point out that Parliament. Parliament's role was still being developed 152 THE ARTS AROUND THE WORLD Music Classical Music
What is it? The term “classical music” means different Biography things to different people. It can describe a certain era Franz Joseph Haydn (1732–1809) of European music that began in the mid-1700s. Most people, though, probably think of classical music as *OSEPH (AYDN WAS ONE OF THE CREATORS OF beautiful concert music of any time period played by an THE #LASSICAL STYLE IN MUSIC $URING MOST orchestra—a large group of musicians. OF HIS CAREER HE WAS THE MUSICAL DIRECTOR AT THE COURT OF THE %STERHAZYS ONE OF THE Key characteristics: • Includes many different forms—symphonies, operas, WEALTHIEST FAMILIES IN THE !USTRIAN EMPIRE string quartets, art songs sung by individuals, and more Maestro Seiji Ozawa conducts the Boston Symphony. $URING HIS REGULAR VISITS TO 6IENNA • Involves many different instruments—violins, violas, (AYDN DEVELOPED A CLOSE FRIENDSHIP cellos, clarinets, horns, drums, pianos, drums, and many more WITH 7OLFGANG !MADEUS -OZART • Usually performed by highly trained musicians and singers )N HE VISITED %NGLAND !FTER HE RETURNED TO 6IENNA ,UDWIG VAN Why is it important? This is an original score • Classical music expresses the entire range of human emotions, from deep from one of classical music’s "EETHOVEN WENT THERE TO STUDY WITH religious reverence to wild passion. greatest masters—Wolfgang HIM (AYDN RECOGNIZED HIS STUDENTS Amadeus Mozart. • It is an always-evolving form of musical expression that incorporates new GREATNESS SAYING h) SHALL BE PROUD instruments and modern topics. TO BE CALLED HIS TEACHERv (E VISITED • Although the performers are trained, one does not need to be trained to enjoy classical music. %NGLAND A SECOND TIME IN (IS ,ONDON SYMPHONIES WON OVER "RITISH AUDIENCES AND LED +ING 'EORGE ))) TO INVITE HIM TO STAY BUT HE DECIDED TO RETURN TO !USTRIA INSTEAD )N (AYDN WROTE THE NATIONAL ANTHEM OF THE !USTRIAN MONARCHY WHICH WAS ALSO USED AS THE NATIONAL AN THEM OF 'ERMANY h0APAv (AYDN DIED IN A FAMOUS AND WEALTHY MAN
artistdate unknown, no #OLLABORATE WITH THE SCHOOL Skills MUSIC DEPARTMENT OR A LOCAL FOCUS INTERPRETING VISUALS ORCHESTRA TO PRESENT EXAMPLES 1. Compare and Contrast What do the performances Franz JosephConducting Haydn String Franz a QuartetSchmid, by OF CLASSICAL MUSIC TO STUDENTS pictured have in common? How are they different? Composer Franz Josef Haydn was Austrian but visited London %XPLAIN THE HISTORY BEHIND often. His many musical works inspired later composers. 2. Rank What modern issues do you think would be good topics for symphonies or operas? EACH PIECE OF MUSIC PRESENTED
THE MONARCHS OF EUROPE 153
Skills Focus: Comparing and Contrasting At Level Reading Skill Prep Required Classical Music Materials: #$S FEATURING WORKS OF A CLASSICAL GIVE THEIR GUESSES AND EXPLAIN THEIR REASONING COMPOSER SUCH AS "EETHOVEN AND A MODERN OR 2EVEAL WHO COMPOSED EACH SELECTION CHESTRAL COMPOSER SUCH AS "ELA "ARTOK #$ PLAYER 3. /RGANIZE STUDENTS INTO SMALL GROUPS 0LAY 1. %XPLAIN THAT THE WORD hCLASSICALv CAN REFER THE #$S AGAIN (AVE EACH GROUP CREATE A LIST GENERALLY TO ORCHESTRAL MUSIC OR SPECIlCALLY OF DETAILS ABOUT EACH PIECE AND COMPARE Answers TO THE #LASSICAL PERIOD THE LISTS WITH THE CLASS Auditory-Musical, Interpreting Visuals 1. possible 2. 0LAY A SHORT SELECTION FROM BOTH #$S !SK Interpersonal answer—both include conductors; STUDENTS WHICH MUSIC CAME FROM THE #LASSICAL Alternative Assessment Handbook, Rubric 9: one is a painted scene, the other is a photograph; one seems to be a large PERIOD AND WHICH IS MODERN (AVE VOLUNTEERS Comparing and Contrasting group; the other is a smaller group; 2. Student answers will vary. 153 SECTION 4 Rulers of Russia Getting Started 5SE THE Interactive Reader and Study Guide TO FAMILIARIZE STUDENTS WITH THE SECTION and Central Europe CONTENT Take notes Interactive Reader and Study Guide, BEFORE Y OU R EAD on Russia Section 4 MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE in a chart like this one, including changes in The czars of Russia strug- 1. How did Ivan IV strengthen boyars territory, key people, Name ______Class ______Date ______gled with the westernization the Russian monarchy? czar The Monarchs of Europe and key events. Create of their empire, while power- Ivan IV Section 4 2. What reforms did Peter the a similar chart for ful families battled for Peter the Great MAIN IDEA Great make in Russia? Central Europe. The czars of Russia struggled with the westernization of their empire, while control of Central Europe. westernization powerful families battled for control of Central Europe. 3. How did the rule of Cathe- Catherine the Great Russia rine the Great affect Russia? Key Terms and People Thirty Years’ War • changes in territory czar title for Russian rulers; adaptation of “caesar,” used by Romans to mean “emperor” 4. • key people Ivan IV Russian czar also known as Ivan the Terrible What states formed in Treaty of Westphalia boyars wealthy Russian landowners • key events Peter the Great czar who transformed Russia into a modern state Central Europe in the 1600s Maria Theresa westernization the introduction of western European culture into other countries and 1700s? Catherine the Great German-born wife of czar Peter III who became empress after her Frederick the Great husband’s murder Thirty Years’ War war between Catholics and Protestants in Europe, 1618–1648 Treaty of Westphalia 1648 treaty that ended the Thirty Years’ War Maria Theresa heir of Holy Roman Emperor Charles VI Frederick the Great title earned by Frederick II as he doubled the size of Prussia
Taking Notes As you read the summary, use a graphic organizer like the one below to How did a ruler earn such a take notes on Russia, including changes in territory, key people, and key events. Create a similar chart for Central Europe. bad reputation? The young Russian emperor, Ivan IV, seemed reasonable at first and made several positive reforms. He also went to war to expand Russia’s territory. When he seized the city of Kazan, the Russian people gave him the nickname groznyi, which means “fearsome” or “stern.” However, the word has also been translated as “terrible.” Ivan’s actions did indeed
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. become terrible, as he slipped into periods of uncontrollable Modern Era Chapter 4 50 Interactive Reader and Study Guide rage, suspicion, and violence. Whole towns were burned and their people sent away. Ivan killed some enemies while they were in church. He had leading citizens publicly executed Academic Vocabulary in grisly ways designed to horrify the many witnesses. Ivan Review with students the high-use academic even mortally wounded his own son in an argument. This term in this section. incident probably sealed his reputation for all time as “Ivan the Terrible.” legitimacy thedefinition right to the rule right (p. to555) rule (p. 157) IVAN CRF: Vocabulary Builder: Section 4 THE Terrible The Monarchy of Ivan IV In the 1500s Russia was far behind western Europe
Taking Notes Victor by Mikhailovich1897 Vasnetsov, in technological advancement and centralized govern- Russia—Territory: expansion into Siberia, ment. At the time, Russia was run, in effect, by church warm-water port at St. Petersburg; Key officials and boyars , or landowners, usually with conser- vative viewpoints. Then, in 1546 a young prince claimed People—Ivan IV; Peter the Great; Catherine the title of czar (ZAHR) and put Russia on a different the Great; Events: Time of Troubles; Great course. The title was a version of the Latin word caesar, Northern War, building of St. Petersburg; or emperor, the title used by the Romans. The new czar, Central Europe—Territory: possessions of whose name was Ivan, intended to rule without limits Hapsburgs and Hohenzollerns; Key People: on his power. But his own madness created chaos. Frederick I; Maria Theresa, Frederick the
154 (1530–84), ‘the Vasilyevich Terrible’ IV Ivan Tsar Great; Events: Thirty Years’ War; Treaty of CHAPTER 4 Westphalia; Seven Years’ War Teach the Main Idea At Level
go.hrw.com Rulers of Russia and Central Europe Online Resources 1. Teach !SK STUDENTS THE 2EADING &OCUS 4. Practice/Homework 4ELL STUDENTS THAT IT IS KEYWORD: SHL MON ACTIVITY: Peter the Great QUESTIONS TO TEACH THIS SECTION AND THEY ARE MEDIATORS TRYING TO PREVENT and Catherine the Great 2. Apply (AVE STUDENTS CREATE AN OUTLINE OF WAR AFTER 0ROTESTANTS THREW THE (OLY 2OMAN THE SECTION USING THE HEADS AS MAIN POINTS %MPERORS REPRESENTATIVES OUT OF THE PALACE (AVE STUDENTS IDENTIFY AT LEAST TWO MAIN WINDOWS (AVE STUDENTS USE THE TERMS OF THE IDEAS UNDER EACH OF THE RED SUBHEADINGS 0EACE OF !UGSBURG AND ANY OTHER ARGUMENTS THEY CAN THINK OF TO TRY TO CONVINCE THE 3. Review 2EVIEW STUDENT OUTLINES AS A EMPEROR TO NEGOTIATE RATHER THAN GO TO WAR CLASS 'UIDE STUDENTS IN A DISCUSSION OF THE Visual-Spatial, Verbal-Linguistic RELATIONSHIP BETWEEN !USTRIA AND 0RUSSIA DURING THIS PERIOD Alternative Assessment Handbook, Rubrics 11: Discussions; and 43: Writing to Persuade
154 CHAPTER 4 Reforms of Ivan IV During the early years Peter the Great of his rule, Ivan IV made many reforms. He created a general council that included mer- About 70 years later, Peter I was crowned czar. Peter the Great chants and lower-level nobles. He also began to Known later as for his efforts promote military officers on merit rather than to transform Russia into a modern state, Peter status and drew up a new legal code. These and had the strength to regain absolute power for Reading Focus similar reforms reduced the boyars’ power. the Russian monarchy. Ivan also expanded Russia’s borders and Early Rule Peter became czar in 1682 while How did Ivan IV strengthen the trade. He defeated the Tatars, who had suc- he was still a child, so his sister insisted on rul- Russian monarchy? reduced opposi- ceeded the Mongols, and expanded Russian ing in his place. At the age of 17, Peter removed tion; expanded Russia; increased trade territory east to the Volga River. Controlling his sister from the throne and took power for the length of the Volga to the Caspian Sea himself. increased trade. As a result of such achieve- The Monarchy of Ivan IV Peter was an impressive man. He was about ments, the years from 1547 to 1563 are known six and a half feet tall, and it was said that he Recall 7HAT KINDS OF REFORMS DID )VAN as Ivan’s “good period.” was so strong he could roll up a heavy silver )6 ENACT worked to create a general Ivan the Terrible During the 1560s, Ivan platter as if it were foil. Peter also had a strong personality and boundless energy. council, tried to make army and local changed. It was during this time that his strict governments more fair policies and violent actions sealed his reputa- One of Czar Peter’s first acts was to storm tion as Ivan the Terrible. First, he became sus- Azov, a Black Sea port held by Turks. The Predict (OW WOULD 2USSIAS HISTORY attack was a disaster, but it inspired Peter to picious of his closest advisers and sent them HAVE BEEN DIFFERENT IF )VAN )6 HAD NOT away, killing many of their supporters. When build a navy. Peter labored side-by-side with his wife Anastasia died, he became convinced thousands of carpenters to build hundreds of KILLED HIS SON possible answer—prob- that she was murdered and that people were ships. When Peter’s new navy took up the cam- ably would have avoided the “Time of conspiring against him. paign against Azov, the Turks surrendered. Troubles” and might have developed To investigate and punish the opposition, Modernization and Reform As Russia’s more rapidly Ivan created a private police force of some ruler, Peter realized that his country needed to 6,000 men. These men dressed in black and modernize to catch up with the rest of Europe. rode black horses. They controlled almost half He was determined to bring elements of West- of Russia’s territory in Ivan’s name and bru- ern culture to Russia. This process is known as tally punished anyone who spoke out against westernization . Reading Focus the czar’s policies. In 1697 Peter began a journey to western Ivan’s harshness continued when in 1565 Europe to see for himself what Russia needed he seized land from 12,000 boyars. Soon after, What reforms did Peter the Great make to modernize. He traveled in disguise but was he ordered the killing of thousands of people in sometimes recognized anyway. Wherever Peter in Russia? strengthened the Russian navy, the city of Novgorod because he suspected that went, he learned hands-on skills, especially encouraged modernization and western- they wanted to separate from Russia. Ivan’s shipbuilding. He also recruited European ization, brought the church under state descent into mental illness seemed complete experts to bring their skills to Russia. when in 1581 he killed his own son, who was control, modernized army, built up indus- This historic trip was cut short, though, by next in line to be czar. try, sponsored new schools, continued to a rebellion among the streltsy , a military corps Although it may have been an accident, the decrease power of boyars that also had political influence. Certain that death of Ivan’s son left Russia without an heir the streltsy wanted to put his sister back on to the throne. As a result, power changed hands the throne, Peter had many members tortured Peter the Great many times. Uncertainty about the succes- and then executed. Finally, he disbanded the sion, economic problems, and foreign invasions Make Inferences 7HY DO YOU THINK streltsy and organized a more modern army. added up to a chaotic period known as the Time In addition to modernizing the army, Peter 0ETER THE 'REAT WANTED TO WESTERNIZE of Troubles. It lasted until 1613, when Michael, made many other reforms. He brought the 2USSIA possible answer—He was a relative of Ivan’s first wife, was crowned czar. church under state control, built up Russian Michael was the first of the Romanov dynasty, favorably impressed with what he saw industry, started the first newspaper in Rus- which ruled Russia until 1917. on his travels in Europe. sia, and sponsored new schools. Peter mod- Contrast How did the early ernized the calendar and promoted officials Predict (OW DO YOU THINK 0ETERS rule of Ivan IV differ from his later years? based on service instead of their social status. EMPHASIS ON MODERNIZATION AND WEST ERNIZATION WILL AFFECT 2USSIAS RELA THE MONARCHS OF EUROPE 155 TIONS WITH THE REST OF %UROPE possible answer—draw it into more and more Skills Focus: Comparing and Contrasting At Level contact, including more wars Reading Skill Westernization of Russia Background: 2USSIA WESTERNIZATION WAS INITI 2. 2EVIEW STUDENT LISTS AS A CLASS !S YOU DO ATED BY ITS RULER 0ETER THE 'REAT )N OTHER TIMES SO CREATE A CLASS LIST OF THE ADVANTAGES AND AND PLACES IT HAS BEEN IMPOSED ON NATIONS BY DISADVANTAGES FOR ALL TO SEE OTHER NATIONSA PROCESS SOMETIMES REFERRED TO 3. 'UIDE STUDENTS IN A DISCUSSION OF AS CULTURAL IMPERIALISM WESTERNIZATION (AVE STUDENTS IDENTIFY 1. (AVE EACH STUDENT MAKE LISTS OF THE ADVANTAGES OTHER PLACES WESTERNIZATION HAS OCCURRED Answers AND DISADVANTAGES OF WESTERNIZATION IN THE AND WHEREAND IN WHAT WAYSIT HAS BEEN 2USSIA OF 0ETER THE 'REAT RESISTED Visual-Spatial Reading Check early years marked by many reforms that strengthened Alternative Assessment Handbook, Rubric 9: the government; later years marked by Comparing and Contrasting suspicion, creation of royal police, terror 155 Peter also supported education, believing that Founding of St. Petersburg In addition Russians needed to learn more about science to his many reforms, Peter also founded a new and other critical fields from the West. city. In the early 1700s, Peter fought Sweden Some reforms were less important but did to acquire a warm-water port. Russia’s other Reading Focus affect people’s daily lives. For example, Peter ports were choked by ice much of the year. A wanted Russians to adopt European styles of port farther south on the Baltic Sea would keep clothing and grooming. Peter even personally Russia open to western trade all year long and Peter the Great cut off the boyars’ traditional long coats and help connect Russia to the west. beards so they would look more European. The On land he won from Sweden, Peter built a Recall 7HAT WERE SOME WAYS IN WHICH boyars resented and resisted such actions. new capital, St. Petersburg, and Russia’s gov- 0ETER THE 'REAT ATTEMPTED TO WESTERNIZE St. Petersburg is Through these and other reforms, Peter ernment was moved to the new city. St. Peters- 2USSIA encouraged Russians to adopt Russia’s second- tried to impose his will on the Russian people burg featured Western-style architecture, largest city and is and make Russia a more modern country. rather than traditional Russian styles. European styles of clothing and groom- still a cultural and Although he was not always successful, Peter educational center. Recall Name three ways in ing, gained a warm-water port to keep the Great is often considered the founder of which Peter the Great attempted to westernize Russia. Russia open to western trade year-round modern Russia for his efforts. Analyze )N WHAT WAYS WAS 3T 0ETERSBURG SIGNIlCANT provided FACES OF HISTORY Peter the Great, 1672–1725 warm-water port for Russia, symbolized westernization of Russia
This Dutch paint- ing shows Peter in a casual pose, with unkempt hair, beard stubble, and the clothing of a laborer. 4HE WORD czar IS SOMETIMES SPELLED tsar )N !MERICAN USAGE czar IS THE MORE COMMON SPELL ING (OWEVER MOST SCHOLARS OF Notice the regal pos- ture, shining armor, 3LAVIC STUDIES PREFER THE tsar and rich fabrics in SPELLING WHICH MORE CLOSELY this official portrait. FOLLOWS THE 2USSIAN SPELLING
Portrait of Peter I the Great, by Jean Marc Nattier, 1717 Portrait of Peter the Great, Dutch school, no date
Do these two portraits really show the same person—the teeth. To learn additional skills from the West, Peter powerful Peter the Great? They do indeed! The portrait persuaded hundreds of craft workers, doctors, engineers, on the left shows him as Peter I, Czar of Russia. On the naval officers, and other experts to come to Russia. right, he is shown as a common Dutch shipbuilder, a dis- guise he adopted on a trip to Europe to learn firsthand Skills READING LIKE A HISTORIAN the secrets of Western technology. Under an assumed FOCUS name, Peter even earned a certificate as a qualified 1. Analyze If Peter had seen the portrait on the right, do shipwright. Also in Europe, Peter learned new printing you think he would have liked it? Why or why not? methods and participated in surgical operations. He even 2. Evaluate How do these portraits affect your evaluation learned basic dentistry and enjoyed pulling his servants’ of Peter the Great?
156 CHAPTER 4
Skills Focus: Identifying Main Idea and Details At Level Reading Skill Answers The Greats Faces of History 1. possible 1. 4ELL STUDENTS THEY ARE NEWSPAPER REPORTERS IN ANSWER THE QUESTIONS AS THEY THINK THAT RULER answer—yes, because he looks CZARIST 2USSIA PREPARING TO INTERVIEW EITHER 0ETER WOULD HAVE regal, wealthy, and strong; 2. possible THE 'REAT OR #ATHERINE THE 'REAT (AVE EACH 3. (AVE VOLUNTEERS SHARE THE QUESTIONS THEY answer—They illustrate that Peter the STUDENT CHOOSE ONE OF THE TWO hGREATv 2USSIAN ANSWERED ALONG WITH THEIR ANSWERS WITH THE Great was willing to go to great lengths RULERS AND WRITE THAT RULERS NAME AT THE TOP OF REST OF THE CLASS to westernize Russia. A SHEET OF PAPER (AVE STUDENTS WRITE A SERIES OF 4. 'UIDE STUDENTS IN A DISCUSSION OF THE TWO RULERS Reading Check by encouraging men QUESTIONS THAT THEY WOULD LIKE TO ASK THAT RULER BASED ON THEIR INTERVIEWS Verbal-Linguistic to shave off their beards, encouraging 2. (AVE STUDENTS EXCHANGE QUESTIONS .OW TELL Alternative Assessment Handbook, Rubric 23: people to adopt European styles of dress, STUDENTS THEY ARE THE RULER WHOSE NAME IS AT building a new capital with Western-style Newspapers THE TOP OF THE LIST OF QUESTIONS (AVE STUDENTS architecture 156 / " & /PSUI $ 0 4FB $ 5* THE EXPANSION OF RUSSIA 3$ " 1"$*'*$ # 0$&"/ BM &450/*" '*/-"/% UJD4FB -"57*" 4U1FUFSTCVSH -*5)6"/*" "SLIBOHFMTL #&-"364 /PWHPSPE 0LIPUTL 4FBPG Reading Focus ,JFW .PTDPX :BLVUTL 0LIPUTL .0-%07" 3644*" 6,3"*/& ,B[BO How did the rule of Catherine the Great # MB DL 5PNTL ¡/ affect Russia? Russia won a war with 4 "[PW F B Poland and Turkey, splitting Poland
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Q T .0/(0-*" &YQBOTJPOPG3VTTJB B ";&3#"*+"/ $ GEOGRAPHY #Z #Z SKILLS INTERPRETING MAPS Catherine the Great .JMFT #Z #Z #Z #Z 1. Regions During what time period was $)*/" ,JMPNFUFST Recall 7HO WAS #ATHERINE THE 'REAT -BNCFSUFRVBMBSFBQSPKFDUJPO #PSEFSTPG most of Siberia added to Russia? QSFTFOUEBZ3VTTJB a German princess who became czarina 2. Movement What was the general #PSEFSTPGPUIFS QSFTFOUEBZDPVOUSJFT of Russia direction of Russian expansion? Explain 7HY DID #ATHERINE CHANGE HER NAME AND CONVERT TO THE 2USSIAN Catherine the Great Challenges to Catherine’s Rule As /RTHODOX FAITH wanted Russians to Catherine tried to reform Russia, she was soon accept her as their leader Russia’s next important ruler was actually a distracted by conflict. A few years after taking German princess who came to Russia to marry power, she faced war in Poland, where people Rank 7HICH RULER0ETER OR #ATHERINE a grandson of Peter the Great. She became wanted freedom from Russian influence. In DO YOU THINK WAS GREATER 7HY Catherine the Great known as . 1768 the Ottoman Empire joined the Polish possible answer—Peter, because he cause. Eventually, Russia won the war and Catherine Takes Power After her hus- had the greater effect on Russia, west- took over half of Poland and territory on the band became Czar Peter III in 1761, Catherine Black Sea, a valuable outlet for sea trade. ernizing and modernizing Russia and and many Russian nobles grew angry at his While the war was still raging, Catherine weak and incompetent rule. With the help of strengthening the monarchy; Cath- faced a popular rebellion inside Russia. A man her allies, Catherine seized power from the erine merely sought to assume some of named Yemelyan Pugachev was traveling the new czar, who was murdered. Catherine II was countryside claiming that he was Peter III and his glory declared czarina of Russia. The word czarina is had not been murdered after all. Pugachev Map Transparency: The Expansion the female form of “czar.” gained support among Russia’s peasants and of Russia Early Reforms Catherine saw herself as led a ragtag army that took over many areas the true successor of Peter the Great and before the rebellion was put down. In the end, worked to build on his westernization efforts. Pugachev was captured and beheaded. The revolt convinced Catherine that she ACADEMIC To emphasize the legitimacy of her claim, she VOCABULARY needed to strengthen the authority of the built a bronze statue in St. Petersburg honor- legitimacy ing Peter. It was inscribed “To Peter the First, monarchy in rural areas. She completely the right to rule from Catherine the Second.” reorganized local governments and put their Catherine began an ambitious plan of administration in the hands of area landown- reforms. She was influenced by major Euro- ers and nobles. In return for their service as pean thinkers of the time who believed that government officials, Catherine reduced their a strong and wise ruler could improve life for taxes and gave them absolute control over his or her subjects. Catherine reformed Rus- their lands and peasants. sia’s legal and education systems and removed Analyze What was one way some restrictions on trade. She also promoted that Catherine showed she was an absolute monarch? science and the arts.
THE MONARCHS OF EUROPE 157
Skills Focus: Drawing Conclusions At Level Reading Skill Research Required Enlightened Despot or Absolute Monarch? 1. (AVE STUDENTS REREAD THE INFORMATION ABOUT 3. /RGANIZE STUDENTS INTO TWO GROUPS /NE GROUP #ATHERINE THE 'REAT IN THE %NLIGHTENMENT WILL ARGUE THAT #ATHERINE WAS AN ENLIGHTENED CHAPTER DESPOT AND THE OTHER WILL ARGUE THAT #ATHERINE 2. (AVE STUDENTS CREATE A TWO COLUMN CHART )N WAS AN ABSOLUTE MONARCH ONE COLUMN HAVE STUDENTS LIST THE ACTIONS OF 4. 'UIDE A CLASS DEBATE ON WHETHER #ATHERINE Answers #ATHERINE THE 'REAT THAT WOULD CLASSIFY HER AS AN THE 'REAT IS BEST CLASSIlED AS AN ENLIGHTENED Interpreting Maps 1. by 1689; 2. ENLIGHTENED DESPOT )N THE OTHER COLUMN HAVE DESPOT OR AN ABSOLUTE MONARCH Visual- southward and westward STUDENTS LIST THE ACTIONS OF #ATHERINE THE 'REAT Spatial, Interpersonal THAT WOULD CLASSIFY HER AS AN ABSOLUTE MONARCH Reading Check possible answers— Alternative Assessment Handbook, Rubrics 10: she strengthened the monarchy's Debates; and 13: Graphic Organizers authority in rural areas. 157 Monarchy and Conflict by one of the Hapsburg emperors to exert his authority launched a terrible conflict known in Central Europe as the Thirty Years’ War. Alliances between Unlike the monarchs of Russia and Western the Hapsburgs and other European monarchs Reading Focus Europe, rulers in Central Europe in the 1500s helped make the war a continent-wide affair. and 1600s never became absolute monarchs. The Thirty Years’ War The Thirty Years’ The Holy Roman Empire, which included most War began as a religious dispute. In 1618 in What states formed in Central Europe of Central Europe at that time, was headed Prague (now in the Czech Republic) an official by a single emperor, but he did not have total in the 1600s and 1700s? Estonia, representing Holy Roman Emperor Ferdinand authority. His empire included dozens of small Latvia, Lithuania, Belarus, Moldova, II, who was Roman Catholic, ordered that states, each with its own ruler, who fought vig- Ukraine, Georgia two Protestant churches be shut down. Local orously against increased imperial power. Protestants were furious. They responded by Since the 1450s, all of the Holy Roman throwing the emperor’s representatives out of Monarchy and Conflict in Emperors had come from a single family, the the palace windows. Although the men landed Hapsburgs. In the early 1600s, an attempt Central Europe on a rubbish heap and were unhurt, their dig- nity was damaged. Identify 7HAT WAS THE 4HIRTY 9EARS The emperor’s attempt to control people’s 7AR a religious clash between religion sparked revolt throughout the region. Catholics and Protestants that began Nobles in the German states of Bavaria and in 1618, involved the powerful empires Austria rebelled against the emperor, and nobles from other states soon joined them. The of Central Europe rulers of other countries became involved in the Identify Cause and Effect 7HAT war as well. The monarchs of Spain, who were WAS ONE MAJOR EFFECT OF THE 4HIRTY 9EARS also members of the Hapsburg family, joined the war on Ferdinand’s side. In response, the 7AR The map of Europe changed. king of France, Spain’s rival, joined the Prot- CRF: Biography: Maria Theresa estant opposition. The kings of Denmark and Sweden also joined on the Protestant side. The Thirty Years’ War dragged on until 1648, with devastating effects on Germany. Several million Germans died—in battle, from Info to Know disease, or starvation because their fields were ruined. In the end, the two sides agreed to the Balance of Power 4HE EMERGENCE OF unknown,1631 Treaty of Westphalia , which ended the war. 0RUSSIA AS A MAJOR MILITARY POWER AFTER In addition to extending religious toleration artist THE 7AR OF THE !USTRIAN 3UCCESSION AF to both Catholics and Protestants, the treaty FECTED THE BALANCE OF POWER IN %UROPE further reduced the power of the Holy Roman emperor and strengthened the rulers of the 7HEN %NGLAND ALLIED ITSELF WITH 0RUS states within it. SIA AN ALARMED &RANCE ALLIED ITSELF WITH !USTRIA AND RIVALRIES INTENSIlED Austria and Prussia Among the rulers who gained from the treaty were the leaders of Aus- tria and Prussia. Austria was governed by the Storming of the Town of Magdeburg, of Town the of Storming Hapsburg family, while Prussia’s rulers came A Deadly Assault from a rival family, the Hohenzollerns. The Holy Roman Emperor’s forces stormed In 1740 the Hapsburg Holy Roman Emperor Magdeburg, Germany, in 1631 and butchered Charles VI died without a male heir. But before two-thirds of the townspeople. Outrage over the he died he had approved a document called slaughter inspired the Swedes under Gustavus the Pragmatic Sanction, which stated that Adolphus to fight harder. Why could it be said the empire could be passed to a female heir. that the battle of Magdeburg was both a It seemed his daughter, Maria Theresa , would victory and defeat for its conquerors? take the throne.
158 CHAPTER 4
Skills Focus: Comparing and Contrasting At Level Reading Skill The Hapsburgs and the Hohenzollerns 1. -ARIA 4HERESA AND &REDERICK )) CAME TO POWER THEIR RULERS BEHAVIOR (OW DID THEIR FAMILY AT THE SAME TIME (AVE STUDENTS MAKE CHARTS BACKGROUNDS INmUENCE THEM (OW DID THE FACT COMPARING AND CONTRASTING THE TWO RULERS THAT -ARIA 4HERESA WAS A WOMAN AFFECT RELATIONS INCLUDING COMPARISONS OF THEIR FAMILIES AND THE BETWEEN !USTRIA AND 0RUSSIA $O YOU THINK HER HISTORY AND GEOGRAPHY OF THE NATIONS THEY LED GENDER WAS REALLY A FACTOR OR JUST AN EXCUSE 2. 2EVIEW STUDENT CHARTS AS A CLASS 7HICH RULER DO YOU THINK WAS MORE EFFECTIVE 7HY 5NDER WHICH RULER WOULD YOU RATHER HAVE 3. 'UIDE STUDENTS IN A DISCUSSION OF THE (APSBURGS Answers LIVED 7HY Visual-Spatial A Deadly Assault because many AND THE (OHENZOLLERNS BASED ON THEIR CHARTS 5SE THE FOLLOWING QUESTIONS 7HAT EFFECT DID Alternative Assessment Handbook, Rubrics 7: people died, but the loss inspired the Charts; and 11: Discussions Swedes to fight even harder THE HISTORIES OF !USTRIA AND 0RUSSIA HAVE ON 158 The Hohenzollerns had a different plan. CENTRAL EUROPE, 1763 Frederick II of Prussia, also called Frederick the Great , seized the Austrian province of Silesia,
¡& which had minerals and industries. To avoid a B /PSUI 4F ¡ long war, Frederick offered Maria Theresa an %&/."3, JD 4FB BMU Info to Know alliance. He also promised to help her husband # 4 * " The Art of Governing &REDERICK 7ILLIAM become Holy Roman Emperor. Maria Theresa 6 4 3 1 10-"/% turned him down, and the War of the Austrian #FSMJO ) WORRIED ABOUT THE WORTHINESS OF HIS SON Succession broke out in 1740. Soon Spain, 8BSTBX TO RULE BECAUSE OF &REDERICK ))S INTEREST .JMFT France, and two German states entered the "6453*"/ 4*-&4*" /&5)&3-"/%4 )0-: IN THE ARTS AND PHILOSOPHY RATHER THAN IN war on Prussia’s side, each hoping to gain terri- ,JMPNFUFST 30."/ "[JNVUIBM tory. With so much against her, Maria Theresa #0)&.*" FRVBMBSFBQSPKFDUJPO THE MILITARY OR GOVERNMENT &.1*3& asked for peace in 1748. Prussia kept Silesia, Map Transparency: Central Europe, 1763 launching Prussia to a position of real power. 7JFOOB '3"/$& 1FTU #VEB )6/("3: Continued Rivalry Prussia’s victory only "6453*" intensified the rivalry between Austria and .*-"/ Hungary, and it was not long before war broke out again. In 1756 the Seven Years’ War began. 564$"/: 0550."/&.1*3& On one side were Prussia—still ruled by Fred- .FEJUFSSBOFBO GEOGRAPHY Close 4FB erick the Great—and Great Britain. On the SKILLS INTERPRETING MAPS (AVE STUDENTS CREATE A TIME LINE TO PLACE other were Austria, France, and Russia. Fight- 1PTTFTTJPOTPGUIF Location Why might the locations of ing occurred not just in Europe, but also in the "VTUSJBO)BQTCVSHT IMPORTANT EVENTS IN 2USSIA AND #ENTRAL 1PTTFTTJPOTPGUIF Hapsburg and Hohenzollern holdings have %UROPE IN CHRONOLOGICAL SEQUENCE enemies’ colonies in North America and India. )PIFO[PMMFSOT caused conflict with other powers? During the first part of the war, Prussia was on the verge of defeat. At one point, Austrian Review and Russian forces even occupied the capital, sides exhausted. However, the rivalry between Online Quiz, Section 4 Berlin. But then Russia pulled out of the war, Austria and Prussia was far from over. Haps- allowing Prussia to regain strength. Eventu- burgs and Hohenzollerns struggled for control ally, Prussia emerged as the strongest military of Central Europe for many more years. Assess power in Europe. With his newfound might, Frederick pushed his opponents out of Prussia. Recall What were three wars SE Section 4 Assessment As a result, the war ended in 1763 with both that affected Central Europe? Progress Assessment: Section 4 Quiz Alternative Assessment Handbook go.hrw.com SECTION 4 ASSESSMENT Online Quiz Keyword: SHL MON HP Reteach/Intervene Reviewing Ideas, Terms, and People Critical Thinking Interactive Reader and Study Guide, 1. a. Define Write a brief definition for the following terms: 5. Compare and Contrast Use your notes and a chart like the Section 4 czar , boyars . one below to identify major figures in Russia and Central b. Explain Why was Ivan IV known as Ivan the Terrible? Europe, key events, and the roles they played in those events. Interactive Skills Tutor CD-ROM c. Develop Why would uncertainty about who would be czar contribute to a Time of Troubles? Person Event Role 2. a. Identify What was the significance of Russia’s new capital at St. Petersburg? b. Draw Conclusions Do you think Peter I earned the name Peter the Great ? Why or why not? Answers 3. a. Recall How did Catherine the Great become czarina? Reading Check Thirty Years' War, b. Explain How did Pugachev’s revolt affect her reign? 6. Persuasion Imagine that you are a German engineer who has moved to Russia to help Peter the Great build St. Peters- War of the Austrian Succession, Seven 4. a. Describe How did the Thirty Years’ War begin? burg. Write a letter in which you try to persuade another pro- b. Identify Cause and Effect How did the rivalry between Years' War fessional back home to come work with you in Russia. the Hapsburgs and Hohenzollerns affect Central Europe? Interpreting Maps possible answer— The Hapsburg and Hohenzollern lands bordered strong powers on all sides, and THE MONARCHS OF EUROPE 159 many of those powers hoped to expand. Section 4 Assessment Answers 1. a. czar: the title chosen by Ivan IV for him- brought Russia into closer contact with 5. Peter the Great—Events: Great Northern self, adapted from the word caesar , which western Europe, modernized Russia; no, War; building of St. Petersburg; Role: west- the Romans used to mean “emperor”; cruel actions undermined achievements ernizer and modernizer of Russia; Catherine boyars: wealthy Russian landowners 3. a. married a grandson of Peter the Great the Great—Event: Pugachev’s rebellion; b. latter part of his rule marked by terror b. showed Catherine she needed to strength- Role: absolute ruler; Maria Theresa—Events: c. possible answer—There was no strong en her authority in rural areas War of Austrian Succession; Seven Years’ leadership to keep order. War; Roles: heir to Austrian throne; ally of 4. a. as a religious dispute between Catholics France, Russia; Frederick the Great—Event: 2. a. symbolized Peter the Great’s efforts to and Protestants modernize and westernize Russia, featured Seven Years’ War; Role: ally of Great Britain, b. intensified other European rivalries; led emerged as strongest power in Europe western-style architecture to War of Austrian Succession and Seven b. possible answers—yes, he expanded Years’ War 6. Student letters should focus on the impor- Russia’s borders and increased trade, tance of St. Petersburg, both as a warm- water port and a symbol of westernization. THE MONARCHS OF EUROPE 159