DOCSLIB.ORG

Enlightenment Ideas Spread Across Europe, What Cultural and Political ■ Explain Why Enlightenment Ideas Were Changes Took Place? Slow to Reach Most Europeans

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Enlightenment Ideas Spread Across Europe, What Cultural and Political ■ Explain Why Enlightenment Ideas Were Changes Took Place? Slow to Reach Most Europeans wh07_te_ch17_s02_na_s.fm Page 550 Friday, January 19, 2007 11:20 AMwh07_se_ch17_s02_s.fm Page 550 Monday, November 20, 2006 4:39 PM Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 2 Mozart, the Musical Genius As a young boy, Wolfgang Amadeus Mozart Objectives astonished royalty with his musical talent. As you teach this section, keep students Although his life was relatively short, he focused on the following objectives to help composed more than 600 pieces of music. Many them answer the Section Focus Question pieces embraced the spirit of the Enlightenment. and master core content. 2 “ Few have captured the spirit of the Enlighten- 2 ment, its intellectual and social agenda, as has ■ Identify the roles that censorship Mozart in his opera, The Magic Flute, . [It] is and salons played in the spread of a series of variations on the triumph of light new ideas. over darkness, of sun over moon, of day over ■ Describe how the Enlightenment night, of reason, tolerance, and love over pas- affected the arts and literature. sion, hate, and revenge. —Isaac Kramnick, historian” ■ Understand how philosophes influenced enlightened despots. Focus Question As Enlightenment ideas spread across Europe, what cultural and political ■ Explain why Enlightenment ideas were changes took place? slow to reach most Europeans. Mozart and a sheet of his music Enlightenment Ideas Spread Prepare to Read Build Background Knowledge L3 Objectives Paris, France, the heart of the Enlightenment, drew many intellec- Discuss how information and ideas • Identify the roles that censorship and salons tuals and others eager to debate new ideas. Reforms proposed one played in the spread of new ideas. have spread throughout history thus far. evening became the talk of the town the next day. Enlightenment • Describe how the Enlightenment affected the ideas flowed from France, across Europe, and beyond. Every- Ask students how the spread of ideas arts and literature. where, thinkers examined traditional beliefs and customs in the challenges preexisting institutions. • Understand how philosophes influenced light of reason and found them flawed. Even some absolute mon- enlightened despots. archs experimented with Enlightenment ideas, although they Set a Purpose L3 • Explain why Enlightenment ideas were slow to drew back when changes threatened the established way of doing ■ WITNESS HISTORY Read the selection reach most Europeans. things. aloud or play the audio. Terms, People, and Places AUDIO Witness History Audio CD, New Ideas Challenge Society censorship enlightened despot Mozart, the Musical Genius salons Frederick the Great Enlightenment ideas spread quickly through many levels of soci- Ask How does historian Isaac baroque Catherine the Great ety. Educated people all over Europe eagerly read not only Kramnick describe Mozart’s rococo Joseph II Diderot’s Encyclopedia but also the small, inexpensive pamphlets opera? (triumph of light over darkness, that printers churned out on a broad range of issues. More and of sun over moon, of day over night) more, people saw that reform was necessary in order to achieve a Reading Skill: Categorize On a sheet of just society. How does Mozart’s The Magic Flute paper, draw a concept web to help you record During the Middle Ages, most Europeans had accepted without illustrate the ideas of the Enlight- information from this section. enment? (It illustrates the triumph of question a society based on divine-right rule, a strict class system, and a belief in heavenly reward for earthly suffering. In the Age of reason.) Reason, such ideas seemed unscientific and irrational. A just soci- ■ Focus Point out the Section Focus Spread of ety, Enlightenment thinkers taught, should ensure social justice Question and write it on the board. Salons Enlightenment and happiness in this world. Not everyone agreed with this idea of Tell students to refer to this question Ideas replacing the values that existed, however. as they read. (Answer appears with Section 2 Assessment answers.) ■ Preview Have students preview the Vocabulary Builder Section Objectives and the list of Terms, People, and Places. Use the information below and the following resources to teach the high-use word from this section. ■ Have students read this Teaching Resources, Unit 4, p. 5; Teaching Resources, Skills Handbook, p. 3 section using the Guided Questioning High-Use Word Definition and Sample Sentence strategy (TE, p. T20). As they read, evolve, p. 551 v. to develop gradually over time have students fill in the concept Since it began twenty years ago, the town’s July 4th celebration had evolved web illustrating the spread of from a small parade into a large procession with floats and fireworks. Enlightenment ideas across Europe. Reading and Note Taking Study Guide, p. 160 550 The Enlightenment and the American Revolution wh07_se_ch17_s02_s.fmwh07_te_ch17_s02_na_s.fm Page 551 Tuesday, Page 551 August Wednesday, 23, 2005 1:29 April PM 12, 2006 4:52 PM Writers Face Censorship Most, but not all, government and church authorities felt they had a sacred duty to defend the old order. They Teach believed that God had set up the old order. To protect against the attacks of the Enlightenment, they waged a war of censorship, or restricting access to ideas and information. They banned and burned books and New Ideas Challenge imprisoned writers. Society L3 To avoid censorship, philosophes and writers like Montesquieu and Voltaire sometimes disguised their ideas in works of fiction. In the Instruct Persian Letters, Montesquieu used two fictional Persian travelers, named ■ Introduce: Key Terms Have students Usbek and Rica, to mock French society. The hero of Voltaire’s satirical find the key term censorship (in blue) novel Candide, published in 1759, travels across Europe and even to the in the text. Ask them to predict why the Americas and the Middle East in search of “the best of all possible government and church authorities worlds.” Voltaire slyly uses the tale to expose the corruption and hypoc- would want to censor the new ideas of risy of European society. the Enlightenment. Then have them Ideas Spread in Salons New literature, the arts, science, and philoso- read to see if their predictions are true. phy were regular topics of discussion in salons, or informal social gath- ■ Teach Using the Numbered Heads erings at which writers, artists, philosophes, and others exchanged ideas. strategy (TE, p. T23), ask students to The salon originated in the 1600s, when a group of noblewomen in Paris list the ways Enlightenment ideas began inviting a few friends to their homes for poetry readings. By the spread. Ask How did the govern- 1700s, some middle-class women began holding salons. Here middle- ment restrict access to informa- class citizens could meet with the nobility on an equal footing to discuss tion? (banned books, imprisoned and spread Enlightenment ideas. writers) How did philosophes and Madame Geoffrin (zhoh FRAN) ran one of the most respected salons. In Satire by Swift writers try to avoid this censor- her home on the Rue St. Honoré (roo sant ahn ur AY), she brought Jonathan Swift published the satirical together the brightest and most talented people of her day. The young Gulliver’s Travels in 1726. Here, an ship? (disguised ideas in works of fic- musical genius Wolfgang Amadeus Mozart played for her guests, and illustration from the book depicts a bound tion, exchanged ideas at salons) Gulliver and the Lilliputians, who are six- Diderot was a regular at her weekly dinners for philosophers and poets. inch-tall, bloodthirsty characters. Although ■ Quick Activity Organize the class as What did those opposed to Enlightenment ideas do Gulliver’s Travels satirizes political life in though it were a salon in Paris during eighteenth-century England, it is still a the 1700s and have them debate the to stop the spread of information? classic today. Why did writers hide their feelings about society? idea of a “just society.” Half of the class should play defenders of the old order, Arts and Literature Reflect New Ideas Vocabulary Builder and the other half should portray sup- In the 1600s and 1700s, the arts evolved to meet changing tastes. As in evolved—(ee VAHLVD) v. developed porters of enlightened ideals. earlier periods, artists and composers had to please their patrons, the gradually over time men and women who commissioned works from them or gave them jobs. Independent Practice From Grandeur to Charm In the age of Louis XIV, courtly art and Have small groups of students write jour- architecture were either in the Greek and Roman tradition or in a grand, nal entries from the point of view of a ornate style known as baroque. Baroque paintings were huge, colorful, guest at one of Madame Geoffrin’s salons. and full of excitement. They glorified historic battles or the lives of Entries should include details of the saints. Such works matched the grandeur of European courts at that salon. time. Louis XV and his court led a much less formal lifestyle than Monitor Progress Louis XIV. Architects and designers reflected this change by developing the rococo style. Rococo art moved away from religion and, unlike the As students fill in their concept webs, cir- heavy splendor of the baroque, was lighter, elegant, and charming. culate to make sure they understand how Rococo art in salons was believed to encourage the imagination. Furni- the ideas of the Enlightenment spread ture and tapestries featured delicate shells and flowers, and more pastel across Europe. For a completed version of colors were used. Portrait painters showed noble subjects in charming the concept web, see rural settings, surrounded by happy servants and pets. Although this Note Taking Transparencies, 134A style was criticized by the philosophes for its superficiality, it had a vast audience in the upper class and with the growing middle class as well.
Load more

Recommended publications
  • Nineteenth-Century French Challenges to the Liberal Image of Russia
    Ezequiel Adamovsky Russia as a Space of Hope: Nineteenth-century French Challenges to the Liberal Image of Russia Introduction Beginning with Montesquieu’s De l’esprit des lois, a particular perception of Russia emerged in France. To the traditional nega- tive image of Russia as a space of brutality and backwardness, Montesquieu now added a new insight into her ‘sociological’ otherness. In De l’esprit des lois Russia was characterized as a space marked by an absence. The missing element in Russian society was the independent intermediate corps that in other parts of Europe were the guardians of freedom. Thus, Russia’s back- wardness was explained by the lack of the very element that made Western Europe’s superiority. A similar conceptual frame was to become predominant in the French liberal tradition’s perception of Russia. After the disillusion in the progressive role of enlight- ened despotism — one must remember here Voltaire and the myth of Peter the Great and Catherine II — the French liberals went back to ‘sociological’ explanations of Russia’s backward- ness. However, for later liberals such as Diderot, Volney, Mably, Levesque or Louis-Philippe de Ségur the missing element was not so much the intermediate corps as the ‘third estate’.1 In the turn of liberalism from noble to bourgeois, the third estate — and later the ‘middle class’ — was thought to be the ‘yeast of freedom’ and the origin of progress and civilization. In the nineteenth century this liberal-bourgeois dichotomy of barbarian Russia (lacking a middle class) vs civilized Western Europe (the home of the middle class) became hegemonic in the mental map of French thought.2 European History Quarterly Copyright © 2003 SAGE Publications, London, Thousand Oaks, CA and New Delhi, Vol.
    [Show full text]
  • 1Daskalov R Tchavdar M Ed En
    Entangled Histories of the Balkans Balkan Studies Library Editor-in-Chief Zoran Milutinović, University College London Editorial Board Gordon N. Bardos, Columbia University Alex Drace-Francis, University of Amsterdam Jasna Dragović-Soso, Goldsmiths, University of London Christian Voss, Humboldt University, Berlin Advisory Board Marie-Janine Calic, University of Munich Lenard J. Cohen, Simon Fraser University Radmila Gorup, Columbia University Robert M. Hayden, University of Pittsburgh Robert Hodel, Hamburg University Anna Krasteva, New Bulgarian University Galin Tihanov, Queen Mary, University of London Maria Todorova, University of Illinois Andrew Wachtel, Northwestern University VOLUME 9 The titles published in this series are listed at brill.com/bsl Entangled Histories of the Balkans Volume One: National Ideologies and Language Policies Edited by Roumen Daskalov and Tchavdar Marinov LEIDEN • BOSTON 2013 Cover Illustration: Top left: Krste Misirkov (1874–1926), philologist and publicist, founder of Macedo- nian national ideology and the Macedonian standard language. Photographer unknown. Top right: Rigas Feraios (1757–1798), Greek political thinker and revolutionary, ideologist of the Greek Enlightenment. Portrait by Andreas Kriezis (1816–1880), Benaki Museum, Athens. Bottom left: Vuk Karadžić (1787–1864), philologist, ethnographer and linguist, reformer of the Serbian language and founder of Serbo-Croatian. 1865, lithography by Josef Kriehuber. Bottom right: Şemseddin Sami Frashëri (1850–1904), Albanian writer and scholar, ideologist of Albanian and of modern Turkish nationalism, with his wife Emine. Photo around 1900, photo- grapher unknown. Library of Congress Cataloging-in-Publication Data Entangled histories of the Balkans / edited by Roumen Daskalov and Tchavdar Marinov. pages cm — (Balkan studies library ; Volume 9) Includes bibliographical references and index.
    [Show full text]
  • Science and the Library 1
    By MARSTON MORSE Science and the Library 1 Dr. Morse is Professor, the Institute the use made of the stacks of the Harvard for Advanced Study, Princeton University. library by a former graduate student, now a distinguished professor. Among the other HE KINDLY, humorous and learned graduate students using the stacks was a T words with which Dr. Chalmers has particularly beautiful Radcliffe student, and characterized some of the mathematicians my friend made the stacks the scene of a o£ the past strengthen a resolution which successful courtship of this young woman. I have long entertained, to seek an alliance After they were married the firstborn was with humanists of his type on behalf of appropriately named Widener. Here there those scientists who are against the growing was a felicitous use of the library in the scientific materialism of the present day. pursuit of beauty. However, this illustra­ I his description of the intellectual ~ccept tion seemed to me to be lacking in univer­ agility and formidable severity of some of sality, so that I felt co~pelled to drop it. the historic figures in my profession, and Then it occurred to me that a library recall the story of Euler and Diderot at was indispensable in laying the foundations the court of Catherine the Great. Ac­ of knowledge. This idea was brought cording to this legend Diderot had fin­ home by my two-year-old Peter, who em­ ished his supposed proof before the as­ ployed my books as building blocks. The sembled court, of the non-existence of God, trouble with this illustration was that the and it was Euler's duty to reply.
    [Show full text]
  • 7Th Grade History Lesson #34 : May 7, 2020
    7th Grade History Lesson #34 : May 7, 2020 Learning Target: I can discuss the achievements of Catherine the Great. Lesson #34, Materials Needed For this lesson you’re going to need the following materials: ❏ Chromebook ❏ Pen or pencil ❏ Paper ❏ Cornell Notes To begin today’s lesson I would like for you to watch this brief video, and Warm Up: then fill in the T-Chart below on your own piece of paper: Imagine that you are the ruler of the largest country in the world. Think of a few advantages and disadvantages of ruling over so much land. Advantages: Disadvantages: 1. 1. 2. 2. 3. 3. To begin today’s lesson I would like for you to watch this brief video, and Warm Up: then fill in the T-Chart below on your own piece of paper: Imagine that you are the ruler of the largest country in the world. Think of a few advantages and disadvantages of ruling over so much land. Advantages: Disadvantages: 1. Access to a lot of 1. Problems can get resources out of hand 2. Plenty of room to quickly expand 2. Hard to enforce 3. A larger the rules. population means 3. Difficult to help more taxes everyone. Lesson: In today’s lesson we will be learning about Catherine the Great (as known as Catherine II). Catherine was a German Catherine the princess who married Peter the Great’s Great 1729-1796 grandson. Catherine would end up ruling Russia roughly 34 years, during which she is responsible for the revitalizing and beginning the “Golden Age of Russia.” Catherine the Great World History - May 7, 2020 Peter III was How did Catherine After her husband became czar Peter III in 1761, assassinated a rise to power? Catherine and many Russian nobles became annoyed few days after with him, so they overthrew his rule and Catherine Catherine took seized his power.
    [Show full text]
  • Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796
    Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 By Thomas Lucius Lowish A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Victoria Frede-Montemayor, Chair Professor Jonathan Sheehan Professor Kinch Hoekstra Spring 2021 Abstract Catherine the Great and the Development of a Modern Russian Sovereignty, 1762-1796 by Thomas Lucius Lowish Doctor of Philosophy in History University of California, Berkeley Professor Victoria Frede-Montemayor, Chair Historians of Russian monarchy have avoided the concept of sovereignty, choosing instead to describe how monarchs sought power, authority, or legitimacy. This dissertation, which centers on Catherine the Great, the empress of Russia between 1762 and 1796, takes on the concept of sovereignty as the exercise of supreme and untrammeled power, considered legitimate, and shows why sovereignty was itself the major desideratum. Sovereignty expressed parity with Western rulers, but it would allow Russian monarchs to bring order to their vast domain and to meaningfully govern the lives of their multitudinous subjects. This dissertation argues that Catherine the Great was a crucial figure in this process. Perceiving the confusion and disorder in how her predecessors exercised power, she recognized that sovereignty required both strong and consistent procedures as well as substantial collaboration with the broadest possible number of stakeholders. This was a modern conception of sovereignty, designed to regulate the swelling mechanisms of the Russian state. Catherine established her system through careful management of both her own activities and the institutions and servitors that she saw as integral to the system.
    [Show full text]
  • Catherine the Great (1729–1796)
    7 ••• Catherine the Great (1729–1796) HILDE HOOGENBOOM As Empress Catherine the Great forged her own Russian identity, so did Russia. During Catherine’s reign from 1762 to 1796, Russia discovered itself not only as European, but as a multinational and multiconfessional empire, and as Russian. A German, Catherine, with her legendary practicality, Russified herself, and at the same time promoted her- self as a European ruler and Russia as a European nation. Yet she also inherited a vast Eurasian empire that doubled its population under her rule; until 1991, Russians and Russian Orthodox believers would make up less than fifty percent of its inhabitants. By the end of the eighteenth century, these tensions between Russia as a nation and as a diverse empire would come under pressure from new nationalist ideals. After she arrived in Russia on February 9, 1744, at age fourteen from a small German state, Princess Sophie Auguste Frederike von Anhalt-Zerbst converted from Lutheranism to Russian Orthodoxy on June 28, became Grand Duchess Ekaterina Alekseevna, and began to learn Russian; over a year later, on August 21, 1745, she married the heir to the throne. She was crowned Empress Catherine II on September 22, 1762, after she took power in a coup d’état on June 28 against her husband, Peter III (b. 1728, r. 1761–62)—the nephew of Empress Elizabeth I (b. 1709, r. 1741–61)— who was murdered. Peter III was half German, the son of Elizabeth’s sister Anna and Charles Frederick, the Duke of Holstein-Gottorp, and showed his devotion to King Frederick II (the Great) of Prussia (b.
    [Show full text]
  • Catherine the Great, John Paul Jones, and the Enlightenment's "Woman Question"
    The Autocrat and the Revolutionary: Catherine the Great, John Paul Jones, and the Enlightenment's "Woman Question" By: Jacob S. Bell Honors Thesis Department of History University of North Carolina-Chapel Hill 2018 Approved: Louise McReynolds, Thesis Advisor 2 Table of Contents Acknowledgements…………………………………………………………………………pg. 3 Notes on Names and Dates………………………………………………………………….pg. 5 Introduction: Catherine the Great as Autocrat and Revolutionary.………………………....pg. 6 Chapter I: Catherine the Great’s Reclassification of Gender…………………………….....pg. 20 Chapter II: “Enlightened” Ideas of Womanhood and Catherine the Great…………………pg.42 Chapter III: Katerina Stepanova’s Story and her Role in the Enlightenment’s “Woman Question”………………………………………………………………………………........pg. 60 Conclusions: Legacies of an “Empire of Reason”………………………………………….pg. 79 Works Cited…………………………………………………………………………………pg. 84 3 Acknowledgements As I present this completed work, there are many individuals that I must thank for enabling me to develop this project. First and foremost, all my gratitude goes to Louise McReynolds, my advisor, who led me through the ups and downs of this process for over a year. She consistently challenged me to push farther and farther into my analysis, and while her expectations were high, she always inspired me to live up to them. Our meetings, her comments, and our constant email chains from multiple continents not only culminated in this project, they crafted me into a better student and historian. To Kathleen DuVal and Donald Raleigh, I also owe my appreciation for their advice on the trajectory of this paper and the theoretical framework of my argument. I sincerely thank Donald Raleigh and Jay Smith for taking the time to read my project and sit on my oral defense committee.
    [Show full text]
  • Making Jews Modern in the Polish Borderlands
    Out of the Shtetl Making Jews Modern in the Polish Borderlands NANCY SINKOFF OUT OF THE SHTETL Program in Judaic Studies Brown University Box 1826 Providence, RI 02912 BROWN JUDAIC STUDIES Series Editors David C. Jacobson Ross S. Kraemer Saul M. Olyan Number 336 OUT OF THE SHTETL Making Jews Modern in the Polish Borderlands by Nancy Sinkoff OUT OF THE SHTETL Making Jews Modern in the Polish Borderlands Nancy Sinkoff Brown Judaic Studies Providence Copyright © 2020 by Brown University Library of Congress Control Number: 2019953799 Publication assistance from the Koret Foundation is gratefully acknowledged. Open access edition funded by the National Endowment for the Humanities/ Andrew W. Mellon Foundation Humanities Open Book Program. The text of this book is licensed under a Creative Commons Attribution-Non- Commercial-NoDerivatives 4.0 International License: https://creativecom- mons.org/licenses/by-nc-nd/4.0/. To use this book, or parts of this book, in any way not covered by the license, please contact Brown Judaic Studies, Brown University, Box 1826, Providence, RI 02912. In memory of my mother Alice B. Sinkoff (April 23, 1930 – February 6, 1997) and my father Marvin W. Sinkoff (October 22, 1926 – July 19, 2002) CONTENTS Acknowledgments....................................................................................... ix A Word about Place Names ....................................................................... xiii List of Maps and Illustrations .................................................................... xv Introduction:
    [Show full text]
  • Filiki Etaireia: the Rise of a Secret Society in the Making of the Greek Revolution
    Bard College Bard Digital Commons Senior Projects Spring 2017 Bard Undergraduate Senior Projects Spring 2017 Filiki Etaireia: The rise of a secret society in the making of the Greek revolution Nicholas Michael Rimikis Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2017 Part of the European History Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Rimikis, Nicholas Michael, "Filiki Etaireia: The rise of a secret society in the making of the Greek revolution" (2017). Senior Projects Spring 2017. 317. https://digitalcommons.bard.edu/senproj_s2017/317 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Filiki Etaireia: The Rise of a Secret Society in the making of the Greek revolution Senior project submitted to the division of social studies of Bard College Nicholas Rimikis Annandale-on-Hudson, New York May 2017 A note on translation This project discusses the origins of the Greek war of independence, and thus the greater part of the source material used, has been written in the Greek language.
    [Show full text]
  • Unit #1 the Enlightenment Where: When: Causes
    Name:________________________________ Unit #1 The Enlightenment Where: When: Causes (historical circumstances): Effect: People: The Enlightenment refers to an important movement in Europe during the 18th century. Enlightenment thinkers were influenced by the Scientific Revolution. They believed that by applying reason and scientific laws, people could better understand both nature and society. Thus, they used natural laws to try and improve society – the relationship between the people and rulers. Many Enlightenment thinkers questioned the divine right of kings and the power of the Roman Catholic Church. Enlightenment thinkers like the French philosopher, Voltaire, advocated religious toleration and intellectual freedom. His ideas influenced the leaders of the American and French Revolutions. Jean-Jacques Rousseau believed a government should express the “general will” of the people. His book, The Social Contract, helped to inspire the democratic ideals of the French Revolution. Another French philosopher, Montesquieu, argued for the separation of powers in government as a check against tyranny. His ideas encouraged the development of a system of checks and balances in the U.S. Constitution. John Locke, maintained that everyone has a natural right to life, liberty, and property. This had a profound impact on the ideals advocated by Thomas Jefferson in the Declaration of Independence. Continue to the next page 1 Even some absolute rulers, like Catherine the Great, were influenced by Enlightenment thinkers. These rulers attempted to reform societies from above. They attempted to use some of the ideas of the Enlightenment, such as encouraging education and trade, while at the same time maintaining their traditional royal powers. Such rulers were called Enlightened Despots.
    [Show full text]
  • Frederick the Great
    Gale Primary Sources Start at the source. Frederick the Great Professor Peter H. Wilson University of Hull Various source media, State Papers Online EMPOWER™ RESEARCH Frederick II was Prussia's third and longest reigning powers to join his attempt to dismember the Habsburg king. His lifetime (1712-86) saw the kingdom rise from monarchy. By 1742, Frederick was able to leave the war a third-rank state to one of Europe's five 'great powers' temporarily, having secured Austria's grudging alongside Britain, France, Russia, and Austria. At the acceptance of Silesia's loss. However, fears that time of his birth, his grandfather Frederick I ruled only Austria was recovering prompted Frederick to as 'king in Prussia', a title conferred by the Holy Roman intervene again in alliance with France in 1744.[3] The Emperor, Leopold I, in 1700 in return for Prussia's ensuing succession of convincing victories, this time support for Austria during the War of the Spanish secured under his direct and skilful command, Succession (1701-14). Prussia's royal status was convinced Austria to cede Silesia definitively to Prussia generally recognised internationally at the Peace of in 1745.[4] Utrecht in 1713, but it continued to rank as inferior to Prussia was able to enjoy peace while most of the rest other monarchies; something that rankled Frederick II of Europe fought on for another three years. However, throughout his own reign. Frederick's father, Frederick Frederick rightly guessed that the Austrian Habsburgs William I, did little to improve Prussia's international would try to recover Silesia and roll back Prussian standing during his reign (1713-40), but did strengthen influence.
    [Show full text]
  • Three Cheers for Catherine the Great! by Cari Best Sunburst, 2003
    Guide for Three Cheers for Catherine the Great! by Cari Best Sunburst, 2003 Project Name: AfterSchool KidzLit Guide revise K-3 Round: 2nd pages Date: 03/26/2014 File Name: 07_ASKL_ThreeCheersCatherine.indd Page #: 1 Trim size: 7” x 8.5” Colors used: PMS 2685C Printed at: 100% Artist: Scott Benoit Editor: Valerie Ruud Comments: Any comments here. Copyright © 2008 Developmental Studies Center All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Editorial Department at Developmental Studies Center. AfterSchool KidzLit is a registered trademark of Developmental Studies Center. Developmental Studies Center 1250 53rd Street, Suite 3 Emeryville, CA 94608-2965 (800) 666-7270, fax: (510) 464-3670 devstu.org ISBN 978-1-59892-611-8 Printed in the United States of America 2 3 4 5 6 7 8 9 10 UGI 20 19 18 17 16 15 14 Project Name: AfterSchool KidzLit Guide revise K-3 Project Name: AfterSchool KidzLit Guide revise K-3 Round: 2nd pages Date: 03/26/2014 Round: 2nd pages Date: 03/26/2014 File Name: 07_ASKL_ThreeCheersCatherine.indd Page #: 2 File Name: 07_ASKL_ThreeCheersCatherine.indd Page #: 3 Trim size: 7” x 8.5” Colors used: PMS 2685C Printed at: 100% Trim size: 7” x 8.5” Colors used: PMS 2685C Printed at: 100% Artist: Scott Benoit Editor: Valerie Ruud Artist: Scott Benoit Editor: Valerie Ruud Comments: Any comments here.
    [Show full text]