Chapter 7: Crisis and Absolutism in Europe, 1550
Planning Guide
Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners
Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess FOCUS
BL OL AL ELL Daily Focus Skills Transparencies 7-1 7-2 7-3 7-4 TEACH BL OL AL ELL Charting and Graphing Activity, URB p. 3 p. 3 AL World Literature Reading, URB p. 9 BL OL ELL Reading Skills Activity, URB p. 93 OL AL Historical Analysis Skills Activity, URB p. 94 BL OL AL ELL Differentiated Instruction Activity, URB p. 95 OL ELL English Learner Activity, URB p. 97 BL OL AL ELL Content Vocabulary Activity, URB* p. 99 BL OL AL ELL Academic Vocabulary Activity, URB p. 101 BL OL AL ELL Skills Reinforcement Activity, URB p. 103 OL AL Critical Thinking Skills Activity, URB p. 104 OL AL History and Geography Activity, URB p. 105 OL AL ELL Mapping History Activity, URB p. 107 BL OL AL Historical Significance Activity, URB p. 108 BL OL AL ELL Cooperative Learning Activity, URB p. 109 OL AL ELL History Simulation Activity, URB p. 111 BL OL AL ELL Time Line Activity, URB p. 113 OL AL Linking Past and Present Activity, URB p. 114 BL OL AL People in World History Activity, URB p. 115 p. 116 BL OL AL ELL Primary Source Reading, URB p. 117 OL AL Enrichment Activity, URB p. 122 BL OL AL ELL World Art and Music Activity, URB p. 119 BL OL ELL Guided Reading Activities, URB* p. 124 p. 125 p. 126 p. 127 BL OL ELL Reading Essentials and Note-Taking Guide* p. 55 p. 58 p. 61 p. 64 Differentiated Instruction for BL OL AL ELL p. 25 ✓✓✓✓p. 25 the World History Classroom Note: Please refer to the Unit Resource Book: The Early Modern World for this * Also available in Spanish chapter’s URB materials.
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Modern Times Planning Guide
Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System
Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess TEACH (continued) BL OL AL ELL StudentWorks™ Plus ✓✓✓✓✓✓ Chapter Transparencies, OL AL p. 13 Strategies, and Activities Map Overlay Transparencies, BL OL AL ELL p. 19 Strategies, and Activities Then and Now Transparencies, BL OL AL ELL p. 27 Strategies, and Activities Building Academic Vocabulary ✓✓✓✓✓✓ Reading Strategies and Activities pp. p. 86 p. 80 for the Social Studies Classroom 59, 89 Teacher Writer’s Guidebook p. 23 p. 5 p. 47 p. 43 Resources Strategies for Success ✓✓✓✓✓✓ Outline Map Resource Book ✓✓✓✓✓✓ PresentationPlus! ✓✓✓✓✓✓ with MindJogger CheckPoint ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 73 p. 74 p. 75 p. 76 p. 77 BL OL AL ELL Authentic Assessment With Rubrics p. 7 ✓✓✓✓p. 7 BL OL AL ELL Standardized Test Practice Workbook p. 13 ✓✓✓✓p. 13 BL OL AL ELL ExamView® Assessment Suite 7-1 7-2 7-3 7-4 Ch. 7 CLOSE BL ELL Reteaching Activity, URB p. 121 p. 121 BL OL ELL Reading and Study Skills Foldables™ p. 56 ✓✓✓✓p. 56 Cause and Effect Transparencies, BL OL AL ELL ✓✓✓✓✓✓ Strategies, and Activities Unit Time Line Transparencies, BL OL AL ELL ✓✓✓✓✓✓ Strategies, and Activities ✓ Chapter- or unit-based activities applicable to all sections in this chapter
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Modern Times
Integrating Technology
Using Section Spotlight Videos Teach With Technology
What are Section Spotlight Videos? Section Spotlight Videos are one of the digital media associated with your textbook and present a topic specific to each section of the textbook. How can Section Spotlight Videos help my students? Section Spotlight Videos generate student interest and provide a springboard for classroom discussion. Students can watch videos from their classroom computer screen or review for a test while on their home computer.
Visit glencoe.com to access the Media Library, and enter a code to go to Section Spotlight Videos. These videos can also be launched from StudentWorks™ Plus Online or PresentationPlus! with MindJogger CheckPoint.
)JTUPSZ 0/-*/& You can easily launch a wide range of digital products Visit glencoe.com and enter code from your computer’s desktop with the McGraw-Hill GWHMT0050c7T for Chapter 7 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●●● • Spanish Audio Summaries ●●● • Section Spotlight Videos ●●● Glencoe World History: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ● • Beyond the Textbook ●●●
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Modern Times Additional Chapter Resources
• Timed Readings Plus in Social Studies helps The following videotape programs are available from students increase their reading rate and fluency while Glencoe as supplements to this chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • Elizabeth 1: The Virgin Queen (ISBN 0-76-700209-1) assessments. • Peter the Great: The Tyrant Reformer (ISBN 0-76-703063-X) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The book following home pages: includes 75 high-interest nonfiction passages written A&E Television: www.aetv.com at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.
www.jamestowneducation.com Reading List Generator CD-ROM
Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading Index to National Geographic Magazine: level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ The following articles relate to this chapter: (DRP) and Lexile™ readability scores for all selections. • “Duchy of Cornwall,” by Sandy Mitchell, May 2006 • A brief summary of each selection is included. • “The New Europe,” by T. R. Reid, January 2002 Leveled reading suggestions for this chapter: • “Russia Rising,” by Fen Montaigne, November 2001 For students at a Grade 8 reading level: National Geographic Society Products To order the • Behind the Mask: The Life of Queen Elizabeth I, following, call National Geographic at 1-800-368-2728: by Jane Resh Thomas • National Geographic Atlas of the World (Book) For students at a Grade 9 reading level: • John Winthrop, Oliver Cromwell, and the Land of Promise, Access National Geographic’s new, dynamic MapMachine by Marc Aronson Web site and other geography resources at: www.nationalgeographic.com For students at a Grade 10 reading level: • The Palace of Versailles, by James Barter www.nationalgeographic.com/maps For students at a Grade 11 reading level: • Shakespeare’s England, from Horizon Magazine For students at a Grade 12 reading level: • The Adventures of Don Quixote de la Mancha, by Miguel de Cervantes
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Modern Times INTRODUCING
Focus Crisis and Absolutism MAKING CONNECTIONS in Europe 1550 –1715
How does architecture Section 1 Europe in Crisis: The Wars of Religion reflect history? Section 2 Social Crises, War, and Revolution Activate students’ prior knowl- Section 3 Response to Crisis: Absolutism edge by having them think about Section 4 The World of European Culture how architecture reflects history in their area. Have students volun- teer information about new and old buildings in their area. Ask Chapter Audio MAKING CONNECTIONS them to think about how the buildings reflect the needs of the How does architecture reflect time when they were built. For history? example, a building constructed The palace at Versailles, shown in this photo, was home to the kings of France from 1682 until 1790. In seventeenth-century Europe, in the 1970s might have smaller Versailles was a symbol of Louis XIV’s absolute rule. In this chapter, windows in response to the you will learn about crises throughout Europe and the rulers who energy crisis that occurred. Wrap sought stability through absolute rule. • What are some famous government buildings that are tourist up the discussion by having stu- attractions in the United States? What do they symbolize? dents list historical events that • Compare the symbolism of the palace at Versailles with the might cause a change in architec- symbolism of St. Peter’s Basilica in Rome shown on page 237. ture, e.g., an economic depression. Teach The Big Ideas As students study the chapter, remind them to consider the sec- tion-based Big Ideas included in 1562 1588 1618 each section’s Guide to Reading. French Wars of England defeats the Start of the Religion begin Spanish Armada Thirty Years’ War The Essential Questions in the EUROPE activities below tie in to the Big 1550 1600 Ideas and help students think about and understand important THE WORLD 1568 1605 1630 chapter concepts. In addition, the Oda Nobunaga Akbar expands English found seizes Kyo¯ to, Japan Mogul rule in India Massachusetts Bay Colony Hands-On Chapter Projects with 216 their culminating activities relate the content from each section to the Big Ideas. These activities 0452_0453_C14_CO_879981.indd 452 8/27/08 8:47:04 AM 0452_0453_C14_CO_879981.indd 453 8/27/08 8:47:41 AM build on each other as students progress through the chapter. Europe in Crisis: The Wars of Religion Social Crises, War, and Revolution Section activities culminate in the Essential Question: What might have moti- Essential Question: What effect might social, wrap-up activity on the Visual vated the religious and political conflicts economic, and religious conflicts have on Summary page. between Protestants and Catholics? European nations? (They might place hardships (Motivations might include the desire for land, on the people, cause bitterness, and lead to war.) power, civil liberties.) Point out that in Section 1 Point out that in Section 2 students will learn students will learn how European nations how the struggle for power led to uprisings gained and lost power as a result of religious throughout Europe. OL and political conflicts. OL
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Modern Times INTRODUCING
More About the Photo
Visual Literacy Untold sums of money and thousands of workers were required to build the palace. When it was completed, the enor- mous complex housed thousands of people. The king had little pri- vacy. Nobles swarmed about and competed to assist the king in var- ious daily rituals. It was consid- ered an honor, for example, for a noble to be chosen to hand the king his shirt while dressing. Daily life included many forms of entertainment. Hunting trips, walks through the gardens, boating trips, plays, ballets, concerts, and gam- bling were all sources of pleasure.
Dinah Zike’s Foldables Dinah Zike’s Foldables are three- dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabulary terms, and identify main ideas. Instructions
1690 Organizing Make a Europe for creating and using Foldables Europe 1661 Europe y 17th Ce ntury Early 18th John Locke Three-Pocket Book 16th Centur Century Louis XIV begins can be found in the Appendix at publishes Two to organize informa- absolute rule Treatises of tion about Europe in the end of this book and in the of France the sixteenth, seventeenth, and early Government eighteenth centuries. Store your notes Dinah Zike’s Reading and Study 1715 in the appropriate pocket. Skills Foldables booklet. OL 1689 1689 England’s House of Parliament Peter the Great becomes (ISTORY /.,).% Visit glencoe.com enacts the Bill of Rights czar of Russia and enter code GWHMT0036c7 for Chapter 7 resources. )JTUPSZ 0/-*/& Visit glencoe.com and
0452_0453_C14_CO_879981.indd 452 8/27/08 8:47:04 AM 0452_0453_C14_CO_879981.indd 453 8/27/08 8:47:41 AM enter code GWHMT0050c7T for Chapter 7 Response to Crisis: Absolutism The World of European Culture resources, including a Chapter Essential Question: What effect would the Essential Question: How might art, litera- Overview, Study Central™, exercise of absolute power have on a nation? ture, and philosophy be influenced by the Study-to-Go, Student Web (A ruler with unlimited power could impose his or turbulence of the period? (Students might sug- Activity, Self-Check Quiz, and her own desires and goals for good or ill.) Point gest that these disciplines would reflect aspects other materials. out that in Section 3 students will learn about of the religious and political issues of the time.) how absolute rulers in Europe built powerful Point out that in Section 4 students will learn nations and empires. OL how artists expressed identification with, or reaction to, the issues of the day. OL
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Modern Times CHAPTER 7 • SECTION 1 Section Audio Spotlight Video Focus Europe in Crisis: The Wars of Religion
Bellringer GUIDE TO READING During the sixteenth and seventeenth centuries, conflicts Daily Focus Transparency 7-1 between Protestants and Catholics in many European nations The BIG Idea ANSWERS UNIT 1. 130 2. almost 2,000 3. England; the English ships resulted in wars for religious and political control. had more cannons per ship than did the Spanish. 2 DAILY FOCUS SKILLS Chapter 7 TRANSPARENCY 7-1 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Competition Among Countries
Europe in Crisis: The Wars of Religion 1 How many ships were in 2 How many cannons did 3 Which side had more cannons? the Spanish Armada? the English have? What does that tell Religious and political conflicts erupted between you about the number of cannons carried by each ship? Protestants and Catholics in many European The English Fleet versus the Spanish Armada Spain’s Conflicts Number of Ships nations. England
Spain
Number of Cannons King Philip II championed Catholic causes throughout his lands, England Content Vocabulary while England became the leader of the Protestant nations of Europe. Spain • militant (p. 218) • armada (p. 220) = 10 ships = 100 cannons HISTORY & YOU Suppose you won an arm-wrestling contest against someone who seemed much bigger and stronger? Learn how England defeated Spain at sea. Academic Vocabulary • conflict (p. 218) • policy (p. 219) GUIDE TO READING By 1560, Calvinism and Catholicism had become highly militant People, Places, and Events (combative) religions. They were aggressive in winning converts • King Philip II (p. 218) • Ireland (p. 220) and in eliminating each other’s authority. Their struggle was the Answers to Graphic: • Netherlands (p. 218) • Huguenots (p. 221) chief cause of the religious wars that plagued Europe in the six- • William the Silent • Henry of Navarre teenth century. However, economic, social, and political forces (p. 219) (p. 221) Spain England France also played an important role in these conflicts. • Elizabeth Tudor • Edict of Nantes (p. 219) (p. 221) Government monarchy monarchy monarchy Spain’s Militant Catholicism • Scotland (p. 220) The greatest supporter of militant Catholicism in the second half Religion Catholic Protestant Catholic Reading Strategy of the 1500s was King Philip II. He was the son of Charles V—the Conflicts Battle of Defeated French Comparing and Contrasting Holy Roman Emperor, King of Spain, and Archduke of Austria. Lepanto; Spanish Wars of As you read, complete a chart like the one below Charles V’s brother, Ferdinand I, succeeded him as Holy Roman revolt in Armada Religion comparing the characteristics of Spain, England, Emperor. Philip II inherited the kingdoms of Milan, Naples, Sicily, and France. Netherlands, Netherlands; the and Spain and its New World empire from Charles V. Philip, who reigned from 1556 to 1598, ushered in an age of attack on Spain England France Spanish greatness. To strengthen his control, Philip insisted on strict England Government conformity to Catholicism and strong monarchial authority. He Religion also had the powerful Spanish navy at his command. Conflicts Around 1500, Catholic kingdoms in Spain had reconquered Muslim areas there and expelled Spanish Jews and Muslims. Spain saw itself as a nation chosen by God to save Catholic Christianity from Protestant heretics. The “Most Catholic King,” Philip II cham- pioned Catholic causes. His actions led to spectacular victories and To generate student interest and defeats. Spain’s leadership of a Holy League against the Turks resulted in a stunning victory over the Turkish fleet in the Battle of provide a springboard for class Lepanto in 1571. Philip was not so fortunate in his other conflicts. discussion, access the Chapter 7, Section 1 video at glencoe.com or Resistance from the Netherlands on the video DVD. One of the richest parts of Philip’s empire, the Spanish Netherlands, consisted of 17 provinces (modern Netherlands and Belgium). Philip’s attempts to strengthen his control in this region Resource Manager caused resentment and opposition from the nobles of the
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Reading Critical0454_0457_C14_S01_879981.indd 454 Differentiated Writing Skill 8/27/08 8:49:47 AM 0454_0457_C14_S01_879981.indd 455 9/25/08 8:27:40 AM R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Identifying, p. 219 • Drawing Con., p. 220 • Verbal/Linguistic, p. 221 • Expository Writing, • Using Geography Skills, Additional Resources Additional Resources Additional Resources p. 219 p. 220 • Academic Vocab. Act., • Crit. Think Act., URB • English Learner Act., Additional Resources Additional Resources URB p. 101 p. 104 URB p. 97 • Writer’s Guidebook, • Chart. Graph. Act., URB • Guid. Read. Act., URB • Section Quiz, p. 73 • Enrich. Act., URB p. 122 p. 23 p. 3 p. 124 • Skills Reinforc. Act., URB • Read. Ess. & Note- p. 103 Taking Guide, p. 55 • Read. Strat. for SS, p. 86
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Modern Times CHAPTER 7 • SECTION 1 HEIGHT OF SPANISH POWER UNDER PHILIP II, c. 1560
North Sea 30°E ENGLAND 10°E 0° 20°E 50°N 1566 Teach London 10°W SPANISH N ATLANTIC NETHERLANDS OCEAN W Reading Strategy Paris E R 0 400 kilometers S Identifying Have students 0 400 miles Lambert Azimuthal Equal-Area projection identify the issues that led the FRANCE Dutch to resist the demands of King Philip II. (Nobles resented their
40°N loss of privileges. Philip tried to
I T Philip II of Spain crush Calvinism.) OL Madrid A Corsica L O T PORTUGAL SPAIN Y T Rome O M Writing Support A N W Sardinia E M NAPLES P I R E Ask: M Expository Writing How e d i t e r r a n does Elizabeth’s moderate foreign e a n S Spanish Hapsburg e a Lepanto 1571 lands (under Philip II, policy compare to the foreign pol- Sicily King of Spain), 1560 Boundary of the icy of Spain during the same Holy Roman Empire 1. Location What difficulties must Philip II have encoun- period? Have students work in Spanish victory tered administering an empire of this size? over Ottoman Turks pairs and use the text as a starting 2. Regions Why was it important for Philip II to maintain Calvinist revolt point for additional research. Each a good relationship with the Holy Roman Emperor? pair should write a five paragraph expository piece explaining the for- Netherlands. Philip also tried to crush Protestant nations of Europe and laid the eign policies of England and Spain Calvinism in the Netherlands. Violence R foundations for a world empire. during the period. AL erupted in 1566. Philip sent ten thousand Intelligent, careful, and self-confident, troops to crush the rebellion. Elizabeth moved quickly to solve the diffi- Philip faced growing resistance from the cult religious problem she inherited from Dutch in the northern provinces led by her Catholic half-sister, Queen Mary Tudor. William the Silent, the prince of Orange. Elizabeth repealed the laws favoring The struggle dragged on until 1609 when a Catholics. A new Act of Supremacy named Answers: 12-year truce finally ended the war. The Elizabeth as “the only supreme governor” northern provinces began to call them- of both church and state. The Church of 1. communication, travel, selves the United Provinces of the England under Queen Elizabeth followed enforcing laws, collecting Netherlands and became the core of the a moderate Protestantism that kept most taxes modern Dutch state. In fact, the seven- people satisfied. 2. teenth century has often been called the Elizabeth was also moderate in her for- because the Spanish golden age of the Dutch Republic because eign policy. She tried to keep Spain and Netherlands was part of the the United Provinces held center stage as France from becoming too powerful by Holy Roman Empire one of Europe’s great powers. balancing power. If one nation seemed to be gaining in power, England would sup- W Protestantism in England port the weaker nation. The queen feared Elizabeth Tudor ascended the English that war would be disastrous for England throne in 1558. During her reign, the small and for her own rule; however, she could island kingdom became the leader of the not escape a conflict with Spain. Differentiated
CHAPTER 7 Crisis and Absolutism in Europe 219 Instruction
Name Date Class Making Generalizations ✎ Skills Reinforcement Activity 7 0454_0457_C14_S01_879981.indd 454 8/27/08 8:49:47 AM 0454_0457_C14_S01_879981.indd 455 9/25/08 8:27:40 AM Making Generalizations
Historians must be careful when they can trace the reasoning that went into mak- make generalizations based on observed ing the generalization. A generalization data. They must back up each generaliza- made without reference to specific histori- tion they make with specific references to cal sources is usually viewed as an opinion the sources they have used so that others and therefore not necessarily accurate.
DIRECTIONS: Read “Protestantism in England,” page 215 of your text. Then read the following excerpt from a reply made by Elizabeth I to some English bishops who wanted to continue Mary’s pro-Catholic policies. Answer the questions below in the space provided. Diff erentiated Instruction Strategies 7 Objective: Evaluate information on Elizabeth I and make On Religion, 1559 Sirs, CHAPTER As to your entreaty for us to listen to you we waive it; yet do return you this our answer. Our realm and subjects have been long wanderers, walking astray, whilst they were under the tuition generalizations. of Romish pastors, who advised them to own a wolf for their head (in lieu of a careful shepherd) Have students work in small groups to whose inventions, heresies and schisms be so numerous, that the flock of Christ have fed on poi- BL sonous shrubs for want of wholesome pastures. And whereas you hit us and our subjects in the teeth that the Romish Church first planted the Catholic within our realm, the records and chroni- cles of our realm testify the contrary; and your own Romish idolatry maketh you liars; witness the ancient monument of Gildas unto which both foreign and domestic have gone in pilgrimage Focus: Direct students to read the text on page 219 there to offer. This author testifieth Joseph of Arimathea to be the first preacher of the word of answer the worksheet questions. God within our realms. Long after that, when Austin came from Rome, this our realm had bish- ops and priests therein, as is well known to the learned of our realm by woeful experience, how your church entered therein by blood; they being martyrs for Christ and put to death because and the quotation on this worksheet. they denied Rome’s usurped authority. AL Ask students to research Elizabeth’s 1. What generalizations does the author of your textbook make about Elizabeth I in regard to religion?
Teach: Have students answer questions 1–4. attitude to her Catholic subjects and 2. What statements does Elizabeth make about religion in her reply to the English bishops?
3. What generalizations can you make based on Elizabeth’s statements? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Assess: Tell students to trade worksheets with a make a generalization based on sources. 4. Does Elizabeth’s reply support the generalizations made in your text? Why or why not?
partner and compare answers. Discuss any ELL Guide students in using a dictionary to 103 differences. find meanings for unfamiliar words in Skills Reinforcement Close: Hold a debate on question 4 with the class to the quotation on the worksheet. Activity, URB p. 103 arrive at a consensus. 219
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Modern Times CHAPTER 7 • SECTION 1 Defeat of the Spanish Armada By the end of Philip’s reign in 1598, Spain In 1588, Philip II made preparations to was not the great power that it appeared send an armada—a fleet of warships—to to be. Spain was the most populous empire C Critical Thinking invade England. A successful invasion of in the world, but it was bankrupt. Philip II England would mean the overthrow of had spent too much on war. His successor Drawing Conclusions Tell stu- Protestantism. The fleet that set sail had spent too much on his court. The armed neither the ships nor the manpower that forces were out of date, and the govern- dents to use information from the ment was inefficient. Spain continued to text and the map to answer the Philip had planned to send. The hoped-for victory never came. The play the role of a great power, but the real following question. Ask: Why do armada was battered by the faster English power in Europe had shifted to England you think the armada chose to C ships and sailed back to Spain by a north- and France. Scotland Ireland sail home northward around Scot- ern route around and ✓ Reading Check Explaining What did Philip II where it was pounded by storms. land? (They wanted to avoid further hope to accomplish by invading England? conflict with the English fleet in the Channel.) OL DEFEAT OF THE S Skill Practice SPANISH ARMADA Using Geography Skills Draw attention to the icons in the leg- end, and have students locate the In the mid-1500s, the English supported the ROUTE OF THE SPANISH FLEET, 1588 Protestant side in religious wars between Protestants corresponding icons on the map. and Catholics within France and the Netherlands. Ask: At what points along the Resenting this, Philip II of Spain decided to invade 10°W 60°N 0° 10°E English Channel did battles take England to overthrow Protestantism and establish Catholic rule there. place? (near Plymouth, Ports- The English fleet had clear superiority in gunnery mouth, the Isle of Wight, Calais, and and naval tactics. It dealt the Spanish Armada a SCOTLAND terrible blow in the English Channel. The Spanish Gravelines) OL retreated on a northward route around Scotland with- North out charts or a pilot. There the fleet was battered by Sea ✓Reading Check storms. Half of the Spanish fleet and three-quarters IRELAND of the men were lost. After defeating the Spanish Answer: He wanted to over- Armada, England remained Protestant and began to ENGLAND NETHERLANDS throw Protestantism. create a world empire. London N The defeat of the Spanish Armada: Isle of Wight 50°N Gravelines Plymouth Calais • Guaranteed that England would S annel E h Ch W glis En remain a Protestant country S 0 200 kilometers
• Signaled a gradual shift in power 0 200 miles Lambert Azimuthal Equal-Area Answers: from Spain to England and France projection 1. about 2,000 miles ATLANTIC FRANCE 2. OCEAN Bay of It signaled a shift in power Biscay from Spain to England and 1. Location Use the map to La Coruña France. estimate the distance cov- Santander ered by the Spanish retreat. 2. Region Why was the defeat Advance of the Spanish fleet of the Spanish Armada a 40°N SPAIN turning point? Retreat of the Spanish fleet Battle
StudentWorks™ Plus PORTUGAL See Lisbon Spanish Shipwreck Hands-On or glencoe.com. Chapter Project Step 1
Making a Time Line of 0454_0457_C14_S01_879981.inddDirections: 456 Divide the class into small page R9 in the Reference Pages at the back9/25/08 8:27:48 AM 0454_0457_C14_S01_879981.indd 457 9/25/08 8:28:02 AM 17th-Century Europe groups. Each group will create an illustrated of the book to store information. time line of 17th-century Europe. As stu- Summarizing: Allow time for groups to Groups of students will chart the major dents study Section 1, they can begin share what they learned about the Big Idea people and events of 17th-century Europe gathering information. Write the Section 1 while searching for time line entries. Groups on an illustrated time line. Big Idea on the board, and tell students to will continue to gather information for the Step 1: Gathering Information use it as a guide for selecting entries. The time line as they study Section 2. In addition, time line should begin with the year 1550 Essential Question: What events shaped they will decide on a format for the time line and end with 1715. Students can use the European life in the 17th century, and how and begin planning illustrations. OL Foldable three-pocket organizer described do they still impact our lives today? (Chapter Project is continued in Section 2.) on the chapter opener in their textbook or 220
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Modern Times CHAPTER 7 • SECTION 1 The French Wars of Religion Conflict between Catholics and Protestants was at the Differentiated heart of the French Wars of Religion. D HISTORY & YOU What would you do if some classmates started a Vocabulary Instruction trend that you didn’t like? Learn how Catholic leaders in France protested 1. Explain the significance of: militant, the spread of Protestantism. conflict, King Philip II, Netherlands, William Verbal/Linguistic Have stu- the Silent, Elizabeth Tudor, policy, armada, dents debate the following state- Scotland, Ireland, Huguenots, Henry of ment: “The Edict of Nantes was a Of the sixteenth-century religious wars, none was more Navarre, Edict of Nantes. shattering than the French civil wars known as the French victory for all of France.” AL Wars of Religion (1562–1598). Religious conflict was at Main Ideas the center of these wars. The French kings persecuted 2. Explain how Philip II championed Catholic ✓ Protestants, but the persecution did little to stop the spread causes throughout his lands. Reading Check of Protestantism. 3. Create a Venn diagram like the one shown Answer: 1562—French Wars of below to compare and contrast the reigns Religion begin; 1594—fighting Huguenots of Philip II, Elizabeth Tudor, and Henry of Navarre. ends, after Henry of Navarre Huguenots (HYOO•guh•nahts) were French Protestants influenced by John Calvin. They made up only becomes king; 1598—Henry about 7 percent of the total French population, but 40 to issues Edict of Nantes. 50 percent of the nobility became Huguenots. This made the Huguenots a powerful political threat to the Crown. An extreme Catholic party—known as the ultra- Catholics—strongly opposed the Huguenots. Having the 4. Describe how the Edict of Nantes loyalty of parts of northern and northwestern France, they appeased both Catholics and Huguenots. Assess could pay for and recruit large armies. Religion was the most important issue, but other factors Critical Thinking played a role in the French civil wars. Towns and prov- 5. The BIG Idea Analyzing Analyze (ISTORY /.,).% inces were willing to assist the nobles in weakening the which of the major three nations—Spain, growing power of the French monarchy. England, or France—lost the most power Study Central provides summa- and standing during their religious and ries, interactive games, and online political conflicts. Henry IV and the Edict of Nantes graphic organizers to help stu- 6. Drawing Conclusions What did Elizabeth For 30 years, battles raged in France between the hope to achieve—or to avoid—with her dents review content. Henry of Catholics and Huguenots. Finally, in 1589, moderate foreign policy of balancing power Navarre, the Huguenot political leader, succeeded to the between France and Spain? throne as Henry IV. He realized that as a Protestant he 7. Analyzing Visuals Examine the maps on would never be accepted by Catholic France. Therefore, pages 219 and 220. How do you think the Close he converted to Catholicism. When defeat of the Spanish Armada might have Henry IV was crowned king in 1594, affected Philip’s ability to rule the Spanish Identifying Central Issues the fighting in France finally came empire? Explain your answer. Have students discuss the Section 1 to an end. Bay of Big Idea. Ask: What issue most To solve the religious problem, Biscay FRANCE Writing About History Edict of Nantes Henry IV issued the Navarre 8. Persuasive Writing Write a persuasive influenced political life in Spain,
in 1598. The edict recognized a essay arguing whether it was a good idea Se England, and France? (religious n ea Catholicism as the official religion of an for Philip II to sail against England. Identify SPAIN rr D e conflict—Students should cite it France. It also gave the Huguenots d the main reason the king of Spain decided e the right to worship and to enjoy all M to invade. examples for each country.) OL political privileges such as holding public offices. (ISTORY /.,).% ✓ For help with the concepts in this section of Glencoe World History— Reading Check Identifying List the sequence of events that Modern Times, go to glencoe.com and click Study Central™. led to the Edict of Nantes. SECTION REVIEW
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1. Definitions for the vocabulary words are politics; Henry of Navarre: converted to England, began to decline as a sea and found in the section and in the Glossary. Catholicism, moderate, kept Catholicism as world power due to costly wars, inefficient 2. consolidated lands inherited from his father, state religion, gave Huguenots rights; government, and out-of-date armed forces insisted on strict conformity to Catholicism Henry/Elizabeth: moderate policies; 6. hoped to prevent an invasion of England by and strong monarchical authority, strength- Henry/Philip: Catholicism as state religion either Spain or France, or both ened control in the Spanish Netherlands, 4. Catholics: Catholicism was state religion; 7. probably hurt Philip’s ability to rule; a strong tried to crush Calvinism in the Spanish Huguenots: gained religious, political navy was necessary to defend the Spanish Netherlands rights empire 3. Philip II: Catholic, militant champion of 5. Spain: spent a great deal of money on con- 8. Answers will vary. He hoped to overthrow Catholic causes; Elizabeth Tudor: flicts with the Netherlands and England, lost Protestantism and establish Catholic rule in Protestant, moderate in religion and much of its armada in the conflict with England.
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Modern Times CHAPTER 7 • SECTION 2 Section Audio Spotlight Video Focus Social Crises, War, and Revolution
Severe economic and social crises plagued Europe in the Bellringer GUIDE TO READING sixteenth and seventeenth centuries. The Holy Roman Empire Daily Focus Transparency 7-2 The BIG Idea was devastated, and France emerged as the dominant nation ANSWERS UNIT 1. the English Revolution 2. did not support it 3. Parliament offered the throne to William and Mary. 2 DAILY FOCUS SKILLS Chapter 7 TRANSPARENCY 7-2 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Order and Security Social, economic, in Europe. Conflicts between the kings of England and its
Social Crises, War, and Revolution 1 What was the most famous 2 What was the position of 3 How did the Glorious civil war in England? Parliament on the divine Revolution affect the and religious conflicts challenged the established right of kings? monarchy? parliament led to a civil war, an execution of a king, and a political order throughout Europe. SOURCES OF CONFLICT AND REVOLUTIONS IN revolution. From such crises, constitutional monarchy emerged. ENGLAND
Roles The The Control Desire The in divine king’s of to right of governing right of strong Parliament abolish free Content Vocabulary England kings defense the public of the monarchy worship Church • inflation (p. 222) of England • witchcraft (p. 222) Crises in Europe • divine right of kings (p. 225) Population decline in Europe and the hysteria of witchcraft trials (p. 225) • commonwealth contributed to economic and social problems in seventeenth-century Europe. HISTORY & YOU What if the number of students in your school declined by half Academic Vocabulary GUIDE TO READING this year? Learn how Europeans responded to economic and social problems. • restoration (p. 226) • convert (p. 226) Answers to Graphic: People and Places From 1560 to 1650, Europe witnessed severe economic and (p. 225) • Holy Roman Empire • Cavaliers social crises. One major economic problem was inflation, or rising Religious Conflicts (p. 224) (p. 225) • Roundheads prices. A growing population in the sixteenth century increased • Bohemia (p. 224) witchcraft hysteria • Oliver Cromwell the demand for land and food and drove up prices for both. • James I (p. 225) (p. 225) Thirty Years’ War • Puritans (p. 225) • James II (p. 226) Economic and Social Crises English Civil War • Charles I (p. 225) By 1600, an economic slowdown had begun in parts of Europe. Glorious Revolution Reading Strategy Spain’s economy, grown dependent on imported silver, was failing Summarizing Information As you by the 1640s. The mines were producing less silver. Fleets were read, use a chart like the one below to identify subject to pirate attacks. Also, the loss of Muslim and Jewish arti- which conflicts were prompted by religious sans and merchants hurt the economy. Italy, the financial center of concerns. Europe in the Renaissance, was also declining economically. Population figures in the 1500s and 1600s reveal Europe’s wors- Religious Conflicts ening conditions. The 1500s were a period of growing population, possibly due to a warmer climate and increased food supplies. To generate student interest and Europe’s population probably increased from 60 million in 1500 provide a springboard for class to 85 million by 1600. By 1620, the population had leveled off. It had begun to decline by 1650, especially in central and southern discussion, access the Chapter 7, Europe. Warfare, plague, and famine all contributed to the popu- Section 2 video at glencoe.com or lation decline and to the creation of social tensions. on the video DVD. The Witchcraft Trials A belief in witchcraft, or magic, had been part of traditional village culture for centuries. The religious zeal that led to the Inqui- sition and the hunt for heretics was extended to concern about witchcraft. During the sixteenth and seventeenth centuries, an intense hysteria affected the lives of many Europeans. Perhaps more than a hundred thousand people were charged with witchcraft. As Resource Manager more and more people were brought to trial, the fear of witches
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Reading Critical0458_0463_C14_S02_879981.indd 458 Differentiated Writing Skill 8/27/08 8:51:48 AM 0458_0463_C14_S02_879981.indd 459 9/25/08 8:30:22 AM R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Making Connections, • Making Inferences, p. 223 • ELL, p. 225 • Expository Writing, • Using Geo. Skills, p. 224 p. 223 • Det. Cause/Effect, p. 224 Additional Resources p. 225 Additional Resources • Academic Vocab., p. 226 Additional Resources • Hist. Analysis Skills Act., Additional Resources • Chart. Graph. Act., URB Additional Resources • People in World Hist. URB p. 94 • Hist. & Geo. Act., URB p. 3 • Guid. Read. Act., URB Act., URB p. 115 • Read. Strat. for SS, p. 80 p. 105 p. 125 • Section Quiz, p. 74 • Writer’s Guidebook, • Read. Ess. & Note- p. 5 Taking Guide, p. 58
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Modern Times CHAPTER 7 • SECTION 2 The Hammer of Witches Teach
Witches were thought to enjoy casting their Critical Thinking spells on the weak C “The Hammer of Witches” and vulnerable, such Making Inferences Ask: Why In 1486, two Dominicans, Heinrich as infants. Kramer and Jacob Sprenger, published the were many of the people accused Malleus Maleficarum, or the Hammer of of being witches poor women? Witches. For more than 200 years, this handbook offered guidance to those (Poor people, especially widows and judging the guilt or innocence of the elderly women, lacked the resources accused. Here are some excerpts: to defend themselves.) OL
On the classification of witches: “The category in which women of this sort R Reading Strategy are to be ranked is called the category of Pythons, persons in or by whom the devil Making Connections Ask stu- either speaks or performs some astonishing dents if they are familiar with the operation. . . .” term witch-hunt. What are some On extracting a confession: historical moments that have “The method of beginning an examination been described as witch-hunts? by torture is as follows: The jailers . . . strip the prisoner. This stripping is lest some (the Inquisition, the Salem witch- means of witchcraft may have been sewed craft trials, the anti-Communist into the clothing—such as often, taught by McCarthy era in the U.S.) OL the Devil, they prepare from the bodies of unbaptized [murdered] infants . . . the judge . . . tries to persuade the prisoner to confess the truth freely; but, if [the witch] will not confess, he bids attendants make the pris- This painting is entitled Witches’ Sabbath: The Conjurers by Answers: oner fast to . . . some . . . implement of Francisco de Goya (1746–1828). 1. torture.” 1. Describing According to the excerpts, whom do witches serve? the devil 2. Comparing Describe similarities between witchcraft trials and 2. Both involved physical tor- the Inquisition. ture. Both were attempts to eradicate perceived threats to religion and society. grew, as did the fear of being accused of R feasted and danced. Then others admitted witchcraft. to casting evil spells. Common people—usually the poor and By 1650, the witchcraft hysteria had those without property—were the ones begun to lessen. As governments grew ✓ Reading Check most often accused of witchcraft. More than C stronger, fewer officials were willing to Answer: Government officials 75 percent of those accused were women. disrupt their societies with trials of witches. Most of them were single or widowed and In addition, attitudes were changing. were unwilling to disrupt society over 50 years old. People found it unreasonable to believe in with trials, and attitudes toward Under intense torture, accused witches the old view of a world haunted by evil witchcraft began to change. usually confessed to a number of practices. spirits. For instance, many said that they had sworn allegiance to the devil and attended ✓ Reading Check Explaining What caused a sabbats, nightly gatherings where they decline in witchcraft trials? Hands-On
CHAPTER 7 Crisis and Absolutism in Europe 223 Chapter Project Step 2
0458_0463_C14_S02_879981.indd 458 8/27/08 8:51:48 AM 0458_0463_C14_S02_879981.inddMaking 459 a Time Line of more entries for the time line. Also, instruct9/25/08 begin 8:30:22 AM gathering illustrations for their entries. 17th-Century Europe them to begin planning a physical format Suggest that they look for book illustrations, for their time lines. Suggest a variety of draw their own, or do both. Step 2: Planning the Format In addition options for students: a large piece of art Summarizing: Allow time for student to gathering more information, student board; a string of sheets of art paper attached groups to share what they learned about groups decide on a format and start gather- end to end with tape; individual sheets of the Section 2 Big Idea while searching for ing illustrations. art paper bound sequentially in a three-ring more time line entries and illustration Directions: Tell student groups to use the binder, a three-dimensional diorama-style ideas. OL Section 2 Big Idea as a guide for selecting time line, and so on. Finally, tell groups to (Chapter Project is continued in Section 3.)
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Modern Times CHAPTER 7 • SECTION 2 The Thirty Years’ War and Spain entered the war, the conflict became more political. For instance, France, Started over religious conflicts, the directed by the Catholic Cardinal Riche- Thirty Years’ War was sustained by political conflicts. lieu, fought against the Holy Roman C Critical Thinking Empire and Spain in an attempt to gain HISTORY & YOU What if a fight destroyed a friend- Determining Cause and ship? Read the causes of the Thirty Years’ War. European leadership. Effect Ask: What effect did the Effects of the War Peace of Westphalia have on the All major European powers except Eng- Holy Roman Empire? (It brought Religious disputes continued in Ger- land were involved in the plundering and many after the Peace of Augsburg in 1555. the Holy Roman Empire to an end as destruction of Germany during the Thirty One reason for the disputes was that the Years’ War. The Peace of Westphalia offi- a political entity.) How? (by dividing peace settlement had not recognized Cal- cially ended the war in 1648 and gave Swe- it into independent states able to vinism. By the 1600s, Calvinism had spread den, France, and their allies new territories. choose their own religion and through Europe. Sweden’s acquisition of the Baltic Sea Causes of the War increased its power in northern Europe. foreign policy) OL The peace settlement also divided the more Religion played an important role in the C than three hundred states of the Holy ✓ Reading Check outbreak of the Thirty Years’ War, called Roman Empire into independent states, Answer: religious the “last of the religious wars.” However, each with the freedom to determine their political and territorial motives were also own religion and conduct foreign policy. evident. Beginning in 1618 in the Holy The Holy Roman Empire ceased to be a Roman Empire, the war first involved the political entity. Another two hundred years struggle between Catholic forces, led by would pass before German unification. S Skill Practice the Hapsburg Holy Roman emperors, and Protestant (primarily Calvinist) nobles in ✓ Reading Check Describing Was the conflict Using Geography Skills Have Bohemia. As Denmark, Sweden, France, originally political or religious? students locate the cities of Berlin, Prague, and Vienna in the German States on the map. Then refer to EUROPE AFTER THE PEACE OF WESTPHALIA, 1648 the Reference Atlas and identify the modern-day countries where 10°W 0° 10°E 20°E 30°E these cities are located. (Germany, SCOTLAND North SWEDEN 40°E 50°N Sea a Czech Republic, Austria) BL e IRELAND S DENMARK ic alt ENGLAND B UNITED N PROVINCES PRUSSIA ATLANTIC London Berlin RUSSIA POLAND E OCEAN Warsaw W SPANISH GERMAN S NETHERLANDS STATES Answers: Boundary of the Paris Prague Holy Roman Empire 1. Nantes It was divided into hundreds Vienna S Augsburg of independent states. FRANCE 2. SWITZERLAND Students’ answers should be I TA 40°N L I A N based on factual information S OTTOMAN TA T EMPIRE E from reliable sources. S Madrid PAPAL 1. Regions Compare this map to Lisbon Corsica STATES PORTUGAL SPAIN the map on page 219. Describe Rome Sardinia the effects of the Thirty Years’ THE War on the Holy Roman Empire. TWO 2. Movement Research what led Mediterranean Sea SICILIES France to become involved in the Thirty Years’ War. Differentiated 0 400 kilometers Instruction 0 400 miles Lambert Azimuthal Equal-Area projection
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BL Reading Strategies and OL Guided Reading AL Historical Analysis Skills ELL Charting and Graphing Activities for SS, p. 80 Activity, URB p. 125 Activity, URB p. 94 Activity, URB p. 3
Name Date Class Name Date Class Name Date Class SUMMARIZING INFORMATION Teaching Strategy 13 Guided Reading Activity 7-2 Historical Analysis Skills Activity 7 Graphing Acti Charting and vity 2 OBJECTIVES Social Crises, War, and Revolution Validating Arguments • To summarize a paragraph DIRECTIONS: Fill in the blanks below as you read Section 2. • To write a summary of a social studies passage LEARNING THE SKILL European Crises Determining the validity of an argument requires close, objective examination of how the Directions: For each crisis listed, identify the conflict that resulted and the resolution to that From 1560 to 1650, Europe experienced an economic slowdown. Spain’s econ- 2 WHY IS THIS SKILL IMPORTANT? Assign Activity 13 for students to com- information is presented. Extreme words, such as never and always, clue in the reader to rare, conflict. Follow the example given below to fill in each of the boxes. plete independently. After students finish omy, dependent on imported (1) , was failing. A growing popu- and therefore suspect, occurrences. Arguments that set down a “no exceptions” fact are also the Practicing the Skill activity, have them suspect because most of these statements can’t be proven. Arguments that use more cautious Few people can remember everything they lation demanding land and food led to (2) . Spain’s economy Crisis Conflict Resolution UNIT read. One important skill in both school- share their summaries. You might want to descriptions and that reveal both sides of an issue are more likely to prove valid. However, a (3) work and everyday life is to learn to filter select two or three sections in the social was seriously falling by the 1640s due to producing less valid argument may also take risks by relying on several people’s perspectives of an event or Issue: French Wars The debate turned violent; Battles raged until Henry of vast quantities of information, identifying studies text and have different groups read silver, fleets subject to (4) attacks, and the loss of Muslim and CHAPTER situation to support claims. In addition, information presented as factual should be readily of Religion thousands died over a 30-year Navarre, a Huguenot, became what is most important and then summa- and write summaries for each section. available and fairly easy to prove. Jewish (5) and (6) . French Protestants, called period. king in 1589 and converted to rizing key concepts and ideas. Then have students compare their sum- Huguenots, and Catholics were maries. Remind students that because they PRACTICING THE SKILL Catholicism. Summarizing is also the basis of many are using their own words, the summaries During the sixteenth and seventeenth centuries, more than a hundred thousand in a power struggle to win the longer writing activities, including book hearts and minds of will differ. However, the summaries people were charged with (7) . Under intense torture, accused 7 DIRECTIONS: Read the following excerpts from the Malleus Maleficarum (The Hammer of the reports and reviews, research reports, lab should each contain the main points and Witches), published in 1486. This was a guidebook to help inquisitors identify and prosecute Europeans. witches usually (8) to a number of practices. By 1650, people reports, and news stories. Following the details. witches. On a separate sheet of paper, answer the questions that follow. guidelines for writing a summary will were finding it (9) to believe in the old view of a world haunted help students create these other writing Whether the belief that there are such beings as witches is so essential a part of the forms, as well as a brief summary para- by evil spirits. 7-2 Catholic faith that obstinately to maintain the opposite opinion manifestly savours Issue: The Spanish graph. of heresy. Armada (10) played an important role in the outbreak of the Philip II harbored a desire to Thirty Years’ War, as well as (11) and The evils which are perpetrated by modern witches exceed all other sin which God invade England and restore
SECTION has ever permitted to be done. Catholicism as the dominant (12) motives. The Peace of (13) stated religion. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. TEACHING THE SKILL that all German states, including the Calvinist ones, could determine their own 1. Summarize the arguments being made in the two excerpts. religion. 2. Are the arguments convincing? What does or does not seem valid about these Ask a volunteer to share what he or she arguments? EL ACTIVITY has done in the last 24 hours. Encourage Have English Learners At the core of the English Revolution was the struggle between king and Issue: Witchcraft Craze the student to provide as much detail as work with partners, taking turns (14) to determine what role each should play in governing APPLYING THE SKILL A deadly hysteria about witch- possible while you list the student’s activi- reading aloud the Practicing the Skill by The McGraw-Hill Companies, Inc. Copyright © craft overtook Europe. ties on the board. Then invite students to passage. Encourage students to discuss England. James I of England believed kings receive their (15) DIRECTIONS: How difficult is it to spot an argument that is not supported with evidence? summarize the volunteer’s description. the passage and underline the main from God and are responsible only to him. Parliament proved victorious due largely Search various news magazines for an article that presents obvious bias toward an issue or Model the thinking necessary to summa- ideas and significant details before they event. Research the topic, looking for evidence regarding the argument. Use reliable, well- to the New Model of Army of (16) . rize the events by asking questions such as begin writing. Then have students work known sources. On a separate sheet of paper, present your evidence and answer the ques- "Which event is most important for us to in pairs to write the summary. Use a Dutch leader William of (17) and his wife tions: did your research validate or invalidate the argument? How? Be sure to use proper remember or understand?" "What conclu- similar procedure for the Applying the documentation in your paper to support your conclusion and provide copies of the article sions can we draw from the description of Skill activity. You may wish to have (18) raised an army and invaded England in 1688. With almost and your sources. 224 the events?" Record the summary on the English Learners record the main idea Issue: The Thirty Years’ no bloodshed, England had undergone a “(19) .” As William board. Have the volunteer review the and supporting details on a graphic War summary to see if he or she thinks it accu- organizer before they write each and Mary took the English throne, they accepted a Bill of Rights setting forth Begun as a regional conflict Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, rately summarizes the day’s events and summary. (20) right to make laws and levy taxes. Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, between Calvinists and activities. Catholics, the religious war eventually embroiled half of Europe.
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Modern Times CHAPTER 7 • SECTION 2 Revolutions in England In 1628, Parliament passed a Petition of Right. The petition placed limits on the Civil war raged over what roles the king’s ability to tax, imprison citizens with- king and Parliament should have in governing out cause, quarter troops, and institute Writing Support England. martial law. Although Charles initially W HISTORY & YOU What if your class had to decide accepted this petition, he later ignored it Expository Writing Ask stu- who should be the leader of an important school after realizing the limits it put on his dents to use outside sources to project? Learn how the struggle for power in England power. was resolved. Charles also tried to impose more ritual write an essay in which they iden- on the Church of England. When he tried tify and evaluate the causes and to force Puritans to accept his policy, thou- effects of the English Revolution. In addition to the Thirty Years’ War, a sands went to America. Thus the struggles Encourage them to include more series of rebellions and civil wars rocked of the English Reformation influenced Europe in the seventeenth century. By far American history. information on the factors dis- the most famous struggle was the civil cussed in this section. AL war in England known as the English Rev- W Civil War and Commonwealth olution. At its core was a struggle between king and Parliament to determine what Complaints grew until England slipped Differentiated into a civil war in 1642 between the sup- D Instruction role each should play in governing Eng- Cavaliers land. It would take another revolution porters of the king (the or Royal- ists) and the parliamentary forces (called English Language Learners later in the century to finally resolve this Roundheads struggle. the because of their short Review the definition of each hair). Parliament proved victorious, due largely to the New Model Army of Oliver boldfaced term with students who The Stuarts and Divine Right Cromwell, who was a military genius. have limited knowledge of Eng- With the death of Queen Elizabeth I in The New Model Army chiefly consisted lish, and discuss the term’s signifi- 1603, the Tudor dynasty came to an end. of more extreme Puritans, known as the D cance. Ask: Why did Parliament The Stuart line of rulers began with the Independents. These men believed they accession to the throne of Elizabeth’s were doing battle for God. As Cromwell oppose James I’s claim of the cousin, the king of Scotland, who became wrote, “This is none other but the hand of divine right of kings? (Parliament James I of England. God; and to Him alone belongs the glory.” wanted to share the crown’s power James believed that he received his Some credit is due to Cromwell. His sol- power from God and was responsible only diers were well-disciplined and trained in to rule.) Why did the Puritans in to God. This is called the divine right of the new military tactics of the 1600s. Parliament oppose Charles I? kings. Parliament did not think much of The victorious New Model Army lost no (They resented his taxation and reli- the divine right of kings. It had come to time in taking control. Cromwell purged gious policies.) What group did assume that the king or queen and Parlia- Parliament of any members who had not ment ruled England together. supported him. What was left—the so- Oliver Cromwell lead, what con- Religion was an issue as well. The called Rump Parliament—had Charles I flict did the group win, and what Puritans (Protestants in England inspired executed on January 30, 1649. The execution resulted? (Cromwell led radical by Calvinist ideas) did not like the king’s of the king horrified much of Europe. Parlia- strong defense of the Church of England. ment next abolished the monarchy and the Protestants [Roundheads] in a suc- While members of the Church of England, House of Lords and declared England a cessful revolt against the king and the Puritans wished to make the church commonwealth, a type of republic. his followers [Cavaliers]. Charles I more Protestant. Many of England’s gen- Cromwell found it difficult to work with was executed, the House of Lords try, mostly well-to-do landowners, had the Rump Parliament and finally dis- become Puritans. The Puritan gentry persed it by force. He shouted to the mem- abolished, and a commonwealth formed an important part of the House of bers of Parliament, “It is you that have instituted.) ELL Commons, the lower house of Parliament. forced me to do this, for I have sought the It was not wise to alienate them. Lord night and day that He would slay me The conflict that began during the reign rather than put upon me the doing of this of James came to a head during the reign work.” After destroying both king and of his son, Charles I. Charles, like his Parliament, Cromwell set up a military father, believed in the divine right of kings. dictatorship. Differentiated
CHAPTER 7 Crisis and Absolutism in Europe 225 Instruction
Name Date Class
History World Activi People in ty 7 Profile 1 0458_0463_C14_S02_879981.indd 460 9/25/08 8:30:27 AM 0458_0463_C14_S02_879981.indd 461 Analyzing Information 9/25/08 8:30:36 AM Guy Fawkes (1570–1606)
Remember, remember the fifth of November, Gunpowder treason and plot; I see no reason why Gunpowder Treason Should ever be forgot. Chant sung by children on Guy Fawkes Day
Each November 5 in the British Guy Fawkes, kneeling, being interrogated by James I Commonwealth, children repeat this 7 Gunpowder Treason chant. It’s Guy Fawkes money to finance the planned uprising, they Objective: Learn more about religious strife during the Diff erentiated Instruction Strategies Day! On this day in 1605, a man named invited several wealthy men to join them. Guy Fawkes nearly blew up King James I One of these men, Sir Francis Tresham, and his government. revealed the plot to his brother-in-law Lord Robert Catesby was one of the conspira- Monteagle, through a letter warning him CHAPTER tors’ leaders. A Roman Catholic extremist, not to attend Parliament. Monteagle had the he wanted to avenge the anti-Catholic laws cellar searched. On November 5, 1605, reign of James I. of England. He enlisted at least 11 other Fawkes was captured, and what came to be BL Have students research Guy Fawkes people to help him carry out his plans. The known as the Gunpowder Plot was ended. most famous of these was Guy Fawkes, a Ironically, the Gunpowder Plot, which was soldier who had been serving in Flanders. conceived to help the plight of persecuted The group rented a house next to Parliament Roman Catholics, actually caused Roman and tunneled into a cellar beneath the House Catholic persecution to be more vigorous Focus: Direct students to read the article on Guy Day and draw a picture of how it is of Lords. There, Fawkes and the other con- and bitter in England. spirators stacked 36 barrels of gunpowder, The conspirators were tried and con- covered with iron bars and firewood. All victed. On January 31, 1606, Fawkes and that remained was to set the gunpowder seven of the other conspirators were off. The date selected for the explosion was beheaded. Of the 11 conspirators, Guy Fawkes. observed. November 5, when King James himself was Fawkes—because he intended to light the scheduled to appear for the opening of fuse—is the most remembered. A year after Parliament. The conspirators hoped that the the gunpowder was discovered, Parliament massive explosion would kill James and the enacted a law establishing November 5 as a members of Parliament, and in turn set off day of public thanksgiving. To this day, a Catholic uprising throughout Britain. children make effigies of Guy Fawkes. The Teach: Have students answer questions 1 –3. Although the plan required secrecy, word “Guys” are then burned in bonfires, and AL Have students compare the Gunpowder got out. Since the conspirators needed more fireworks fill the skies.
REVIEWING THE PROFILE Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Directions: Answer the following questions on a separate sheet of paper. Assess: Tell students to share answers with the class, Plot to any recent political conspiracy. 1. What role did Guy Fawkes play in the Gunpowder Plot? 2. What was the purpose of the plot, and what were its results? 3. Critical Thinking Drawing Conclusions. Why did the Parliament choose November 5 to be a day of thanksgiving? and amend answers as needed. ELL Ask volunteers to share examples of 115 Close: Hold a class discussion on national holidays political holidays or national days of People in World History in the United States that commemorate observance in their country of origin Activity, URB p. 115 political events or honor leaders. and describe how they are observed. 225
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Modern Times CHAPTER 7 • SECTION 2 The Restoration of suspending the laws that Parliament had passed against Catholics and Puritans Cromwell ruled until his death in 1658. after the restoration of the monarchy. Par- One of his generals, George Monk, realized liament would have none of it and forced Reading Strategy that under any of Cromwell’s successors R the king to back down. Driven by a strong the country would be torn apart. In 1660 by Academic Vocabulary Ask: anti-Catholic sentiment, Parliament then using his army, Monk created a situation passed a Test Act, specifying that only What is the basic meaning of the favorable to restoring the monarchy in the Anglicans (members of the Church of Eng- word restoration? (the return of person of Charles II, the son of Charles I. restoration land) could hold military and civil offices. something to its former or normal The of the Stuart monarchy, Arousing more suspicion, on his death- state) What was restored after known as the Restoration period, did not bed, Charles II had decided to convert to mean, however, that the work of the English the death of Oliver Cromwell? Catholicism. After Charles died, leaving no Revolution was undone. Parliament kept James II (the monarchy) What is the mean- heirs to the throne, became king in R much of the power it had won and contin- 1685. James was an open and devout Cath- ing of convert in the context of ued to play an important role in govern- olic. Religion was once more a cause of con- the sentence in which it appears? ment. The principle that Parliament must flict between king and Parliament. James (to change from one religion to an- give its consent to taxation was also accepted. named Catholics to high positions in the Charles, however, continued to push his other) In what way did Charles II government, army, navy, and universities. own ideas, some of which were clearly out Parliament objected to James’s policies mislead Parliament by refusing of step with many of the English people. but stopped short of rebellion. Members to convert to Catholicism? (He Charles was sympathetic to Catholicism. knew that James was an old man. His Prot- was sympathetic to Catholicism Moreover, his brother James, heir to the estant daughters Mary and Anne, born to throne, did not hide the fact that he was a and defied Parliament’s laws his first wife, would succeed him. How- Catholic. Parliament’s suspicions about ever, in 1688, James and his second wife, a against Catholics.) OL their Catholic leanings were therefore Catholic, had a son. Now, the possibility of aroused when Charles took the bold step a Catholic monarchy loomed large.
Answers: Charles I—as an honest man and a good king; Cromwell—a Charles I Oliver Cromwell cruel necessity 1600–1649 King of England 1599–1658 English Revolutionary
“Hurt not the ax, that may hurt me,” the After visiting the coffin of executed King condemned man on the scaffold told the Charles I, Oliver Cromwell called it a “cruel executioner, pleading for a quick, painless death. necessity.” More than any other individual, The condemned man was Charles I, King of Cromwell was responsible for that “neces- England. As he spoke the final words of his reign sity.” As a member of Parliament with no and his life, he asked those gathered to witness military experience in 1640, he became the his beheading to remember him as “an honest most capable commander in the civil war man and a good king.” After a reign of 24 between the king and Parliament. As Lord years, during which he frequently clashed Protector of England, Ireland, and Scotland with Parliament, his forces were defeated following Charles’ execution, Cromwell and he was condemned to death. quarreled with Parliament himself and With his death on January 30, ruled largely without it for eight years. 1649, Parliament sent the History rates him an enigma, whose world a message about the rule was both enlightened and cruel. “divine right” of kings. Soon after the monarchy was How did King restored in 1660, Cromwell’s Charles I want to be body was exhumed and hung remembered after in London’s Tyburn Square. his death? What did Cromwell call the Additional death of King Charles I? Support
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Charles I Point out that the petition that actions and desire for absolute power led to was an extreme measure but thought per- Parliament forced Charles I to sign also pro- the outbreak of the English Revolution and haps that it was the only effective solution hibited him from imprisoning anyone his own execution. to the conflict. What is ironic about the way unjustly, housing troops in private homes Oliver Cromwell Review with students Cromwell ruled England after Charles’s without consent, and imposing martial law the information about Oliver Cromwell in death is that he adopted tactics similar to in peacetime. Charles responded by ignor- this section and in the People in History ones that Charles had used: quarreling with ing the petition, ruling without Parliament’s feature on this page. Cromwell said that and then ignoring Parliament and setting consent, and continuing to collect taxes Charles’s execution was a “cruel necessity.” up a military dictatorship. and imprison people at will. Charles I’s He may have been acknowledging that it
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Modern Times A Glorious Revolution CHAPTER 7 • SECTION 2 A group of English nobles invited the Dutch leader, Wil- liam of Orange, to invade England. In their invitation, they informed William that most of the kingdom’s people ✓ Reading Check wanted a change. The invitation put William and his wife Vocabulary Mary, the daughter of James II, in a difficult position. It 1. Explain the significance of: inflation, Answer: Charles I was exe- would be appalling for Mary to rise up against her father, witchcraft, Holy Roman Empire, Bohemia, cuted. A commonwealth was the king of England. However, William, a foe of France’s James I, divine right of kings, Puritans, Catholic king Louis XIV, welcomed this opportunity to Charles I, Cavaliers, Roundheads, Oliver established. After Cromwell’s fight France with England’s resources. Cromwell, commonwealth, restoration, death, the monarchy was re- convert, James II. William began making preparations to invade England stored under Charles II. Parlia- in early 1688. He made his plans as secretly as possible and thus kept them largely hidden from James. Not until Main Ideas ment and the crown fought early October did James realize William’s intentions. In 2. Explain what contributed to the economic during the reigns of Charles II November 1688, William’s forces landed at Torbay and and social problems of sixteenth-century and his brother James II. Parlia- Europe. began their march toward London. James responded by ment invited William and Mary sending forward his army. Following the desertion of 3. Illustrate the causes and effects of the many of his soldiers and the defection of his daughter Thirty Years’ War by using a chart like the to overthrow James II. The Glori- Anne and her husband, James retreated to London. There one below. ous Revolution succeeded, and he made plans for his wife and son to flee to France where Thirty Years’ War William and Mary were offered James later joined them. Cause Effect With almost no bloodshed, England had undergone a the crown on the condition that “Glorious Revolution.” The issue was not if there would they accept a bill of rights. be a monarchy but who would be monarch. In January 1689, Parliament offered the throne to Wil- 4. Explain why Oliver Cromwell first purged liam and Mary. They accepted it, along with a Bill of Rights, Parliament and then declared a military which contained many of the same ideas as the Petition of dictatorship. Right. The Bill of Rights set forth Parliament’s right to Assess make laws and to levy taxes. It also made it impossible for Critical Thinking kings to oppose or to do without Parliament by stating 5. The BIG Idea Drawing Conclusions that standing armies could be raised only with Parlia- Which nation emerged stronger after the ment’s consent. The rights of citizens to keep arms and Thirty Years’ War? Did 30 years of fighting (ISTORY /.,).% accomplish any of the original motives for have a jury trial were also confirmed. The Bill of Rights Study Central helped create a system of government based on the rule of waging the war? provides summa- law and a freely elected Parliament. This bill laid the foun- 6. Distinguishing How were citizens’ roles ries, interactive games, and online dation for a limited, or constitutional, monarchy. under the constitutional monarchy of graphic organizers to help stu- William and Mary different from their roles Another important action of Parliament was the Tolera- dents review content. tion Act of 1689. This act granted Puritans, but not Catho- under the absolute monarchy of Charles I? lics, the right of free public worship. It did mark a turning 7. Analyzing Visuals Examine the painting point in English history because few English citizens on page 223. How does Goya portray the would ever again be persecuted for religion. witches? What details in the painting By deposing one king and establishing another, Parlia- indicate that witches were feared? Close ment had destroyed the divine-right theory of kingship. William was, after all, king by the grace of Parliament, not Writing About History Making Generalizations by the grace of God. Parliament had asserted its right to be 8. Expository Writing Write an essay on Ask: How was the Thirty Years’ part of the government. Parliament did not have complete why population increased and decreased in sixteenth- and seventeenth-century War both a religious and political control of the government, but it now had the right to par- England. Include a population graph. dispute? (It began as a religious ticipate in affairs of state. Over the next century, Parlia- ment would gradually prove to be the real authority in the dispute and became a fight for po- English system of constitutional monarchy. litical power.) OL (ISTORY /.,).% Glencoe World History— ✓ Reading Check Describing Trace the sequence of events that For help with the concepts in this section of Modern Times, go to glencoe.com and click Study Central™. led to the English Bill of Rights. SECTION REVIEW
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1. Definitions for the vocabulary words are German states could determine own reli- 6. Constitutional monarchy: the right to found in the section and in the Glossary. gion; major contenders gained new lands; keep arms and have a jury trial, more religious 2. Spain’s and Italy’s economic decline; eco- Holy Roman Empire ended freedom. Absolute monarchy: citizens nomic downturn throughout Europe; loss of 4. Cromwell purged Parliament to remove arrested arbitrarily, forced to quarter the Muslim and Jewish artisans and merchants; those who had not supported him. He still king’s troops, and lacked religious freedom. population growth that increased demand found it difficult to work with Parliament 7. wearing dark cloaks, casting spells on for food and land and drove up prices; war, members who were left and declared infants; witches have evil-looking expres- famine, plague; witchcraft hysteria a military dictatorship to give himself sions, distorted faces; dark clouds give an 3. Causes: Calvinism not recognized; Calvinist more power. ominous feeling nobles rebelled against Hapsburgs; struggle 5. France. Protestants made some gains; 8. Students should consult outside sources. between France, Spain, and Holy Roman Germany did not fare well. Essays should be supported by factual Empire for European leadership; Effects: all details and logic. 227
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Modern Times CHAPTER 7 • SECTION 3 Section Audio Spotlight Video Focus Response to Crisis: Absolutism
Bellringer GUIDE TO READING Absolute monarchs reigned in several European nations Daily Focus Transparency 7-3 during the seventeenth century. Louis XIV, considered the The BIG Idea best example of absolute monarchy, ruled France with an ANSWERS UNIT 1. C 2. D 3. B 4. A 2 DAILY FOCUS SKILLS Chapter 7 TRANSPARENCY 7-3 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Competition Among Countries extravagant lifestyle and waged many military campaigns. Response to Crisis: Absolutism DIRECTIONS: The column on the left lists four causes. The column on the right lists four France became the greatest power of the seven- effects. Match each cause on the left with the appropriate effect on the right. Meanwhile, Prussia, Austria, and Russia emerged as great Cause Effect teenth century. Prussia, Austria, and Russia also 1. The desire of seventeenth- A. Russia’s army was century Europeans for reorganized and a Russian stability navy was begun. emerged as great European powers. European powers under their monarchs’ leadership. 2. Louis XII and Louis XIV came B. Colbert granted subsidies to to power as boys. new businesses and raised tariffs on imports.
3. A crucial need for money to build C. Absolutism palaces, fund wars, and maintain the court of Louis XIV Content Vocabulary 4. Peter the Great traveled to D. The government of France the West and was impressed was left in the hands of • absolutism (p. 228) • czar (p. 232) with European technology. royal ministers. France under Louis XIV • boyars (p. 232) Louis XIV was an absolute monarch whose rule was admired and Academic Vocabulary imitated throughout Europe. • stability (p. 228) • authority (p. 228) HISTORY & YOU What would happen if you used all the money in your family’s GUIDE TO READING bank account to throw a party? Learn how King Louis XIV spent his country’s People and Places wealth. Answers to Graphic: • Louis XIV (p. 228) Reforms: reorganized army, formed navy, intro- • Cardinal Richelieu (p. 228) (p. 231) One response to the crises of the seventeenth century was to duced Western customs, more freedom for upper- • Prussia stability (p. 231) seek more by increasing the power of the monarch. The class women; Government: absolutist monarchy, • Austria (p. 231) result was what historians have called absolutism. divided Russia into provinces, tried to create a police • Frederick William the Great Elector Absolutism (p. 232) is a system in which a ruler holds total power. In state; Wars: fought Sweden to gain a Baltic port. • Ivan IV • Michael Romanov (p. 232) seventeenth-century Europe, absolutism was tied to the idea of • Peter the Great (p. 233) the divine right of kings. This means that rulers received their • St. Petersburg (p. 233) power from God and were responsible to no one except God. They had the ability to make laws, levy taxes, administer justice, control officials, and determine foreign policy. Reading Strategy Louis XIV Summarizing Information As you The reign of has long been regarded as the best read, complete a chart like the one below summa- example of absolutism in the seventeenth century. French culture, rizing the accomplishments of Peter the Great. language, and manners reached into all levels of European society. To generate student interest and French diplomacy and wars dominated the political affairs of provide a springboard for class ReformsGovernment Wars Europe. The court of Louis XIV was imitated throughout Europe. discussion, access the Chapter 7, Richelieu and Mazarin Section 3 video at glencoe.com or on the video DVD. French history for the 50 years before Louis XIV was a period of struggle as governments fought to avoid the breakdown of the state. Louis XIII and Louis XIV were only boys when they came to the throne. The government was left in the hands of royal ministers. In France, two ministers played important roles in preserving the authority of the monarchy. Cardinal Richelieu (RIH•shuh•loo), Louis XIII’s chief minister, strengthened the monarchy’s power. Because the Huguenots were seen as a threat to the king, Richelieu took away their political and military rights. He did preserve their religious rights. Richelieu also set up a network of spies to uncover plots by nobles. He then Resource Manager crushed the conspiracies and executed the conspirators.
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Modern Times In his Political Treatise, Jacques-Bénigne CHAPTER 7 • SECTION 3 Bossuet, popular orator during the time of Louis XIV and Absolutism Louis XIV, explained his perception of the divine right of kings: Louis XIV appears in the chariot “Rulers . . . act as the ministers of God of Apollo, the Greek god of light, Teach surrounded by the rays of the sun. and as his lieutenants on earth. It is through them that God exercises his empire. But kings, although their power S Skill Practice comes from on high . . . should not regard themselves as masters of Louis XIV is led Visual Literacy Ask: What that power to use it at their pleasure . . . by Aurora, details in the painting illustrate they must employ it with fear and Greek goddess self-restraint, as a thing coming of the dawn. the desire of Louis XIV to be from God and of which God will viewed as the source of light for demand an account. all of his people? (Apollo’s chariot, The royal power is absolute . . . Without this absolute authority the the sun’s rays, and Aurora) OL king could neither do good nor repress evil. It is necessary that his power be such that no one can S hope to escape him, and, finally, the C Critical Thinking only protection of individuals against the public authority should be their Emblem of Louis XIV, Analyzing Primary Sources innocence.” the Sun King Have students think about the tone they would adopt if they were to read the quotation aloud. Then The painting by Joseph Werner II have a volunteer read it to the class. (1637–1710) depicts Louis XIV as Apollo, the Greek god of light. Ask: Does Louis XIV sound self- 1. Explaining Why did Louis XIV wish assured or timid? Polite or rude? to be viewed as the mythological Serious or frivolous? (self-assured, god Apollo? 2. Speculating Based on his rule, polite, serious—Students might also how might Louis XIV’s views of suggest confident, firm, and other absolutism have differed from those of Jacques-Bénigne Bossuet? similar adjectives.) OL
Answers: Louis XIV came to the throne in 1643 at the age of 23, stated his desire to be a real 1. the age of four. Due to the king’s young king and the sole ruler of France: Apollo was the god of light, age, Cardinal Mazarin, the chief minister, which suggests knowledge, took control of the government. Mazarin PRIMARY SOURCE power, etc. crushed a revolt led by nobles. Many 2. Louis XIV may not have French people concluded that the best “Up to this moment I have been pleased to entrust the government of my affairs to the late hope for stability in the future lay with a emphasized “fear and self- Cardinal. It is now time that I govern them myself. strong monarch. You [secretaries and ministers of state] will assist restraint” to the extent that me with your counsels when I ask for them. I C Bossuet did. Louis Comes to Power request and order you to seal no orders except by my command. I order you not to sign anything, When Mazarin died in 1661, Louis XIV not even a passport without my command; to took over supreme power. The day after render account to me personally each day and to Cardinal Mazarin’s death, the new king, at favor no one.” Differentiated
CHAPTER 7 Crisis and Absolutism in Europe 229 Instruction
Name Date Class Analyzing Primary Sources P RIMARY S OURCE R EADING7 0464_0469_C14_S03_879981.indd 464 8/27/08 8:54:13 AM 0464_0469_C14_S03_879981.indd 465 9/25/08 8:32:10 AM A Day at the Court of the Sun King
he luxurious and elaborate lifestyle of royal courts in the seventeenth and eighteenth centuries seems almost unbelievable today. The French Tcourt, especially during the long reign of Louis XIV, set the style for the rest of Europe. The colorful picture of court life in this selection was written by Louis de Rouvroy, duke of Saint-Simon, a noble whose Memoirs are consid- ered a masterpiece of French literature. Saint-Simon’s multivolume journals describe court life and personalities in the years 1694–1723, which include the final years of the reign of Louis XIV and the regency that followed. Diff erentiated Instruction Strategies Guided Reading In this selection, read to learn what a “typical” day entailed in the life of King Louis XIV. 7 Objective: Learn more about life at Louis XIV’s court. At eight o’clock the chief valet de chambre was followed by all who had the entrée, a very [personal servant] on duty, who alone had slept numerous company, for it included everybody in
in the royal chamber, and who had dressed him- any office. He gave orders to each for the day; CHAPTER self, awoke the King [Louis XIV]. The chief thus within a half a quarter of an hour it was physician, the chief surgeon, and the nurse (as known what he meant to do; and then all this long as she lived) entered at the same time. . . . crowd left directly. . . . Focus: Have students read the Primary Source At the quarter [8:15], the grand chamberlain was All the Court meantime waited for the King BL Remind students to ask for help in called . . . and those who had what was called in the gallery. . . . During this pause the King the grandes entrées [greatest access]. The cham- gave audiences when he wished to accord any, berlain (or chief gentleman) drew back the spoke with whoever he might wish to speak curtains which had been closed again, and secretly to, and gave secret interviews to foreign presented the holy water from the vase at the ministers. . . . excerpt. understanding any difficult words or head of the bed. These gentlemen stayed but a The King went to mass, where his musicians moment, and that was the time to speak to the always sang an anthem. . . . The King amused King, if anyone had anything to ask of him; in himself a little upon returning from mass and which case the rest stood aside. . . . Then all asked almost immediately for the council. Then passed into the cabinet of the council. A very the morning was finished. short religious service being over, the King On Sunday, and often on Monday, there was Teach: Tell students to answer questions 1–5. ideas in the excerpt. called [and] they re-entered. The same officer a council of state; on Tuesday a finance council; gave him his dressing-gown; immediately after, on Wednesday council of state; on Saturday other privileged courtiers entered, and then finance council. Rarely were two held in one day everybody, in time to find the King putting on or any on Thursday or Friday. . . . Often on the his shoes and stockings, for he did almost every- days when there was no council the dinner hour thing himself, and with address [attention] and was advanced more or less for the chase [hunt] AL Ask students to evaluate this question: grace. Every other day we saw him shave him- or promenade. The ordinary hour was one Assess: Direct students to share answers with a self; and he had a little short wig in which he o’clock; if the council still lasted, then the dinner always appeared, even in bed, and on medicine waited and nothing was said to the King. days. . . . The dinner was always au petit couvert, that
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, As soon as he was dressed, he prayed to is, the King ate by himself in his chamber upon a God, at the side of his bed, where all the clergy square table in front of the middle window. It partner and review the excerpt to resolve any What impression did you receive of present knelt, the cardinals without cushions, all was more or less abundant, for he ordered in the the laity [those outside the clergy] remaining morning whether it was to be “a little,” or “very standing; and the captain of the guards came to little” service. But even at this last, there were the balustrade during the prayer, after which the always many dishes, and three courses without King passed into his cabinet. He found there, or counting the fruit. . . . disagreements. Louis XIV’s character from this excerpt? 117 Close: Ask the class to discuss the critical thinking ELL Have small groups of students perform Primary Source Reading, question. Then ask this question: Would you a scene described in the excerpt for the URB p. 117 enjoy Louis XIV’s routine? Why or why not? class. 229
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Modern Times CHAPTER 7 • SECTION 3 Well aware of her son’s love of fun and The Economy and War games and his affairs with the maids, Louis’s The cost of building palaces, maintain- mother laughed at these words. Louis was ing his court, and pursuing his wars made C Critical Thinking serious, however. He established and kept finances a crucial issue for Louis XIV. He to a strict routine. He also fostered the was most fortunate in having the services Analyzing Information Ask: myth of himself as the Sun King—the of Jean-Baptiste Colbert (kohl•BEHR) as source of light for all of his people. In addition to keeping the nobles controller-general of finances. and royal princes busy so that Colbert sought to increase France’s Government and Religion wealth and power by following mercantil- they would stay out of politics, One key to Louis’s power was his control ism. To decrease imports and increase what other reason could explain of the central policy-making machinery of exports, he granted subsidies to new indus- why Louis XIV invited them to the government. The royal court that Louis tries. To improve communications and the transportation of goods within France, he royal court? (By doing so, he may established at Versailles (vuhr•SY) served three purposes. It was the personal house- built roads and canals. To decrease imports have countered any ill will they had hold of the king. In addition, the chief directly, Colbert raised tariffs on foreign toward him for being removed from offices of the state were located there. goods and created a merchant marine to the royal council.) AL Finally, Versailles was the place where carry French goods. powerful subjects came to find favors and To increase his royal power, Louis offices for themselves. developed a standing army numbering Differentiated The greatest danger to Louis’s rule came four hundred thousand in time of war. D Instruction from very high nobles and royal princes. He wished to achieve the military glory They believed they should play a role in the befitting the Sun King and ensure that English Language Learners government. Instead, Louis removed them his Bourbon dynasty dominated Europe. Explain to students that a coalition from the royal council. It was the king’s To achieve his goals, Louis waged four C wars between 1667 and 1713. Many nations is an organization of people or chief administrative body, which super- vised the government. At the same time, formed coalitions to prevent him from countries involved in some kind of Louis enticed the nobles and royal princes D dominating Europe. Through his wars, an agreement. Ask: Why did to come to his court, where he kept them Louis added some territory and set up a member of his own dynasty on the throne nations form a coalition to pro- busy with court life and out of politics. Louis’s government ministers were to of Spain. tect themselves from France? obey his every wish. Said Louis, “I had no Legacy of Louis XIV (Individual nations may not have intention of sharing my authority with been strong enough to fend off them.” Thus, Louis had complete authority In 1715, the Sun King died. He left France with great debts and surrounded by France, but an alliance of nations over the traditional areas of royal power: foreign policy, the church, and taxes. enemies. would be more able to do so.) ELL Although Louis had absolute power On his deathbed, the 76-year-old mon- over nationwide policy making, his power arch seemed remorseful when he told his ✓ Reading Check was limited at the local level. Nobles, local successor (his great-grandson), “Soon you officials, and town councils had more influ- will be King of a great kingdom. . . . Try to Answer: Louis XIV removed the ence than the king in the daily operation of remain at peace with your neighbors. I nobles from the royal council local governments. As a result, the king loved war too much. Do not follow me in that or in overspending. . . . Lighten your and kept them busy with court bribed important people in the provinces to see that his policies were carried out. people’s burden as soon as possible, and life instead of politics. Desiring to maintain religious harmony as do what I have had the misfortune not to part of the monarchical power in France, do myself.” Louis pursued an anti-Protestant policy Did Louis mean it? We do not know. In aimed at converting the Huguenots to any event, his successor probably did not Catholicism. Early in his reign, Louis remember this advice; Louis’s great- ordered the destruction of Huguenot grandson was only five years old. churches and the closing of their schools. As many as two hundred thousand ✓ Reading Check Describing Describe the Huguenots fled to England, the United governmental role of the nobles during Louis XIV’s Additional Provinces, and the German states. reign.
Support 230 SECTION 3 Response to Crisis: Absolutism
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Discussing Mercantilism Ask: What is Ask: What did Louis XIV’s finance minister Ask: Why is it advantageous for a country mercantilism? (the economic system devel- do to regulate France’s industry and trade? to decrease imports and increase exports? oped in Europe in the 1500s and 1600s, which (granted subsidies to new industries, built (Imported goods must be purchased; exported favored a balance of exports over imports and roads and canals, increased tariffs on foreign goods are sold. By selling more goods than it regulated a nation’s industry and trade with goods, created a merchant marine to carry buys, a country increases its profits.) OL that end in mind) French goods)
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Modern Times CHAPTER 7 • SECTION 3 Absolutism in Central and To maintain the army and his own power, Frederick William set up the General Eastern Europe War Commissariat to levy taxes for the army and oversee its growth. The Com- Writing Support Prussia and Austria emerged as great missariat soon became an agency for civil W European powers in the seventeenth and eighteenth government as well. The new bureau- R Persuasive Writing Have stu- centuries. cratic machine became the elector’s chief dents use information from the HISTORY & YOU Has your city or town ever incor- instrument to govern the state. Many of porated new land? Learn about the emergence of two its officials were members of the Prussian text to write a brief paragraph in European powers. landed aristocracy, or the Junkers, who which they offer their opinion on also served as officers in the army. what Frederick William the Great After the Thirty Years’ War, there were In 1701, Frederick William’s son Frederick Elector’s ultimate goal may have over three hundred German states. Of officially gained the title of king. Elector these, Prussia and Austria emerged in the Frederick III became King Frederick I. been in laying the foundation seventeenth and eighteenth centuries as for a Prussian state. Tell them two great European powers. The New Austrian Empire to support their opinions with The Emergence of Prussia The Austrian Hapsburgs had long played reasons. AL a significant role in European politics as Frederick William the Great Elector laid W emperors in the Holy Roman Empire. By the foundation for the Prussian state. the end of the Thirty Years’ War, their R Reading Strategy Realizing that Prussia was a small, open hopes of creating an empire in Germany Sequencing Information Have territory with no natural frontiers for had been dashed. The Hapsburgs made a defense, Frederick William built a large difficult transition in the seventeenth cen- students list in chronological and efficient standing army. He had a force tury. They had lost the German Empire, order the steps Frederick William of forty thousand men, which made the but now they created a new empire in the Great Elector took to create Prussian army the fourth-largest in Europe. eastern and southeastern Europe. and develop the Prussian state. (built a large, standing army; set up the General War Commissariat to EXPANSION OF PRUSSIA AND AUSTRIA TO 1720 oversee the army’s growth; devel- oped the Commissariat into an
20°E agency for civil government staffed Expansion of Prussia to 1720 Expansion of Austria to 1720 10°E by members of the Prussian landed North SWEDEN Elbe R. aristocracy) OL Sea N DENMARK SAXONY SILESIA a e . E 50°N S R 10°E W ic e BOHEMIA t n l i MORAVIA Ba h S UNITED WÜ R RT BAVARIA PROVINCES TEM EAST EAST BERG Vienna WEST POMERANIA PRUSSIA AUSTRIA Answers: POMERANIA HUNGARY TIROL Buda RAVENSBERG CARINTHIA Pest 1. BRANDENBURG MILAN TRANSYLVANIA barriers: mountains and sea; Berlin PoR. Venice IA MAGDEBURG Elbe R. Frankfurt POLAND T accessible: river valleys Cologne OA R SLAVONIA R C 2. h WESTPHALIA The territories were spread i SILESIA Belgrade 50°N n Dresden A Danube R. e d SERBIA R r . ia 0 200 kilometers out and not adjoining. t N ic SAXONY 1. Movement What geographical fea- S 0 200 miles 0 200 kilometers ea tures might account for Austria’s Lambert Azimuthal W Equal-Area projection 0 200 miles E expansion to the north and east? Lambert Azimuthal Equal-Area projection S ITALY 20°E 2. Human-Environment 40°N East Prussia and possessions, 1618 Interaction What problems might Austrian Hapsburg lands, 1525 Territorial growth, 1618–1688 Prussia have encountered in governing Territorial growth, 1526 Territorial growth, 1688–1713 its territories? Territorial growth, 1648–1699
See StudentWorks™ Plus Hands-On or glencoe.com. Chapter Project Step 3
0464_0469_C14_S03_879981.indd 466 9/25/08 8:32:19 AM 0464_0469_C14_S03_879981.inddMaking 467 a Time Line of Directions: Tell groups to use the Section9/25/08 using 8:32:21 AM callouts of different shapes or colors 17th-Century Europe 3 Big Idea as a guide for selecting more for each category, using hand-drawn icons information and illustrations. Instruct them or colored borders to connect callouts to Step 3: Categorizing Time Line Entries by to divide entries into distinct categories— illustrations, and so on. Type Groups gather more information and for example: people, events; political issues, Summarizing: Allow time for groups to illustrations and decide on logical ways to religious issues; historical highlights, cul- share what they learned about the Section divide entries into categories and to indicate tural highlights; or a combination of these 3 Big Idea while searching for more time those categories visually on the time line. or other categories. Tell them to decide how line entries and illustrations. OL to indicate these distinctions—for example: (Chapter Project is continued in Section 4.)
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Modern Times CHAPTER 7 • SECTION 3 The core of the new Austrian Empire Peter The Great was the traditional Austrian lands in present- day Austria, the Czech Republic, and Russia emerged as a great power Hungary. After the defeat of the Turks at under Peter the Great. C Critical Thinking Vienna in 1683 (see Chapter 8), Austria HISTORY & YOU What if you discovered a great Predicting Consequences took control of all of Hungary, Transylvania, new way to save energy? Learn about the moderniza- Croatia, and Slavonia as well. By the tion of Russia. After a class discussion of the beginning of the eighteenth century, the Reading Check question at the Austrian Hapsburgs had gained a new end of this section, have students empire of considerable size. A new Russian state emerged in the fifteenth century under the principality of think about the likely conse- The Austrian monarchy, however, never became a highly centralized, absolutist Muscovy and its grand dukes. In the six- Ivan IV quences of the ethnic and political state, chiefly because it was made up of so teenth century, became the first czar, diversity that characterized the many different national groups. The Aus- ruler to take the title of the Russian word for caesar. Austrian Empire. Ask: What effect trian Empire remained a collection of terri- tories held together by the Hapsburg Ivan expanded the territories of Russia do you think the lack of a strong emperor, who was archduke of Austria, eastward. He also crushed the power of boyars. common bond among the many king of Bohemia, and king of Hungary. the Russian nobility, or He was nationalities will have on the C Each of these areas had its own laws and known as Ivan the Terrible because of his ruthless deeds, among them stabbing his Austrian Empire? (It will lead to political life. No common sentiment tied the regions together other than the ideal of own son to death in a heated argument. divisions and the eventual breakup service to the Hapsburgs, held by military When Ivan’s dynasty ended in 1598, a of the empire.) OL officers and government officials. period of anarchy known as the Time of Troubles followed. This period ended ✓ zemsky sobor, ✓Reading Check Reading Check Examining Why was the when the or national assembly, Austrian monarchy unable to create a highly chose Michael Romanov as the new czar Answer: It was composed of so centralized, absolutist state? in 1613. many different groups that it remained a collection of territo- ries connected only through EXPANSION OF RUSSIA, 1505–1725 their service to the Hapsburg Russia, 1505 180° 80°N monarchy. 60°N A 0° R Territorial growth: C 160°E T I C 20°E by 1584 (Ivan IV) C I R by 1725 (Peter the Great) North C 140°E L 40°E Sea E N W 60°E 120°E SWEDEN 80°E 100°E S E Answers: a Se FINLAND Baltic
1. V i access to northern Europe L
s
e
t
u n
l a and to the North Sea a LITHUANIA St. Petersburg Petropavlovsk- R R . . Y Okhotsk Kamchatskiy e
2. POLAND n The Arctic Circle lies north of i s Kyiv . e Sea of R y r a (Kiev) e r i Okhotsk 60° N latitude and has a cold, p R e e Ob R.
i . b n Moscow S i D unfavorable climate. UKRAINE 1. Human-Environment R. Interaction What did Russia ga ol V B gain by acquiring lands on the la c Baltic coast? k
S e 2. Location Why are most cities in a Astrakhan 0 800 kilometers C Lake a eastern Russia located near or u Baikal c Caspian 0 800 miles 40°N a south of 60° N latitude? su Sea Two-Point Equidistant projection s Additional See StudentWorks™ Plus or glencoe.com. Support
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St. Petersburg In 1703, Peter the Great Russian Empire only nine years after it was artists in Europe and Russia created its mas- obtained a pathway to Europe by gaining created. It was built by thousands of forced terpieces. Dozens of higher education control of the Neva River from Sweden. On laborers, many of whom died from sick- establishments in St. Petersburg gave the May 27, 1703, Russian workers laid the foun- ness, hunger, and workplace mishaps. country generations of prominent scientists dations for St. Petersburg at the mouth of St. Petersburg quickly became a major and researchers. It is also the city of the the river. The city was built at an unprece- industrial center and, by 1726, it was the great writers, Pushkin, Gogol, Tolstoy, and dented speed; it became the capital of the country’s largest center of trade. The best Dostoevsky.
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Modern Times The Romanov dynasty lasted until 1917. One of its most CHAPTER 7 • SECTION 3 prominent members was Peter the Great, who became czar in 1689. Like other Romanov czars who preceded him, Peter was an absolutist monarch who claimed the ✓Reading Check divine right to rule. After becoming czar, Peter visited the West. Determined Vocabulary Answer: 1. Explain the significance of: stability, abso- It was the only place to westernize, or Europeanize, Russia, he was especially lutism, Louis XIV, authority, Cardinal Richelieu, where the Russians could have eager to borrow European technology. Modernization of Prussia, Austria, Frederick William the an ice-free port with year-round the army and navy was crucial to make Russia a great Great Elector, Ivan IV, czar, boyars, Michael power. By Peter’s death in 1725, Russia was a great mili- Romanov, Peter the Great, St. Petersburg. access to Europe. tary power and an important European state. Main Ideas Cultural Changes and a New Capital 2. Summarize the reign of Louis XIV of After visiting the West, Peter began to introduce Western France using a chart like the one below. customs, practices, and manners into Russia. He ordered Government Wars Economics Religion Assess the preparation of the first Russian book of etiquette to teach Western manners. He insisted that Russian men shave their beards and shorten their coats. Upper-class women could remove their traditional face-covering veils 3. Explain why Frederick the Great Elector of (ISTORY /.,).% and move out into society. Prussia thought it was so important to Study Central provides summa- The object of Peter’s domestic reforms was to make build a large and efficient standing army. Russia into a great state and military power and to “open 4. Describe the Western customs and practices ries, interactive games, and online a window to the West,” meaning a port with ready access that Peter the Great introduced to Russia. graphic organizers to help stu- to Europe. This could be achieved only on the Baltic Sea, dents review content. which Sweden, the most important power in northern Critical Thinking Europe, controlled. Peter acquired the lands he sought 5. The BIG Idea Comparing and after a long war with Sweden. On the Baltic in 1703, Peter Contrasting Compare and contrast the began construction of a new city, St. Petersburg, a base for absolutist leadership styles of Louis XIV, the new Russian navy and a window to the West. He used Frederick William the Great Elector, and Close Peter the Great. the shipbuilding skills and trained craftsmen he had Summarizing Ask: How did acquired from the West to build new warships for his 6. Making Connections Explain why Baltic fleet. St. Petersburg became Russia’s most important building roads and canals and constructing France, Prussia, Austria, and port and remained the Russian capital until 1918. a seaport would increase a nation’s wealth Russia become great powers? and power. (Louis XIV gained absolute authority Military and Governmental Changes 7. Analyzing Visuals Examine the painting of Louis XIV on page 229. In what ways in France by removing the nobility Peter not only formed the first Russian navy, he also reor- does this painting emphasize the absolute from political affairs. In Prussia ganized the army. He employed both Russians and Europe- power of Louis XIV? ans as officers. He drafted peasants for 25-year stints of Frederick William created an effec- service to build a standing army of 210,000 soldiers. Writing About History tive military-run government. In To impose the rule of the central government more effec- 8. Expository Writing Historians have long Austria the Hapsburgs consolidated tively, Peter divided Russia into provinces. He hoped to considered the reign of Louis XIV to be the vast territories under their control. create a “police state,” a well-ordered community governed best example of the practice of absolute by law. However, few bureaucrats shared his concept of monarchy in the seventeenth century. Do Peter the Great modernized Russia honest service and duty to the state. Peter’s personality you believe this is true? Why or why not? and secured a Baltic port.) OL created an atmosphere of fear instead of a sense of civic Write an essay supporting your opinion. duty. He wrote to one administrator, “According to these orders act, act, act. I won’t write more, but you will pay with your head if you interpret orders again.” Peter wanted the impossible—that his administrators be slaves and free persons at the same time. (ISTORY /.,).% For help with the concepts in this section of Glencoe World History— ✓ Reading Check Evaluating Why was it so important that Peter Modern Times, go to glencoe.com and click Study Central™. the Great have a seaport on the Baltic? SECTION REVIEW
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1. Definitions for the vocabulary words are 4. rules of etiquette; men shaved beards; 6. Answers will vary but may include: improve found in the section and in the Glossary. women removed veils; both sexes mixed communications and transportation of goods, 2. Government: absolute ruler; Wars: four freely in society increase trade of goods and sharing of ideas wars, added lands, put relative on Spanish 5. Louis XIV: shared authority with no one, and cultures within and outside of country throne; Economics: mercantilism, subsidies extravagant lifestyle and military campaigns thereby strengthening economy and goodwill. to new industries, built roads and canals, weakened France; Frederick William: set 7. Louis XIV is depicted as having the powers created merchant marine, left France in up the General War Commissariat to help of the god Apollo. The rays of sun show that debt; Religion: anti-Protestant, destroyed govern, creation of new empire; Peter the he is as powerful and important as the sun. Huguenot churches, closed schools Great: greatly influenced by Western cul- 8. Answers will vary but students should be 3. Prussia was a small, open territory with no ture, made Russia a great military power, able to find many details in the text to sup- natural frontiers for defense. constructed St. Petersburg, gained access port their opinions. to the West 233
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Modern Times Focus A Palace Fit for the Sun King Introducing Social History Versailles was at the center of court life during the reign of Louis XIV. Discuss with students what they Versailles was transformed from a hunting lodge by the finest architects and know about absolute monarchs. artists of the seventeenth century. Its extensive grounds became a showcase of Ask: How would the creation the French court’s splendor and wealth—with every detail in the immense and opulent palace a reflection of the Sun King’s absolute power. of a lavish palace support Louis XIV’s identity as the Sun King? (The size and grandeur of the pal- ace reflected the importance of the king.) OL
Teach The Palace of Versailles served as the center of French government under Louis XIV. Differentiated D Instruction English Language Learners Help students understand the daily schedule described here by Diana was the Roman goddess of the hunt and Versailles having them fill in an hourly began as a hunting lodge. appointment calendar with the various events. Make sure they understand the meaning of chase, gaming, half-past, and ball. ELL
A DAY AT VERSAILLES
In their letters to friends, ladies of the court provided intimate details of daily life at Versailles. Elisabeth Charlotte of Bavaria described to the Duchess of Hanover a day she spent at Versailles in 1676: “… I have been to Versailles where we were busy the entire day. From morning until three D o’clock in the afternoon we went hunting. On our return from the chase we changed our dresses and went upstairs to the gaming, where we stayed until seven o’clock in the evening. Then we went to the play, which did not end until half-past ten o’clock. After the play came supper, followed by a ball, which usually lasted until three o’clock in the morning, and only then Additional could we go to bed.”
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The Architects of Versailles The palace château, he was displeased to see one of his Le Vau first turned the hunting lodge into a of Versailles is the premier example of ministers having a grander home than his small palace. In 1675, Jules Hardouin-Mansart Baroque architecture in France. The creative own. He then commanded the architect became the primary architect and tripled team who began the redesign of Versailles Louis Le Vau, the painter Charles Le Brun, the size of the palace. Mansart’s buildings had earlier designed the château Vaux-le- and the landscape architect André Le Nôtre and Le Nôtre’s landscape design became Vicomte for Louis XIV’s finance minister, to make Versailles into a monumental com- the model for palaces throughout Europe. Nicholas Fouquet. When Louis visited the plex that would reflect his absolute power.
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Modern Times S Skill Practice Visual Literacy Ask: How Dazzling seventeenth-century visitors, the Hall of Mirrors might the garden look if it were communicated the king’s glory designed to reflect the idea of liv- through the sparkling reflections of hundreds of mirrors. ing in harmony with nature? (less shaped by human design and less formal.) OL W Writing Support Descriptive Writing Have stu- dents imagine themselves as resi- With every leaf, branch, dents at Versailles and write a and flower precisely Water pumped from the organized into formal Seine River flowed through brief journal entry describing their patterns, the gardens the 1,400 fountains in the experiences. OL reflected the gardens. seventeenth-century theme of man’s triumph over nature. Assess/Close S Have students discuss their responses to the Analyzing Visuals questions in small groups. OL
Answers: 1. by being part of court; Answers may include lobbying. 2. People might be angry about EARNING THE KING’S FAVOR such spending because it ANALYZING VISUALS would be a waste of taxpay- ers’ money. Hoping to obtain an office, title, or pension from Louis XIV, thou- 1. Comparing How did peo- sands of people—as many as 5,000 in winter—lived at Versailles. They ple gain political influence took part in the strict daily routines of court life, all of which revolved in seventeenth-century around the king, from the time he woke in the morning to the time he France? How about today? went to bed at night. To leave Versailles, people had to ask the king’s 2. Predicting How do you W think people today would permission, which he did not like to grant. For many, the expense of respond to the government life at Versailles led to debt and ruin. People risked such ruin, however, spending large sums to earn the king’s attention and favor. One of the highest honors any- of money on elaborate one could hope for at Versailles was to hold the candle while the building projects or enter- king’s hair was combed at night before bed. tainment? Why?
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Art Ask: In what ways does the Palace of discuss the art that is in the Versailles artistic significance of the palace of Versailles reflect the power and grandeur Museum. They may also want to discuss the Versailles. After students have given their associated with the reign of Louis XIV? current status of Versailles. Students should reports, lead a class discussion in which stu- Have students research and write a report design a visual aid to accompany their dents compare and contrast Versailles to on the building of Versailles in order to reports, using models, drawings, or photos other examples of monumental architec- answer this question. Instruct them to find to illustrate their research. The reports may ture they have studied, such as the Egyptian out when it was built, how it was built, the be given orally and the visual aids displayed pyramids or Gothic cathedrals. OL size of the grounds and the palace, and the in the classroom to enhance the students’ style of architecture. Students should also understanding of the architectural and
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Modern Times CHAPTER 7 • SECTION 4 Section Audio Spotlight Video Focus The World of European Culture
The religious and political conflicts of seventeenth-century Bellringer GUIDE TO READING Daily Focus Transparency 7-4 Europe were reflected in the art, literature, and political The BIG Idea thought of the time. Art produced during the movements of ANSWERS UNIT 1. a famous playwright and actor 2. as a universal genius 3. Queen Elizabeth; great works of drama and literature and a 2 DAILY FOCUS SKILLS “cultural flowering” occurred during her reign. Chapter 7 TRANSPARENCY 7-4 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Ideas, Beliefs, and Values Art and Mannerism and the baroque aroused the emotions, and the The World of European Culture 1 Who was William 2 How has Shakespeare been 3 From whom did the literature reflected people’s spiritual perceptions Shakespeare? viewed? Elizabethan Era get its name and why? literature spoke of the human condition. Political thinkers and the human condition. FPO debated concerns about power and order in their works. Private Collection/Bridgeman Art Library Content Vocabulary • Mannerism (p. 236) • baroque (p. 237) Art after the Renaissance • natural rights (p. 241) The artistic movements of Mannerism and the baroque began in Academic Vocabulary Italy and reflected the spiritual perceptions of the time. • drama (p. 238) • creative (p. 239) HISTORY & YOU What art form would you use to create something that reflects GUIDE TO READING the mood of the current decade? Learn how Mannerism depicted the tensions in People and Places society after the Renaissance. • El Greco (p. 236) • William Shakespeare Answers to Graphic: • Madrid (p. 237) (p. 238) • Prague (p. 237) • Miguel de Cervantes Mannerism and the baroque movement began in Italy and (p. 239) Thomas Hobbes John Locke • Vienna (p. 237) spread through Europe. The art produced during these movements (p. 240) Originally, people Originally, people were • Brussels (p. 237) • Lope de Vega reflected the tension of religious upheaval and the spirituality of • Gian Lorenzo Bernini • Thomas Hobbes religious revival. struggled ruthlessly to equal and had natural (p. 240) survive. rights. (p. 237) • John Locke (p. 241) Mannerism Absolute power was Government was The artistic Renaissance came to an end when a new movement, Reading Strategy needed to establish created to protect called Mannerism, emerged in Italy in the 1520s and 1530s. The Summarizing Information As you order. those rights. Reformation’s revival of religious values brought much political read, complete a chart like the one below summa- People agreed to live in If government fails, rizing the political thoughts of Thomas Hobbes and turmoil. Especially in Italy, the worldly enthusiasm of the societies governed by people have right to John Locke. Renaissance declined as people grew more anxious and uncertain absolute ruler. form new government. and wished for spiritual experience. Thomas Hobbes John Locke Mannerism in art reflected this new environment by deliberately breaking down the High Renaissance principles of balance, harmony, and moderation. The rules of proportion were deliber- ately ignored as elongated figures were used to show suffering, heightened emotions, and religious ecstasy. Mannerism spread from Italy to other parts of Europe and per- haps reached its high point in the work of El Greco, “the Greek.” El Greco studied the elements of Renaissance painting in Venice. To generate student interest and He also wrote many works on painting. From Venice, El Greco provide a springboard for class moved to Rome. His career as a painter stalled there possibly discussion, access the Chapter 7, because he had criticized Michelangelo’s abilities as a painter. Section 4 video at glencoe.com or When he moved to Spain, El Greco met with success. In El Greco’s paintings, the figures are elongated or contorted on the video DVD. and he sometimes used unusual shades of yellow and green against an eerie background of stormy grays. The mood of his works reflects well the tensions created by the religious upheavals Resource Manager of the Reformation.
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Reading Critical0472_0477_C14_S04_879981.indd 472 Differentiated Writing Skill 8/27/08 8:59:40 AM 0472_0477_C14_S04_879981.indd 473 9/25/08 8:36:32 AM R Strategies C Thinking D Instruction W Support S Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Identifying, p. 238 • Synthesizing, p. 239 • Adv. Learners, p. 238 • Descriptive Writing, • Visual Literacy, p. 237 • Act. Prior Know., p. 238 Additional Resources Additional Resources p. 241 Additional Resources • Academic Vocab., p. 240 • Hist. Sig. Act., URB p. 108 • Hist. Sim. Act., URB Additional Resources • World Art & Music Act., Additional Resources • Read. Strat. for SS, p. 59 p. 111 • Writer’s Guidebook, URB p. 119 • Content Vocab. Act., • Section Quiz, p. 76 • World Lit. Read. Act., p. 43 • Read. Strat. for SS p. 89 URB p. 99 • Chapter Test, p. 77 URB p. 9 • Guid. Read. Act., URB p. 127 • Read. Ess. & Note- Taking Guide, p. 64
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Modern Times CHAPTER 7 • SECTION 4 St. Peter’s Basilica
St. Peter’s Basilica in Vatican City, Rome, is designed in the shape of a Latin cross with a dome at the crossing, directly above the altar. The Teach dome, designed by Michelangelo, covers the shrine of St. Peter the Apostle, a follower of Jesus. St. Peter’s Basilica is the church of the popes and a major pilgrimage site. S Skill Practice The interior of St. Peter’s is filled with many masterpieces of baroque art, including Bernini’s baldachin, or architectural canopy, over the Visual Literacy Have students main altar (below). Its shape is meant to draw the worshiper’s review the description of baroque eyes upward as if to reach God. Bernini’s Throne of St. Peter can be seen through the baldachin. art in the text and the illustrations St. Peter’s Basilica in Rome of it on this page. Ask: What details in baroque architecture suggest awe-inspiring power? (the size and scale of the churches; the magnificence of the accoutre- ments; the rich detail) Invite stu- dents to describe other examples of baroque architecture that they Bernini described the two great have seen. OL colonnades he added to St. Peter’s as reaching around the open piazza “like the motherly arms of the Church.” Bernini’s baldachin and Throne Answers: of St. Peter 1. The art inside and the form of St. Peter’s Basilica show The baldachin and Throne of St. Peter were works of Gian Lorenzo Bernini (1598–1680), built for St. Peter’s Basilica, Vatican City, Rome. that it was designed to bring 1. Describing What aspects of St. Peter’s Basilica make it an together the classical ideals example of baroque architecture? of Renaissance art and the 2. Analyzing In what ways did Bernini design the basilica as a religious feeling of the six- Christian monument? teenth century. 2. The shape of the baldachin The Baroque Period over the main altar draws the the spiritual feelings of the sixteenth- worshiper’s eyes upward as if Mannerism was eventually replaced by century religious revival. In large part, a new movement—the baroque. This though, baroque art and architecture to reach God. The use of light movement began in Italy at the end of the reflected a search for power. Baroque S in the Throne of Saint Peter sixteenth century and eventually spread to churches and palaces were magnificent also has an awe-inspiring the rest of Europe and Latin America. It and richly detailed. Kings and princes was eagerly adopted by the Catholic reform wanted others to be in awe of their power. religious effect. movement as shown in the richly detailed Perhaps the greatest figure of the baroque buildings at Catholic courts, especially period was the Italian architect and sculptor those of the Hapsburgs in Madrid, Prague, Gian Lorenzo Bernini, who completed Saint Vienna, and Brussels. Peter’s Basilica in Rome. Action, exuberance, Baroque artists tried to bring together and dramatic effects mark the work of the classical ideals of Renaissance art and Bernini in the interior of Saint Peter’s. Hands-On
CHAPTER 7 Crisis and Absolutism in Europe 237 Chapter Project Step 4
0472_0477_C14_S04_879981.indd 472 8/27/08 8:59:40 AM 0472_0477_C14_S04_879981.inddMaking 473 a Time Line of remaining entries for the time line. After all9/25/08 Summarizing: 8:36:32 AM Allow time for groups to 17th-Century Europe entries and illustrations have been acquired share what they learned about the Section and organized into categories, groups can 4 Big Idea while searching for more time Step 4: Assembling the Time Line In prepare entry callouts, coordinate the call- line entries and illustration ideas. Allow addition to selecting the remaining entries, outs with their corresponding illustrations, additional time for groups to assemble their groups assemble the components of the and assemble the various components of time lines. OL time line. the time line. Before submitting their fin- (Chapter Project is continued in the Visual ished products, groups should review the Summary.) Directions: Tell groups to use the Section chapter to check the accuracy and com- 4 Big Idea as a guide for selecting the pleteness of their time lines.
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Modern Times CHAPTER 7 • SECTION 4 Bernini’s Throne of Saint Peter is a highly Golden Age of Literature decorated cover for the pope’s medieval wooden throne. It is considered by many Shakespeare and Lope de Vega were 1 Reading Strategy to be Bernini’s crowning achievement in prolific writers of dramas and comedies that reflected R Saint Peter’s Basilica. The throne seems to the human condition. Ask: Identifying What were two hover in midair, held by the hands of the HISTORY & YOU Are there any contemporary art- important characteristics of Cara- four great theologians of the early Catholic ists or entertainers who could compare to William Church. Above the chair, rays of heavenly Shakespeare? Learn about the great writers in vaggio’s paintings? (the dramatic light drive a mass of clouds and angels England and Spain. use of light to heighten emotions; the toward the spectator. depiction of common people and The baroque painting style was known In both England and Spain, writing for everyday settings) for its use of dramatic effects to arouse the OL emotions as shown in the work of another the theater reached new heights between important Italian artist of the baroque 1580 and 1640. Other forms of literature R1 Differentiated period, Caravaggio. Similar to other flourished as well. D Instruction baroque painters, Caravaggio used dra- matic lighting to heighten emotions, to England’s Shakespeare History focus details, and to isolate the figures in Advanced Learners Invite ONLINE A cultural flowering took place in England students to research paintings by Student Web his paintings. His work placed an empha- Activity— sis on everyday experience. He shocked in the late sixteenth and early seventeenth Rubens. Tell them to select one to Visit glencoe.com some of his patrons by depicting religious centuries. The period is often called the present, describing its baroque and complete the figures as common people in everyday Elizabethan Era, because so much of it fell activity on William within the reign of Queen Elizabeth. Of all characteristics. AL Shakespeare. settings. Artemisia Gentileschi is less well-known the forms of Elizabethan literature, none than the male artists who dominated the expressed the energy of the era better than drama. Of all the dramatists, none is more R2 Reading Strategy seventeenth-century art world in Italy but William Shakespeare. prominent in her own right. Born in Rome, famous than Activating Prior Knowledge she studied painting with her father. In When Shakespeare appeared in London in Have students who have read or 1616, she moved to Florence and began a 1592, Elizabethans already enjoyed the stage. successful career as a painter. At the age of The theater was a very successful business. seen Shakespeare plays offer their London theaters ranged from the Globe, a Ask: 23, she became the first woman to be insights. What elements in elected to the Florentine Academy of circular, unroofed structure holding three his plays would appeal to many Design. She was known internationally in thousand people, to the Blackfriars, a roofed people? (the slapstick humor, tricks her day as a portrait painter, but her fame structure that held only five hundred. now rests on a series of pictures of Old The Globe’s admission charge of one or of disguise and mistaken identity) two pennies enabled even the lower classes Testament heroines. R2 What do his plays reveal about The baroque style of art did not just to attend. The higher prices of the Black- the human condition? (power of flourish in Italy. Peter Paul Rubens embod- friars brought an audience of the well-to- do. Because Elizabethan audiences varied love; cruelty of prejudice; conse- ies the baroque movement in Flanders (the Spanish Netherlands), where he worked greatly, playwrights wrote works that quences of conflicts, and much most of his life. A scholar and diplomat as pleased nobles, lawyers, merchants, and more) OL well as an artist, Rubens used his classical vagabonds alike. William Shakespeare was a “complete D education and connections with noble ✓ Reading Check patrons in Italy, Spain, England, France, man of the theater.” Although best known for writing plays, he was also an actor and Answer: and Flanders to paint a variety of genres. the tensions created He is best known for his depictions of the shareholder in the chief theater company by the upheavals of the human form in action. These images are of the time, the Lord Chamberlain’s Men. Shakespeare has long been viewed as a Reformation lavish and extravagant, much like the court life he experienced during the universal genius. A master of the English baroque period. language, he also wrote sonnets, a kind of poetry. He had a keen insight into human psychology. In his tragedies and his come- ✓ Reading Check Describing What did the mood dies, Shakespeare showed a remarkable Differentiated of El Greco’s paintings reflect? understanding of the human condition.
Instruction 238 SECTION 4 The World of European Culture
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BL Guided Reading Activity, OL World Art and Music AL World Literature ELL Content Vocabulary URB p. 127 Activity, URB p. 119 Reading, URB p. 9 Activity, URB p. 99
Name Date Class Name Date Class Name Date Class Name Date Class
Guided Reading Activity 7-4 d Music Ac f Content Vocabulary Activity 7 World Art an tivity 7 World Literature Reading 2
The World of European Culture Shakespeare wrote The Tragedy of Macbeth in 1605 or 1606; the drama was Crisis and Absolutism in Europe, 1550–1715 DIRECTIONS: first performed in 1606. The central character is the tragic hero Macbeth, a Fill in the blanks below as you read Section 4. Rembrandt DIRECTIONS: Write one of the following terms on each numbered line below to complete Scottish lord and a brave man who suffers from a tragic flaw—a fatal weak- the paragraphs. ness—that results in his eventual downfall.
In the 1600s, the Netherlands was a newly independent country. Conse- 2 1. in art used elongated figures to show , quently, Dutch artists were not supported by a system of commissions from heightened , and religious . church and state, as were the artists in older Catholic countries. Instead, artists About the Author Because of the power and beauty of his language and his deep • absolutism • commonwealth • inflation were dependent on private collectors. There were many wealthy collectors, UNIT 2. The mood depicted by El Greco reflected well the tensions created by the religious understanding of humanity, William Shakespeare (1564–1616) is generally ranked as which encouraged an explosion of artistic talent. The master of all the Dutch • armada • czar • Mannerism upheavals of the . the greatest English writer of all time. Shakespeare was born in the small town of artists was Rembrandt, who produced in his lifetime more than 600 paintings, •baroque • divine right • natural rights 3. Stratford-on-Avon, the son of a successful businessman. By the time he was 30 years The painting style was known for its use of dramatic effects to 300 etchings, and 2,000 drawings. Yet he died alone, penniless, and largely 7 old, Shakespeare had moved to London and had become the main playwright for a suc- • boyars • heretics • witchcraft 7 arouse the emotions and reflect a search for power. unappreciated. cessful theater company. A few years later, the company built the Globe Theatre, where DIRECTIONS: 4. Perhaps the greatest figure of the baroque period was the Italian architect and sculptor Read the passage below about this Dutch painter, then answer most of Shakespeare’s plays were performed. In addition to his 37 plays, Shakespeare the questions that follow. , who completed St. Peter’s in Rome. wrote more than 150 sonnets and two long narrative poems. The rule of Philip II in Spain was an example of (1) , as he held CHAPTER 5. Of all the Elizabethan , none is more famous than embrandt van Rijn (1606–1669) was born in virtually unlimited power over his subjects. Philip sent an (2) to CHAPTER Leyden, the son of a miller. He received a clas- . R invade England, but many of the ships sank. Spain, as well as other European countries, also sical education at the Latin School and spent one GUIDED READING As you read this excerpt from Macbeth, Act I, think about how Macbeth 6. The Globe theater’s admission charge of one or two pennies enabled even the year at the university. He left school at the age of reacts to the witches’ prophecies. faced (3) , which sent prices soaring. 7-4 to attend. 15 to study art under a local artist. Recognition and During the sixteenth and seventeenth centuries, the religious zeal that led to the fame came early, and Rembrandt was soon sought 7. Miguel de Cervantes’ novel has been hailed as one of the greatest after to produce portraits and other paintings for B Inquisition and the hunt for (4) was extended to concern about literary works of all time. collectors. He was also an excellent teacher; in fact, (5) , or magic. SECTION hundreds of works thought to have been painted 8. Beginning in the 1580s, the standard for playwrights was set by , by Rembrandt are now known to be the work of his From Macbeth Following the death of England’s Queen Elizabeth I, James I ascended to the throne who wrote perhaps 1,500 plays in all. students. with his belief in (6) , the conviction that a ruler derives complete One of Rembrandt’s specialties was large oil 9. Hobbes called the state “that great to which we owe our peace ACT I authority to govern directly from God and is responsible to God alone. paintings—some of biblical stories, others on histori- and defense.” cal subjects. These include The Blinding of Samson, Scene I. [Scotland. An open place.] All. Fair is foul, and foul is fair. In 1642 England slipped into a civil war between the supporters of the king and the par- Hover through the fog and filthy air. 10. Locke believed government should protect the rights of the The Return of the Prodigal Son, The Sacrifice of Thunder and lightning. Enter three Witches. liamentary forces. Victorious, Parliament abolished the monarchy and the House of Lords Abraham, Aristotle Contemplating the Bust of Exeunt. people. If government betrayed their trust, the people could the 1 Witch. When shall we three meet again Homer, and The Night Watch. Much of his genius and declared England a republic, or (7) . In thunder, lightning, or in rain? government. was in his use of chiaroscuro, or the play between 2 Witch. When the hurlyburly’s done, In the sixteenth century, Russia’s Ivan IV became the first ruler to take the title of light and dark. Sometimes in his paintings, light 11. John Locke’s ideas were used to support demands for govern- When the battle’s lost and won. (8) , the Russian word for caesar. Ivan IV took steps against the pours in from outside, illuminating the important B ment, the rule of law and the protection of rights. 3 Witch. That will be ere the set of sun. figures. More often the figures themselves seem to (9) to reduce their potential threat to his throne. 1 Witch. Where the place? Scene II. [A camp near Forres.1] radiate their own light, as in the self-portrait shown The artistic Renaissance came to an end when a new movement, called 238 Rembrandt, Self-Portrait 2 Witch. Upon the heath. 2 here. Also, each face painted by Rembrandt is differ- Alarum within. Enter King [Duncan], 3 Witch. There to meet with Macbeth. ent—Samson looks wretched; the father forgiving his the painting to feel its emotions and share the expe- Malcolm3, Donalbain4, Lennox5, with (10) , emerged in Italy. It distorted elements such as scale and 1 Witch. I come, Graymalkin! son is full of tenderness and compassion; the sol- rience. Rembrandt’s appeal is said to lie in his Attendants, meeting a bleeding Captain. perspective. This movement eventually was replaced by (11) , known Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 2 Witch. Paddock calls. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, diers on night watch are alert. There is also balance “profound humanity”—the compassion he has for Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 3 Witch. Anon! and an attention to detail. The emotions portrayed all his subjects. for its use of dramatic effects to arouse the emotions. draw the viewer into an intimate relationship with Rembrandt was the first artist to specialize in self- John Locke, an English political thinker, argued against absolutism. Locke believed that the art. It is not necessary to know the story behind portraits. And his sense of humanity is evident in the 1 Forres: city on the northern coast of Scotland 2 King: Duncan I, king of Scotland humans had certain (12) , including life, liberty, and property. 3 Malcolm: son of Duncan 4 Donalbain: son of Duncan (continued) 5 Lennox: Scottish lord 127 119 9 99
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Modern Times CHAPTER 7 • SECTION 4 Spain’s Cervantes and Vega him, for example, windmills appear to be One of the crowning achievements of the four-armed giants. In contrast, the knight’s golden age of Spanish literature was the fat and earthy squire, Sancho Panza, is a work of Miguel de Cervantes (suhr• realist. Each of these characters finally C Critical Thinking VAN•teez). His novel Don Quixote has comes to see the value of the other’s per- been hailed as one of the greatest literary spective. The readers of Don Quixote are Synthesizing Have students works of all time. C left with the conviction that both visionary analyze and evaluate the theme In the two main characters of this famous dreams and the hard work of reality are of Cervantes’ Don Quixote as work, Cervantes presented the dual nature necessary to the human condition. Ask: of the Spanish character. The knight, Don The theater was one of the most creative expressed here. What is the Quixote from La Mancha, is the visionary forms of expression during Spain’s golden value of possessing dreams? so involved in his lofty ideals that he does century as well. The first professional (Answers may include the idea that not see the hard realities around him. To theaters were created in Seville and Madrid. they can provide meaning or pur- pose in one’s life and inspire idealis- tic thoughts, goals, and actions.) The Globe Theatre What is the value of understand- ing the realities of everyday life?
Queen Elizabeth’s interest in Renaissance (Answers may include that doing so playwrights led to a golden age for English forces one to adopt practical behav- theater. All social classes could attend the theater. The poor, called “groundlings,” paid a small sum iors—working hard, developing dis- to stand in the open area near the stage. Those who could pay more sat in the galleries. cipline, using common sense—in order to survive daily life.) What do you think would be a proper bal- ance of the two? (Encourage stu- dents to defend their responses with reasons.) AL
Answers: 1. People from all social classes could attend. 2. To Jaques, the world is a stage. People play roles on this “stage” that may change throughout life.
Queen Elizabeth Watching The Merry Wives of Windsor at The Globe Theatre, by David Scott (1806–1849), depicts an audience enjoying Shakespeare’s play. “All the world’s a stage, 1. Summarizing What classes of people And all the men and women merely players; attended Shakespeare’s plays? They have their exits and their entrances; 2. Analyzing How does Shakespeare And one man in his time plays many parts . . . ” relate art to life in the excerpt from — Philosophy of the character Jaques from As You Like It, As You Like It? Act 2, Scene 7, by William Shakespeare Differentiated Instruction
Name Date Class Analyzing Information Historical Significance Activity 7 ! 0472_0477_C14_S04_879981.indd 474 9/25/08 8:36:38 AM 0472_0477_C14_S04_879981.indd 475 9/25/08 8:36:41 AM Saving the “Wooden O”
The English-speaking theater achieved its becoming London’s next theatrical center, greatest height in Elizabethan England. No and they were correct. playwright of this time was more important In 1599 the Globe—made of wood and than William Shakespeare, and no theater probably round, like the letter O—opened was more important than the “wooden O”— its doors to the public and much success. Its the Globe—referred to in the passage below. sign showed Hercules bearing the world on Yet, in 1598, the future of Shakespeare and his shoulders. Apparently Shakespeare his acting company, the Lord Chamberlain’s believed that not only the “vastly fields of CHAPTER Men, were in jeopardy. They were perform- France” and “the casques [helmets] that did ing at The Theatre, but their lease was up. affright the air at Agincourt,” but the whole Diff erentiated Instruction Strategies The landlord told the company he planned world, could be crammed imaginatively Objective: Learn more about the Globe Theater. to tear the building down and “convert the into the wooden O of the theater. wood and timber thereof to some better use.” Shakespeare died in 1616, but the English 7 Faced with homelessness, the company stage continued to enjoy its greatest period took action. Under the cover of darkness, until 1642. In that year, the Puritans closed the members disassembled the theater London’s theaters because they thought the- themselves and shipped the pieces across atrical entertainment would corrupt citizens. Focus: Ask students to read the article and BL Guide students in making a diagram of the the River Thames to an area called Bankside. Secondly, the English royalty, whom the The company’s new home would be built Puritans opposed, supported the theater. there. All were counting on Bankside
Shakespeare’s Prologue to Henry V. for a Muse of fire, that But pardon, gentles all . . . Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Globe’s interior, labeling significant parts, O, would ascend Can this cockpit hold The brightest heaven of The vastly fields of France? invention! Or may we cram A kingdom for a stage, Within this wooden O the princes to act, very casques and explaining the diagram to the class. And monarchs to behold That did affright the air at Teach: Have students answer questions 1–3. the swelling scene! Agincourt? Then would the warlike —William Shakespeare, Harry, like himself, Prologue to Act I, Assess: Go over answers with the class, and make AL Have students research the reopening of Assume the port of Mars . . . The Life of King Henry the Fifth DIRECTIONS: Answer the following questions on a separate sheet of paper. 1. Who is Mars and why does he fit in the prologue about King Henry the Fifth (Harry)? 2. What event happened at Agincourt? any needed corrections as a group. the Globe and report what they learn to 3. Why did the Puritans object to plays being performed? 4. Were the members of the Lord Chamberlain’s Men right or wrong in dismantling the theater in the middle of the night to build the Globe across the Thames? When you answer, keep in mind that their lease actually gave them the right to move the theater, but the lease had expired. Close: Have students debate question 4: What was the class. 108 gained? What was lost? What information is ELL Ask volunteers to tell the class about Historical Significance missing or unclear? notable theaters and playwrights from Activity, URB p. 108 their country of origin. 239
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Modern Times CHAPTER 7 • SECTION 4 They were run by actors’ companies, as Political Thought they were in England. Soon, every large town had a public playhouse, including Hobbes and Locke wrote very different Reading Strategy Mexico City in the New World. Touring books about political thought in response to the R companies brought the latest Spanish plays English revolutions. Academic Vocabulary Point to all parts of the Spanish Empire. HISTORY & YOU What if you were asked to debate Beginning in the 1580s, the standard for whether or not to wear school uniforms? Learn about out that Hobbes found the word Lope de Vega. playwrights was set by He England’s influential political thinkers. leviathan in the Bible where it is wrote an extraordinary number of plays, the name for a sea monster. It also perhaps 1,500 in all. Almost 500 of them means “any great and powerful survive to this day. Vega’s plays are thought The seventeenth-century concerns with order and power were reflected in the person or thing.” Ask: to be witty, charming, action-packed, and How is the realistic. political thought of the time. The English title of Hobbes’ work appropriate Lope de Vega made no apologies for the revolutions of the seventeenth century to his political beliefs? (The state, fact that he wrote his plays to please his prompted very different responses from headed by an absolute ruler, can be audiences and satisfy public demand. He two English political thinkers, Thomas remarked once that if anyone thought he Hobbes and John Locke. viewed as a necessary monster that had written his plays for the sake of fame, provides order to society.) AL “undeceive him and tell him that I wrote Hobbes them for money.” Thomas Hobbes was alarmed by the ✓ Reading Check revolutionary upheavals in England. He ✓Reading Check R Leviathan Answer: between 1580 and Describing When was the wrote , a work on political thought, “golden age” of Spanish literature? Who set the to try to deal with the problem of disorder. 1640; Lope de Vega standard for playwrights? Leviathan was published in 1651.
Answers: 1. Examples include laws that The American Declaration of Independence and the United States • All citizens have govern elections, regulate Constitution are based in part on the ideas of seventeenth- natural rights. century political philosopher John Locke. Locke argued workplace practices, and so that all human beings have natural rights—including • Government exists to on. Citizens are responsible rights to life, liberty, and property—and that people protect the rights of the citizens. for obeying laws and partici- create government to protect those rights. The United States Constitution begins with • The citizens have the pating in the democratic the words, “We the people.” This clearly right to form a new process. states the idea that the people are the source of the government’s power. government. 2. Answers will vary, but stu- dents may say that for Locke, rights were limited; today, they are extended to everyone. 1. Illustrating Provide an example of how government acts to protect your rights. What responsibilities do citizens have toward their government?
2. Speculating Has the idea of citizens’ rights changed since Locke wrote about American college students the right to life, liberty, and property in participating in elections Additional 1690? Support
0472_0477_C14_S04_879981.indd 476 Activity: Collaborative Learning 9/25/08 8:36:45 AM 0472_0477_C14_S04_879981.indd 477 9/25/08 8:36:51 AM This activ- Collaborative Learning Studying the Rights of U.S. Citizens improve or provide additional protection of ity requires students to do research, Have students work in groups to study the Bill citizens’ rights. Have groups create a poster- write, and illustrate. The activity of Rights and subsequent amendments to board chart that summarizes the rights guar- allows students with different levels the U.S. Constitution. Mention that the Bill of anteed in the Bill of Rights and the rights that of academic skills and intelligences Rights was added to the Constitution in order were improved or added later. Groups can to work together. As you form to secure its ratification. It contains the first divide researching, organizing, and drawing groups, consider the needed skills ten amendments, which specify basic indi- duties among members. Have each group and choose students accordingly. vidual rights guaranteed by the Constitution. present their posters to the class. Conclude The amendments that follow the Bill of Rights by discussing the questions in the Connecting have been added through the years to to the United States feature. OL 240
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Modern Times Hobbes claimed that before society was organized, CHAPTER 7 • SECTION 4 human life was “solitary, poor, nasty, brutish, and short.” Humans were guided not by reason and moral ideals but by a ruthless struggle for self-preservation. Writing Support To save themselves from destroying one another, peo- W ple made a social contract and agreed to form a state. Vocabulary 1. Explain the significance of: Mannerism, Descriptive Writing Ask stu- Hobbes called the state “that great Leviathan to which El Greco, baroque, Madrid, Prague, Vienna, dents to write two paragraphs: we owe our peace and defense.” People in the state Brussels, Gian Lorenzo Bernini, drama, one describing how Hobbes agreed to be governed by an absolute ruler who pos- William Shakespeare, Miguel de Cervantes, sessed unlimited power in order to suppress rebellion. To creative, Lope de Vega, Thomas Hobbes, viewed humanity, the other how Hobbes, such absolute power was needed to preserve John Locke, natural rights. Locke viewed it. OL order in society. Main Ideas ✓ Reading Check Locke 2. Compare and Contrast Mannerism and John Locke viewed the exercise of political power quite baroque art using a Venn diagram like the Answer: to preserve order differently. His Two Treatises of Government, written in 1679 one below. and 1680 but considered too radical and too dangerous to be published then, first appeared in 1690. In his treatises, especially the second one, Locke argued against the abso- Mannerism Baroque lute rule of one person. He described how governments Assess are formed and what justifies them. Unlike Hobbes, Locke believed that before society was 3. Describe what Don Quixote reveals about organized, humans lived in a state of equality and free- the nature of Spanish character. dom rather than in a state of war. In this state of nature, no (ISTORY /.,).% 4. Summarize the mutual obligations one was necessarily sovereign over anyone else. Locke Study Central provides summa- natural rights between people and government as believed that all humans had certain —rights expressed by Locke. ries, interactive games, and online with which they were born. These included rights to life, W liberty, and property. graphic organizers to help stu- Critical Thinking Like Hobbes, however, Locke believed that problems dents review content. 5. The BIG Idea Analyzing How did existed in the state of nature. People found it difficult to the Elizabethan theater experience protect their natural rights. For that reason, they agreed to reflect English society? establish a government to ensure the protection of their 6. Assessing In an essay, argue whether rights and to judge those who violated them. Close Shakespeare’s quotation from As You Like The contract between people and government involved It on page 239 is correct. Support your Discussing Form three groups. mutual obligations. Government would protect the rights position with examples of historical figures of the people, and the people would act reasonably toward from the chapter. Assign one group the topic art, an- government. However, if a government broke the con- 7. Analyzing Visuals Examine the painting other literature, and the third phi- tract—for example, if a monarch failed to protect citizens’ on page 239. When did the artist live? losophy. Have groups discuss how natural rights—the people would be within their rights to Does this change the way you view his their topic influenced or reflected remove or alter the government since it betrayed their painting? Explain your answer. trust. If the people chose to remove the government, then life in the 1600s. Desig nate one they could form a new one. Writing About History notetaker for each group. After the To Locke, “people” meant the landholding aristocracy, 8. Expository Writing In an essay, discussions, have each group report not landless masses. Locke was not an advocate of democ- summarize the philosophies of Thomas their conclusions. racy, but his ideas proved important to both the Americans Hobbes and John Locke. On what key (Art discussion and the French in the eighteenth century. These ideas were issues do they disagree? should include Mannerism and ba- used to support demands for constitutional government, roque art; literature—Shakespeare, the rule of law, and the protection of rights. Locke’s ideas can be found in both the American Declaration of Inde- Cervantes, and Lope de Vega; philo- pendence and the United States Constitution. sophy—Hobbes and Locke.) OL (ISTORY /.,).% For help with the concepts in this section of Glencoe World History— ✓ Reading Check Explaining According to Hobbes, why was Modern Times, go to glencoe.com and click Study Central™. absolute power needed? SECTION REVIEW
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1. Definitions for the vocabulary words are 5. Because people of all classes attended 8. Hobbes believed that people were origi- found in the section and in the Glossary. Elizabethan plays, playwrights had to please nally engaged in a war for self-preservation 2. Mannerism: rejected Renaissance balance, all classes. and to save themselves they made a social harmony, moderation; ignored rules of pro- 6. Answers should be supported by specific contract to be ruled by an absolute ruler. portion; Baroque: return to ideals of historical examples. Locke believed that people lived in equality Renaissance art; action, exuberance, dra- 7. Answers may vary, but should include that and freedom, having natural rights that matic effects; detailed and ornate; Both: the artist lived from 1806–1849 and there- needed to be protected by government. began in Italy; emotional, religious themes fore could not have seen this scene for him- 3. dual nature of visionary dreams and realism self. Students may argue that the painting 4. Government: protect people’s rights; may or may not be an accurate representa- People: act reasonably toward government tion depending on the sources he used.
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Modern Times Chapter 7 • Visual Summary Visual Summary
You can study anywhere, anytime by downloading quizzes Making Connections Discuss and flash cards to your PDA from glencoe.com. with students the possible reasons The Battle of Ivry (1590) during why the religious conflicts and the French Wars of Religion political, economic, and social cri- RELIGIOUS CONFLICTS in Europe ses took place in Europe during • Religious conflicts between Protestants and Catholics were this time period (1500s–1600s), widespread. rather than before or after it. • French kings persecuted Protestants. • Philip II of Spain was a great supporter of militant Catholicism. (Possible reasons include the spread • The Thirty Years’ War was triggered by religious and of Protestantism, desire for greater political conflicts. political power on the part of nobles and others, and the growth in popu- Henry of Navarre, later Henry IV, led lation.) Then discuss whether any the Huguenots to victory over Catholic of these same reasons, or causes, forces to win the French throne. exist in the United States today. Ask: Do you think the United The Execution of King Charles I States is experiencing the same of England in 1649 kinds of conflicts and crises that POLITICAL, ECONOMIC, AND Europe experienced in the 1500s– SOCIAL CRISES in Europe 1600s? (Answers may vary, but stu- dents should support their opinions • Civil war arose in England from power struggles between King Charles I and Parliament. with specific examples and reason- • English Protestant forces triumphed in the civil war and able conclusions.) OL tried and executed King Charles I. • Population growth, famine, and plague contributed to social tensions throughout Europe. Visual/Spatial Have students • The conflicts in seventeenth-century Europe were reflected work in groups to choose one in art, literature, and political works. topic from this chapter, such as After the execution of Charles I, England became a commonwealth until the baroque art or absolutism, and monarchy returned to power in 1660. create a modern-day representa- tion of it. For example, students The Signing of the Peace Treaty of could design a new government Nijmegen Represented the High Point building in the baroque style. AL of Louis XIV’s Reign ABSOLUTISM as a Response to Crises • Frederick William of Prussia used the General War Commissariat to maintain his power. • The Austrian monarchy tried but failed to achieve a centralized, absolutist state. • The absolute rule of Louis XIV of France influenced monarchs throughout Europe. • Russia emerged as a great power under the absolute rule of Peter the Great.
Many European monarchs tried to achieve the level of absolute Hands-On power that Louis XIV enjoyed. Chapter Project Step 5: Wrap Up
Making a Time Line of 0478_C14_VS_879981.inddfrom each 478 section of the chapter. Have each as answers to the Essential Question.8/27/08 9:01:08 AM 0479_0481_C14_CA_879981.indd 479 8/27/08 9:02:07 AM 17th-Century Europe group present its completed time line to Monitor the discussion to ensure that all the class. As part of their presentations, religious and political issues presented in Step 5: Presenting the Time Lines instruct groups to connect the important the chapter are covered. Conclude by Students will synthesize what they have ideas in the Essential Question and the Big reminding students that they can use the learned in Steps 1–4. Ideas to specific entries on their time lines. information from their completed time lines Directions: Write the Essential Question Use the group presentations to discuss the as a resource to help them prepare for the on the board. Under it, write the Big Ideas different ways in which the Big Ideas serve chapter assessment. OL
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Modern Times Assessment Chapter 7 • Assessment Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answers to the following questions. sentence. 1. B Students may be tempted to Section 1 (pp. 218–221) select C because divine right gave 1. The Stuart rulers of England believed in the right 6. Which monarch was called the “Most Catholic King”? kings supreme power. Remind of kings. A Louis XIV students that kings believed in A social B Philip II divine right because they claimed B divine C Elizabeth Tudor that their power came from God. C supreme D James I D property 2. D Though choices A, B, and C 7. What is the name given to French Calvinists? are reasonable, D is correct. Locke 2. John Locke called the rights to life, liberty, and property A rights. Philosophes believed that these rights were B A inalienable Methodists inherent: that all humans had C B universal Puritans certain natural rights with which D C rational Huguenots they had been born. D natural 3. A Section 2 (pp. 222–227) For this question, A is the only possible choice. All the other 3. Philip II of Spain sent a fleet of warships, or , to 8. Which act brought an end to the Holy Roman Empire as a invade England. political entity? options refer to the formation of A armada A the Edict of Nantes troops, not warships. B brigade B the Peace of Westphalia 4. C Students should be able to C regiment C the Treaty of Versailles eliminate A and D easily. Abso- D battalion D the Toleration Act lutism is certainly not a type of
4. The term refers to a type of republic. 9. What did the struggle between King Charles I and Parliament republic. Only choice C, common- to govern England result in? A nation wealth, refers to a type of republic. A the English Revolution B absolutism B the American Revolution C commonwealth C the Thirty Years’ War TEST-TAKING D monarchy D the Seven Years’ War For Question 4: Remind 5. Ivan IV crushed the power of the Russian nobility, or students that a commonwealth . was the type of government A boyars Cromwell led. It was a republic— B burghers a form of government in which a C serfs TEST-TAKING leader is not a king and certain D czars If you do not know the answer to a question, eliminate any citizens have the right to vote. answer choices that you know are incorrect. Then choose the best answer from the remaining choices. 5. A All these terms refer to social Need Extra Help? classes or groups; only two are If You Missed Questions . . . 123456789GO ON Go to Page . . . 225 241 220 225 232 218 221 224 225 Russian. Czar is the Russian form of caesar, or ruler. Choice A would CHAPTER 7 Crisis and Absolutism in Europe 243 be the only logical answer.
0478_C14_VS_879981.indd 478 8/27/08 9:01:08 AM 0479_0481_C14_CA_879981.indd 479 8/27/08 9:02:07 AM Reviewing Main Ideas 7. D Students should be able to eliminate was divided into hundreds of independent 6. B choices A, B, and C. Though small in number, states, each with its own power to govern and Choices C and D can be elim- the Huguenots were a powerful, political threat conduct foreign policy. inated because both rulers were to the French crown. They fought the Catholic Protestants. Although Louis XIV 9. A majority for many years. The fi ghting ended For this question, A is the only possible pursued anti-Protestant policies, when Henry of Navarre was crowned king. choice. The American Revolution was fought they were limited to France. between England and its American colonies; Philip II succeeded in conquering 8. B Students should be able to eliminate the Thirty Years’ War began as a struggle for the Turks, tried but failed to crush choices C and D. The Edict of Nantes can also territories and power between Protestants Calvinism in the Netherlands, and be eliminated as an answer choice since it just and Catholics in the Holy Roman Empire; the failed in an effort to overthrow aff ected France. Under the provisions of the Seven Years’ War occurred in the 18th century Protestantism in England. Peace of Westphalia, the Holy Roman Empire and involved most of the countries of Europe. 243
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Modern Times Chapter 7 • Assessment Assessment
10. C Students should be able to eliminate A and D easily. The 10. In 1689, what laid the foundation for a limited, or Critical Thinking Toleration Act granted freedom of constitutional, monarchy in England? Directions: Choose the best answers to the following questions. worship to Protestants in England. A the Edict of Nantes The Bill of Rights gave Parliament B the Toleration Act 15. How did Louis XIV control the nobles and princes? signifi cant powers, including the C the Bill of Rights A He kept them busy with court life. right to make laws and levy taxes. D the Stamp Act B He shared his power with them. The king or queen could no longer C He imprisoned them. rule without Parliament. Section 3 (pp. 228–233) D He made them join his military. 11. In which system does a ruler hold total power? 11. A For this question, A is the A Absolutism Base your answer to questions 16 and 17 on the map below. only possible choice. Republi- B Republicanism Thirty Years’ War, 1618–1648
canism is a political alternative C Militant Catholicism N Holy Roman Empire, 1618 to absolutism; King Philip II was D Commonwealth Catholic victory W E perhaps the greatest supporter of Catholic defeat S militant Catholicism; a common- 12. Who was one of the most prominent Russian rulers in the Prague Town sacked or plundered Romanov dynasty? wealth is a type of republic and SWEDEN A Frederick William the Great Elector North Sea not absolutist. DENMARK B Philip II Baltic Sea 12. D C Ivan IV UNITED Students should be able to PROVINCES Stralsund eliminate choices A, B, and C. Nei- D Peter the Great Elbe R.
ther Frederick William nor Philip II Frankfurt POLAND Magdeburg WESTPHALIA Breitenfeld, 1631 was Russian, and Ivan IV was not a Section 4 (pp. 236–241) SPANISH NETHERLANDS Cologne R 13. Which movement replaced the artistic Renaissance? h Lutzen, White Mountain, Romanov. i n 1632 1620 Rocroi, e R BOHEMIA A Baroque 1643 . Prague Heidelberg 13. C For this question, C is the B FRANCE Jankau, Puritanism Nördlingen, 1634 1646 C Augsburg HUNGARY best possible choice. Baroque art Mannerism Vienna
. followed Mannerism; Puritanism D Rococo R 0 200 kilometers e
b
u
is a religious movement; rococo n
0 200 miles a D is a type of elaborate ornamen- 14. Elizabethan playwrights such as William Shakespeare Lambert Azimuthal Equal-Area projection tation associated with baroque generally wrote their plays for what social group? architecture. A Nobles 16. Which river fl ows nearest to Vienna? B All classes A Baltic 14. B Students should be able to C Merchants B Elbe eliminate choices A, C, and D. The D Lower classes C Rhine Globe, where Shakespeare’s plays D Danube were performed for the public, of- fered inexpensive seating for com- mon people and more expensive seating for the upper classes. Need Extra Help? If You Missed Questions . . . 10 11 12 13 14 15 16 GO ON Go to Page . . . 227 228 233 236 238 230 244 Critical Thinking 15. A For this question, A is the 244 CHAPTER 7 Crisis and Absolutism in Europe best possible choice. Louis XIV invited nobles and princes to Versailles to enjoy themselves in 0479_0481_C14_CA_879981.indd16. D Students should 480 be able to eliminate TEST-TAKING 8/27/08 9:02:12 AM 0479_0481_C14_CA_879981.indd 481 8/27/08 9:02:17 AM order to watch over them and choices A, B, and C. The Baltic is a sea, and nei- keep them out of politics. ther the Elbe nor the Rhine is close to Vienna. For Question 16: Although students may easily be able to eliminate choice A because of prior knowledge that the Baltic is a sea, remind students of the importance of reading a map carefully to fi nd the correct answer. If this map is read too quickly, some students may mistak- enly think that the Rhine River fl ows past Vienna to the Hungarian border.
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Modern Times Assessment Chapter 7 • Assessment
21. Answers may include: Louis 17. What does the map tell you about the location of the Document-Based Questions XIV of France shared authority Catholic victories and defeats? Directions: Analyze the document and answer the short-answer with no one and did not believe A They were located near rivers. questions that follow the document. he was accountable to anyone B They were located in the northern and central parts other than to God. Instead of shar- of the Holy Roman Empire. Near the end of her life, Elizabeth Tudor gave her Golden Speech ing his wealth with his subjects, C to Parliament. Following is an excerpt from that speech. They were located west of the Elbe River. Louis lived extravagantly at the D They were located in the southern part of the Holy expense of his subjects and Roman Empire. “I do assure you there is no prince that loves his subjects nearly bankrupted his country better, or whose love can contradict our love. There is no 18. Which of the following was an important development in jewel, be it of never so rich a price, which I set before this with numerous wars. sixteenth-century European culture? jewel; I mean your love. For I do esteem it more than any treasure or riches.… A Mannerism replaced the baroque movement. Of myself I say this: I never was any greedy, scraping Extended Response B El Greco completed St. Peter’s Basilica. grasper, nor a strait, fast-holding Prince, nor yet a waster. C Miguel de Cervantes wrote Don Quixote. My heart was never set on any worldly goods, but only for 22. Answers should be consistent my subjects’ good. What you bestow on me, I will not hoard D Lope de Vega wrote Leviathan. with material presented in this it up, but receive it to bestow on you again. Yea, mine own properties I account yours, to be expended for your chapter. Some students may cite Analyze the chart and answer the question that follows. Base your good.…” William and Mary as their most answer on the chart and on your knowledge of world history. admired rulers because they agreed to limits on their power. Changes Made by Peter the Great 20. To whom does Elizabeth feel accountable? For least admired, some students 21. Explain how Louis XIV of France might have disagreed with Military and Government Cultural may select Louis XIV for his per- Elizabeth about expending properties for the good of her Prepared first Russian book of subjects. ceived abuses of power. Reorganized army etiquette to teach Western manners 23. Absolute monarchs discussed Extended Response Formed the first Russian navy ? in this chapter include Louis XIV, 22. Divided Russia into provinces Allowed upper-class women During their rule, monarchs can either strengthen or weaken James I, Charles I, and Peter the for a more effective central to remove their veils and their countries. Which monarch described in this chapter do government move out into society you most and least admire for how he or she governed? Great. The constitutional mon- Support your answer with examples of actions taken by archs were William and Mary. An each monarch. 19. What other cultural change should be added to the chart? absolute monarch holds total 23. Identify the absolute and constitutional monarchs discussed A Commissioned a painting from El Greco in this chapter. How is the rule of an absolute monarch dif- power and makes laws, levies B Insisted that men shave their beards ferent from that of a constitutional monarch? taxes, administers justice, con- C Prohibited Western customs trols officials, and determines D Allowed all women to remove their veils foreign policy. These absolute monarchs believed they received their power to rule from God. In (ISTORY /.,).% a constitutional monarchy, the For additional test practice, use Self-Check Quizzes— monarch rules with the consent of Chapter 7 at glencoe.com. a governing body, such as Parlia- ment in England. Constitutional Need Extra Help? monarchs cannot make laws, tax, If You Missed Questions . . . 17 18 19 20 21 22 23 STOP Go to Page . . . 244 239 233 245 228 218 227–228 and so on without approval of the governing body.
CHAPTER 7 Crisis and Absolutism in Europe 245
0479_0481_C14_CA_879981.indd 480 8/27/08 9:02:12 AM 0479_0481_C14_CA_879981.indd 481 8/27/08 9:02:17 AM 17. B This question requires a careful read- 19. B For this question, B is the only possible (ISTORY /.,).% ing of the map, map legend, and each answer answer. Peter the Great lived more than a cen- For additional test practice, use choice. Choice B is correct; none of the other tury after El Greco’s time, and options C and D Self-Check Quizzes—Chapter 7 options matches the information on the map. contradict information already in the chart. at glencoe.com.
18. C For this question, only choice C is a true statement. Mannerism preceded the baroque Document-Based Questions movement; Bernini completed St. Peter’s Ba- 20. Elizabeth emphasizes her love and Need Extra Help? silica; Thomas Hobbes wrote Leviathan. concern for her subjects. Thus it is logical Have students refer to the to conclude that she feels accountable to pages listed if they miss any of her subjects. the questions.
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Modern Times