DOCSLIB.ORG

Spanish Power Grows

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

wh07_te_ch04_s01_MOD_s.fm Page 142 Monday, March 5, 2007 10:54WH07MOD_se_CH04_S01_s.fm AM Page 142 Thursday, January 25, 2007 1:35 PM Philip II wears royal dress. A late 1500s Spanish coin Step-by-Step In the background, his Armada commemorates Philip’s rule. heads to England. SECTION Instruction 1 WITNESS HISTORY AUDIO A Working Monarch Objectives “It is best to keep an eye on everything,” Philip II As you teach this section, keep students of Spain often said—and he meant it. As king of focused on the following objectives to help the most powerful nation in Europe, he gave little them answer the Section Focus Question time to pleasure. Instead, he plowed through a and master core content. 1 mountain of paperwork each day, making notes 1 on even the most trivial matters. But Philip’s ■ Describe the empire that Charles V determination to “keep an eye on everything” inherited. extended far beyond trivia. It helped him build Spain into a strong centralized state. By the late ■ Analyze how Spanish power increased 1500s, he had concentrated all power in his own under Philip II. hands. Over the next 200 years, other European ■ Explain how the arts flourished during monarchs would pursue similar goals. Spain’s golden age. Focus Question How did Philip II extend Spain’s power and help establish a golden age? Spanish Power Grows Prepare to Read Objectives By the 1500s, Spain had shaken off its feudal past and emerged as the first modern European power. Queen Isabella and King Build Background Knowledge L3 • Describe the empire that Charles V inherited. • Analyze how Spanish power increased under Ferdinand had unified the country, enforced religious unity, and Ask students to predict how the trading Philip II. commanded the Spanish conquest of the Americas. empires built by European nations in • Explain how the arts flourished during Spain’s Asia, Africa, and the Americas affected golden age. Europe’s monarchs. Ask them to predict Charles V Inherits Two Crowns what European monarchs might do with Terms, People, and Places In 1516, Ferdinand and Isabella’s grandson, Charles I, became their increased wealth. Hapsburg empire divine right king of Spain, and thereby ruler of the Spanish colonies in the Charles V armada Americas as well. Philip II El Greco Set a Purpose L3 Ruling the Hapsburg Empire When his other grandfather absolute monarch Miguel de Cervantes ■ WITNESS HISTORY Read the selection died in 1519, Charles I also became heir to the sprawling aloud or play the audio. Hapsburg empire, which included the Holy Roman Empire and Reading Skill: Identify Main Ideas and the Netherlands. As ruler of this empire, Charles took the name AUDIO Witness History Audio CD, Supporting Details As you read about how Charles V. Historians now usually refer to him by this title. A Working Monarch Philip II extended Spanish power, create an outline Ruling two empires involved Charles in constant warfare. As a Ask What were the advantages and to record details that support the main ideas in this devout Catholic, he fought to suppress Protestantism in the Ger- drawbacks of Philip “keeping an section. This example will help you get started. man states. After years of religious conflict, however, Charles was eye on everything”? (Sample: He forced to allow the German princes to choose their own religion. could make sure government was run- I. Charles V Inherits Two Crowns Charles also faced the Muslim Ottoman empire, which was ning the way he wanted it to, but this A. Ruling the Hapsburg Empire based in Turkey but stretched across the Balkans. Under Sule- 1. Spain iman, Ottoman forces advanced across central Europe to the walls created a situation where the nation 2. Holy Roman Empire and Netherlands depended too much on one person.) B. Charles V abdicates surrounding Vienna, Austria. Although Austria held firm during the siege, the Ottomans occupied much of Hungary following their ■ Focus Point out the Section Focus crushing victory at the Battle of Mohács. Ottoman naval forces Question and write it on the board. also continued to challenge Spanish power in the Mediterranean. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.) Vocabulary Builder ■ Preview Have students preview the Section Objectives and the list of Use the information below and the following resources to teach the high-use word from this section. Terms, People, and Places. Teaching Resources, Unit 1, p. 68; Teaching Resources, Skills Handbook, p. 3 ■ Reading Skill Have students use the High-Use Word Definition and Sample Sentence Reading Strategy: Compare and Con- cumbersome, p. 143 adj. hard to handle because of size, weight, or many parts trast worksheet. The refrigerator was extremely cumbersome to move upstairs into a second- Teaching Resources, Unit 1, p. 69 floor apartment. 142 The Age of Absolutism WH07MOD_se_CH04_S01_s.fmwh07_te_ch04_s01_MOD_s.fm Page 143 Page Monday, 143 June Monday, 26, 2006 March 9:40 AM 5, 2007 10:54 AM For: Audio guided tour The Wars of Philip II, 1571–1588 Web Code: nbp-1611 ■ Have students read this Map Skills Phillip II waged war to section using the Paragraph Shrinking increase Spanish power and defend strategy (TE, p. T20). As they read, 10° W 0° 20° E SIA Roman Catholicism. RUS have students create an outline with SWEDEN 1. Locate (a) Spain (b) Madrid information about Spain under Philip II. 10° E a (c) Ottoman Empire (d) Strait of e Reading and Note Taking SCO S Lepanto (e) Netherlands (f) English TLAND c No r t h t i l ia Study Guide, pp. 63–64 S e a a uan Channel. MARK B Lith DEN 2. Region Which battles shown on the IR ELAND URG map took place in a territory ruled BRANDENB arsaw NETH. W D ENGLAN Berlin LAN directly by Spain? Teach D PO 50° ds N Netherlan . L R 3. Analyzing Information Why do you ondon revolts a 1) ul R (1572–158 Vist h Prague think Spain joined Venice and other English Channel in e R Charles V Inherits De . hemia Y feat of t Bo Italian states in defending the Strait he Spanish P R At Arma aris nna l a n da (1588) Vie A Two Crowns L3 t i c Bavaria G of Lepanto? O RIA NIA c e AUST N YLVA a n TRANS SWITZ. U FRANCE ALPS H e a Instruct k S V . a c E R B l Milan N anube ■ I C O D Spanish Hapsburg Introduce: Vocabulary Builder E T possessions AL T PAP O ple Have students read the Vocabulary STATES M tino Boundary of Holy PY A stan REN N Con Roman Empire Builder term and definition. Then EES MTS. Corsica Battle site 40° N L E direct their attention to the map. Ask A Rome M les P I G M Nap R adrid s panto E U Naple Le ttle of them why it would be cumbersome for T S Ba PAIN ) R 571 Sardinia (1 O one person to rule the Holy Roman P Strait of M e d i t e r r a e a n S e a to Empire and the Spanish Hapsburg n y Lepan Sicil N possessions. Conic Projection E 0200 400 mi W ■ Teach Ask With whom did Charles V S 0200 400 km go to war? (German states and the Ottoman Empire) What were the main reasons for these wars? (reli- gion and competition for territory) Charles V Abdicates The Hapsburg empire proved to be too scattered Vocabulary Builder ■ Analyzing the Visuals Direct stu- and cumbersome for any one person to rule effectively. Exhausted and cumbersome—(KUM bur sum) adj. hard dents’ attention to the map. Have stu- disillusioned, Charles V gave up his titles and entered a monastery in to handle because of size, weight, or many parts dents compare this map to the map of 1556. He divided his empire, leaving the Hapsburg lands in central religions on page 70. Then ask stu- Europe to his brother Ferdinand, who became Holy Roman emperor. He dents which of the battles shown on gave Spain, the Netherlands, some southern Italian states, and Spain’s the map on this page occurred on the overseas empire to his 29-year-old son Philip, who became Philip II. boundaries between two religions. (all Why did Charles V divide the Hapsburg Empire? of them) Philip II Solidifies Power Independent Practice During his 42-year reign, Philip II expanded Spanish influence, Have students access Web Code nbp- strengthened the Catholic Church, and made his own power absolute. 1611 to take the Geography Interac- Thanks in part to silver from Spanish colonies in the Americas, he made tive Audio Guided Tour and then Spain the foremost power in Europe. answer the map skills questions in the text. Centralizing Power Like his father, Philip II was hard working, devout, and ambitious. Unlike many other monarchs, Philip devoted most of his time to government work. He seldom hunted, never jousted, Monitor Progress and lived as simply as a monk. The King’s isolated, somber palace out- Ask students what specific difficulties side Madrid, known as the Escorial (es kohr YAHL), reflected his charac- Charles faced in ruling two empires. ter. It served as a church, a residence, and a tomb for the royal family. (lengthy communication delays, problems defending so many borders, differences in language and religion) Solutions for All Learners L1 Special Needs L2 English Language Learners L2 Less Proficient Readers Answers Assign students to work in pairs. Have one student Use the following resources to help students acquire It was too difficult for one person to rule scan the text and read out the names of places.
Recommended publications
  • Laurence Bergreen D D Rio De La Plata Rio De La Plata Cape of Good Hope,Cape of Good Hope, O O N N I I C C Mocha Is

    Laurence Bergreen D D Rio De La Plata Rio De La Plata Cape of Good Hope,Cape of Good Hope, O O N N I I C C Mocha Is

    90˚ 105˚90˚ 120˚105˚ 135˚ 120˚150˚ 135˚ 165˚150˚ 180˚ 165˚165˚ 180˚ 150˚165˚ 135˚150˚ 120˚135˚ 120˚ 90˚ 75˚ 90˚ 60˚75˚ 45˚ 60˚30˚ 45˚ 15˚ 30˚0˚ 15˚ 15˚ 0˚30˚ 15˚ 45˚ 30˚60˚ 45˚ 60˚ 75˚ 75˚ 75˚ 75˚ 70˚ 70˚FranFrancis Drciaks Dre’sake’s 70˚ 70˚ CircumCircnaumviganativiongation of thofe Wotherl Wod rld ARCTIC CIRCLE ARCTIC CIRCLE Nov. 15No77v.–S 15ep77t.–S 15ep80t. 1580 60˚ 60˚ 60˚ 60˚ ENGLAND ENGLAND NORTH NORTH EUROPE EUROPE Plymouth, Sept. Plymouth,26, 1580 Sept. 26, 1580 Nov. 15, 1577 Nov. 15, 1577 45˚ 45˚ Terceira, Azores Terceira, Azores 45˚ 45˚ ASIA ASIA Sept. 11, 1580 Sept. 11, 1580 New Albion New Albion AMERICA AMERICAA A June–July 1579 June–July 1579 t l t l a n a n t t i c i c Mogador Is. MoCapegador Cantin Is. Cape Cantin 30˚ 30˚ O O 30˚ 30˚ c c e e a a n n Cape Barbas Cape Barbas In Search of a CapeKingdom Verde IslandsCape Verde Islands 15˚ 15˚ Philippines Philippines 15˚ 15˚ ? ? PANAMA PANAMA AFRICA AFRICA Guatulco Guatulco SIERRA SIERRA Mindanao Mindanao Equator crossed Equator crossed LEONE LEONE Palau, Sept. 30, Pa1579lau, Sept. 30, 1579 P a c P a c i f i i f i Caño Is. Caño Is. FrAncisFeb. 20, 1578 Fe b.DrAke, 20, 1578 elizAbeth i, AnD the c c March 16, 1579 March 16, 1579 0˚ 0˚ Ternate Ternate O O EQUATOR 0˚ EQUATOR 0˚ c e c e Sumatra Sumatra a a Fernando de NoronhFernaando de Noronha n n Paita Paita Perilous birth oF the british emPire Java Java PERU SOPEUTRUH SOUTH March 26, 1580 March 26, 1580 Lima, El Callao Lima, El CallaoAMERICA AMERICA n n 15˚ 15˚ 15˚ 15˚ a a e e Henderson Is.
  • The Legacy of the Roman Empire and the Middle Ages in the West The

    The Legacy of the Roman Empire and the Middle Ages in the West The

    The Legacy of the Roman Empire and the Middle Ages in the West The Roman Empire reigned from 27 BCE to 476 CE throughout the Mediterranean world, including parts of Europe, the Middle East, and North Africa. The fall of the Roman Empire in the West in 476 CE marked the end of the period of classical antiquity and ushered in a new era in world history. Three civilizations emerged as successors to the Romans in the Mediterranean world: the Byzantine Empire (in many ways a continuation of the Eastern Roman Empire), and the civilizations of Islam and Western Europe. These three civilizations would become rivals and adversaries over the course of the succeeding centuries. They developed distinct religious, cultural, social, political, and linguistic characteristics that shaped the path each civilization would take throughout the course of the Middle Ages and beyond. The Middle Ages in European history refers to the period spanning the fifth through the fifteenth century. The fall of the Western Roman Empire typically represents the beginning of the Middle Ages. Scholars divide the Middle Ages into three eras: the Early Middle Ages (400–1000), the High Middle Ages (1000–1300), and the Late Middle Ages (1300–1500). The Renaissance and the Age of Discovery traditionally mark the end of the Middle Ages and the beginning of the early modern period in European history. The legacy of the Roman Empire, and the division of its territory into three separate civilizations, impacted the course of world history and continues to influence the development of each region to this day.

  • Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More Information

    Cambridge University Press 978-0-521-83747-7 - Britain and the Dutch Revolt 1560–1700 Hugh Dunthorne Frontmatter More information Britain and the Dutch Revolt 1560–1700 England’s response to the Revolt of the Netherlands (1568–1648) has been studied hitherto mainly in terms of government policy, yet the Dutch struggle with Habsburg Spain affected a much wider commu- nity than just the English political elite. It attracted attention across Britain and drew not just statesmen and diplomats but also soldiers, merchants, religious refugees, journalists, travellers and students into the confl ict. Hugh Dunthorne draws on pamphlet literature to reveal how British contemporaries viewed the progress of their near neigh- bours’ rebellion, and assesses the lasting impact which the Revolt and the rise of the Dutch Republic had on Britain’s domestic history. The book explores affi nities between the Dutch Revolt and the British civil wars of the seventeenth century – the fi rst major challenges to royal authority in modern times – showing how much Britain’s chang- ing commercial, religious and political culture owed to the country’s involvement with events across the North Sea. HUGH DUNTHORNE specializes in the history of the early modern period, the Dutch revolt and the Dutch republic and empire, the his- tory of war, and the Enlightenment. He was formerly Senior Lecturer in History at Swansea University, and his previous publications include The Enlightenment (1991) and The Historical Imagination in Nineteenth-Century Britain and the Low Countries
  • DOWNLOAD Primerang Bituin

    DOWNLOAD Primerang Bituin

    A publication of the University of San Francisco Center for the Pacific Rim Copyright 2006 Volume VI · Number 1 15 May · 2006 Special Issue: PHILIPPINE STUDIES AND THE CENTENNIAL OF THE DIASPORA Editors Joaquin Gonzalez John Nelson Philippine Studies and the Centennial of the Diaspora: An Introduction Graduate Student >>......Joaquin L. Gonzalez III and Evelyn I. Rodriguez 1 Editor Patricia Moras Primerang Bituin: Philippines-Mexico Relations at the Dawn of the Pacific Rim Century >>........................................................Evelyn I. Rodriguez 4 Editorial Consultants Barbara K. Bundy Hartmut Fischer Mail-Order Brides: A Closer Look at U.S. & Philippine Relations Patrick L. Hatcher >>..................................................Marie Lorraine Mallare 13 Richard J. Kozicki Stephen Uhalley, Jr. Apathy to Activism through Filipino American Churches Xiaoxin Wu >>....Claudine del Rosario and Joaquin L. Gonzalez III 21 Editorial Board Yoko Arisaka The Quest for Power: The Military in Philippine Politics, 1965-2002 Bih-hsya Hsieh >>........................................................Erwin S. Fernandez 38 Uldis Kruze Man-lui Lau Mark Mir Corporate-Community Engagement in Upland Cebu City, Philippines Noriko Nagata >>........................................................Francisco A. Magno 48 Stephen Roddy Kyoko Suda Worlds in Collision Bruce Wydick >>...................................Carlos Villa and Andrew Venell 56 Poems from Diaspora >>..................................................................Rofel G. Brion
  • New Monarchs, Exploration & 16Th Century Society

    New Monarchs, Exploration & 16Th Century Society

    AP European History: Unit 1.3 HistorySage.com New Monarchs, Exploration & 16th Century Society I. “New” Monarchs: c.1460-1550 Use space below for A. Consolidated power and created the foundation for notes Europe’s first modern nation-states in France, England and Spain. 1. This evolution had begun in the Middle Ages. a. New Monarchs on the continent began to make use of Roman Law and declared themselves “sovereign” while incorporating the will and welfare of their people into the person of the monarch This meant they had authority to make their own laws b. Meanwhile, monarchies had grown weaker in eastern Europe during the Middle Ages. 2. New Monarchies never achieved absolute power; absolutism did not emerge effectively until the 17th century (e.g. Louis XIV in France). 3. New Monarchies also were not nation-states (in the modern sense) since populations did not necessarily feel that they belonged to a “nation” a. Identity tended to be much more local or regional. b. The modern notion of nationalism did not emerge until the late 18th and early 19th centuries. B. Characteristics of New Monarchies 1. Reduced the power of the nobility through taxation, confiscation of lands (from uncooperative nobles), and the hiring of mercenary armies or the creation of standing armies a. The advent of gunpowder (that resulted in the production of muskets and cannon) increased the vulnerability of noble armies and their knights b. However, many nobles in return for their support of the king gained titles and offices and served in the royal court or as royal officials 2.
  • A Poetic History of Spanish Wars

    A Poetic History of Spanish Wars

    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Senior Thesis Projects, 1993-2002 College Scholars 2001 A Poetic History of Spanish Wars Matt Brown Follow this and additional works at: https://trace.tennessee.edu/utk_interstp2 Recommended Citation Brown, Matt, "A Poetic History of Spanish Wars" (2001). Senior Thesis Projects, 1993-2002. https://trace.tennessee.edu/utk_interstp2/59 This Project is brought to you for free and open access by the College Scholars at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Senior Thesis Projects, 1993-2002 by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. A Poetic History of Spanish Wars *** The Defeat of the Spanish Armada (1588) *** The Peninsular War (1808-1814) *** The Spanish-American War (1898) *** The Spanish Civil War (1936-1939) Matt Brown College Scholars Final Project May 1,2001 De los sueftos de Medina Sidonia iLlenense, Velas! de aliento divino que nos lleva al sitio de esta cruzada; de tiempos de paz marchita 1a Annada que muera yo sin cumplir mi destino. iDisparen, Canones! ya el Draque vino abI'Ul113ndonos como una tronada; agua y cubierta por sangre manchada me gritan, iDios mio, fracaso supino! Asi sigue la batalla en la mente cada noche, aunque ahora arrimado bien a mi amor, susurros en la oreja dicen iTraidor!, silban como serpiente iLa Annada de existir ha cesado! Nunca al mar vuelvo, ni el mar me deja. Fill yourselves, 0 Sails, with divine breath to carry us to the site of this crusade; peacetime has withered the Annada such that I may die without fulfilling my destiny.
  • The Early Middle Ages

    The Early Middle Ages

    The Early Middle Ages After the collapse of Rome, Western Europe entered a period of political, social, and economic decline. From about 500 to 1000, invaders swept across the region, trade declined, towns emptied, and classical learning halted. For those reasons, this period in Europe is sometimes called the “Dark Ages.” However, Greco-Roman, Germanic, and Christian traditions eventually blended, creating the medieval civilization. This period between ancient times and modern times – from about 500 to 1500 – is called the Middle Ages. The Frankish Kingdom The Germanic tribes that conquered parts of the Roman Empire included the Goths, Vandals, Saxons, and Franks. In 486, Clovis, king of the Franks, conquered the former Roman province of Gaul, which later became France. He ruled his land according to Frankish custom, but also preserved much of the Roman legacy by converting to Christianity. In the 600s, Islamic armies swept across North Africa and into Spain, threatening the Frankish kingdom and Christianity. At the battle of Tours in 732, Charles Martel led the Frankish army in a victory over Muslim forces, stopping them from invading France and pushing farther into Europe. This victory marked Spain as the furthest extent of Muslim civilization and strengthened the Frankish kingdom. Charlemagne After Charlemagne died in 814, his heirs battled for control of the In 786, the grandson of Charles Martel became king of the Franks. He briefly united Western empire, finally dividing it into Europe when he built an empire reaching across what is now France, Germany, and part of three regions with the Treaty of Italy.
  • Confronting the Rise of China

    Confronting the Rise of China

    Confronting the Rise of China: An analysis of Realist and Liberal approaches Question number 3 Napoleon once labeled China a “sleeping giant” that if awoken, would shake the world. Since Napoleon’s era, China seems to have been more than asleep. It has endured imperialist occupation, a revolution overthrowing the monarchy, a Japanese invasion, and civil war. Only in recent decades does China appear to have exorcised its ghosts. After Mao’s death in 1976, China’s new leadership crafted sounder economic policies, improved standards of living, and most importantly, demonstrated the will to patiently and methodically direct China along the path to international prominence. The giant, it seems, has finally awoken from its slumber. China’s long term goal to transform itself into a major world power presents a fundamental security challenge to the United States. As the world’s only superpower, how should the United States handle China’s rise in a way that avoids the potential for conflict? The fundamental answer to this question lies in the competing liberal and realist theories of international relations. Liberal theory advocates a policy of economic and institutional inclusion with the aim of integrating China into the global economy. Liberals claim that by encouraging China’s development, China will eventually adopt Western-style democratic liberalism, greatly limiting the potential for conflict. On the other hand, according to realist doctrine, the United States should adopt an aggressive policy of containment. China’s growing power, it contends, is a major threat to American hegemony, and Chinese aspirations should be checked to minimize the potential to destabilize the status quo.
  • The Anglo-Dutch-American Revolution 1500-1800

    The Anglo-Dutch-American Revolution 1500-1800

    Published on Reviews in History (https://reviews.history.ac.uk) How the Old World Ended: The Anglo-Dutch-American Revolution 1500-1800 Review Number: 2406 Publish date: Friday, 17 July, 2020 Author: Jonathan Scott ISBN: 9780300243598 Date of Publication: 2020 Price: £25.00 Pages: 392pp. Publisher: Yale University Press Publisher url: https://yalebooks.co.uk/display.asp?k=9780300243598 Place of Publication: New Haven Reviewer: Tim Hasker Jonathan Scott, Professor of History at the University of Auckland, in his recent book, How the Old World Ended (2019), has provided an intellectual bridge between the early modern period and the modern world, which was born out of the Industrial Revolution. This comprehensive study aims to explain why the Industrial Revolution started in England and how that connected to England’s relationships with the Netherlands and their former colonies in the United States. What emerges is a fascinating analysis into three countries that throughout the 300 years concerned were intertwined by politics, economics, and religion. The rise of England (and later the British Empire) is very much at the forefront of Scott’s research. In some respects the book, contrary to the title, is less about the Anglo-Dutch-American Revolution and is, rather, an explanation of how the British century came to fruition. As such, the book can be viewed as a sequel to Scott’s pivotal work England’s Troubles (2000), and both pieces bookmark what has been a turbulent two decades in the UK’s (primarily England’s) relationship with the European Union. What started as a debate around the common currency has ended in Brexit and, just as it would be a mistake to view these events in isolation, so too does Scott argue that the Industrial Revolution and the subsequent British century have to be viewed within their wider European and transatlantic context.
  • Galloping Onto the Throne: Queen Elizabeth I and the Symbolism of the Horse

    Galloping Onto the Throne: Queen Elizabeth I and the Symbolism of the Horse

    Heidegger 1 Galloping onto the Throne: Queen Elizabeth I and the Symbolism of the Horse University of California, San Diego, Department of History, Undergraduate Honors Thesis By: Hannah von Heidegger Advisor: Ulrike Strasser, Ph.D. April 2019 Heidegger 2 Introduction As she prepared for the impending attack of the Spanish Armada, Queen Elizabeth I of England purportedly proclaimed proudly while on horseback to her troops, “I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too.”1 This line superbly captures the two identities that Elizabeth had to balance as a queen in the early modern period: the limitations imposed by her sex and her position as the leader of England. Viewed through the lens of stereotypical gender expectations in the early modern period, these two roles appear incompatible. Yet, Elizabeth I successfully managed the unique path of a female monarch with no male counterpart. Elizabeth was Queen of England from the 17th of November 1558, when her half-sister Queen Mary passed away, until her own death from sickness on March 24th, 1603, making her one of England’s longest reigning monarchs. She deliberately avoided several marriages, including high-profile unions with Philip II of Spain, King Eric of Sweden, and the Archduke Charles of Austria. Elizabeth’s position in her early years as ruler was uncertain due to several factors: a strong backlash to the rise of female rulers at the time; her cousin Mary Queen of Scots’ Catholic hereditary claim; and her being labeled a bastard by her father, Henry VIII.
  • Notesj 62 1Notes 1..183

    Notesj 62 1Notes 1..183

    2015 NOTES AND QUERIES 59 THE RANSOMING OF PRISONERS The document, which is comprised of TAKEN FROM THE ARMADA, 1589–1590 around 140 unnumbered pages, bears THE 2006 inventory made of parts of the de no exact date. However, it is clearly one of Bergeyck family archive, preserved in the fair copies made of Longin’s final expense Cortewalle Castle located in the village of account. At the end of 1589, Longin joined the Beveren near Antwerp, led to a startling dis- delegation that travelled via three flyboats covery. Quite unexpectedly, archivist Stefanie from Dunkirk to Dartmouth to take charge Audenaert found a list of 494 individuals taken of the prisoners. And indeed, a declaration captive by the English between early August at the top of the document states that it is ‘the list of prisoners that I, Carlos and early November of 1588, during and Downloaded from Longin ...in accordance with the orders of after the Spanish Armada’s operations in the the Duke of Parma and Plasencia, Governor- English Channel.1 With few exceptions, there General of the Netherlands, have redeemed’.4 were no officers or other prominent members From the dates given, it appears that the of the Armada among them. Essentially, the majority of the releases took place during roll is comprised of ordinary soldiers and the second half of January;5 only one captive sailors without the means to buy their own was set free much later, on 10 March 1590— http://nq.oxfordjournals.org/ release via a handy and substantial lump 6 2 the date noted next to his name.
  • Struggles Over Sovereignty and Centralization

    Struggles Over Sovereignty and Centralization

    Struggles Over Sovereignty and Centralization Since love and fear can hardly exist together, if we must choose between them, it is far safer to be feared than loved. —Niccolé Machiavelli, The Prince, published in 1532 Essential Question: Howdid the struggle for sovereignty result in varying degreesof political centralization in early modern Europe? Tiree major changes in the early modern period—approximately the 15th century through the 18th century—shapedits political development. * the shift from decentralized power spread among manygroups and individuals to centralized power in which a small group held control > the shift in from the landed nobility who hadinheritedtheir position to people with education,skills, and wealth > the shift from law andjustice dictated byreligion to rules of law dictated by a secular system Sovereign States and Secular Laws During the medieval period, monarchs gained and held power through the support of the landed nobility and clergy who were loyal to them. Further strengthening the power of these monarchs, the Holy Roman Empire dictated that they ruled with religious authority. But the Empire was unable to maintain such a model, which wasespecially challenged by two important developments: + political localism: local control of governments, history, and culture ° religious pluralism: acceptanceof diversereligions In 1648, by the end of the Thirty Years’ War, the deadliest religious conflict in European history (see Chapter 2), a new state system had emerged. Because of its widespread destruction, the Thirty Years’ War had completely reshapedthereligious andpolitical mapofcentral Europe. STRUGGLES OVER SOVEREIGNTY AND CENTRALIZATION 105 This engraving was based on a 17th century painting by Dutch painterPhilips Wouwerman.