174

CH

APT

ER

4

4

Solutions for All Learners

Quick Study Guide

■

Have students use the Quick Study Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

Key Rulers

Section 1, pp. 142–146; Section 2, pp. 148–152; Section 3, pp. 154–159; Section 4, pp. 163, 165–167; Section 5, pp. 168–173

Key Events

Section 1, pp. 507; Section 2, p. 510–511, 514; Section 3, pp. 518–519, 521–522; Section 4, pp. 525–529; Section 5, pp. 532–533; 535

Partition of Poland

Section 5, p. 173

Key Events in the Age of Absolutism

Section 1, p. 143; Section 2, p. 152; Section 3, p. 156; Section 4, p. 163; Section 5, pp. 168, 172–173

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 63–64, 66, 68, 70, 72

Section Summaries, pp. 65, 67, 69, 71, 73

■

Have students access

Web Code nbp-1652

for this chapter’s timeline, which includes expanded entries and additional events.

■

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

■

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 1,

pp. 78–83

L3

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-1652.

L1

Special Needs L2

Less Proficient Readers

For students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 63–64, 66, 68, 70, 72

Adapted Section Summaries, pp. 65, 67, 69, 71, 73

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 63–64, 66, 68, 70, 72

Spanish Section Summaries, pp. 65, 67, 69, 71, 73

L2

English Language Learners

Progress Monitoring Online

1556Philip II becomes king of Spain.

1618The Thirty Years’ War begins.

1642The English Civil War begins.

1556Akbar the Great becomes emperor of Mughal India.

1607Britishcolonists found Jamestown.

Chapter EventsGlobal Events 1550 1600 1650

Quick Study Guide44 For: Self-test with vocabulary practiceWeb Code: nba-1652

■ Key RulersSpain: Charles V (Charles I of Spain); Philip IIFrance: Henry IV; Louis XIVBritain: Henry VIII; Elizabeth I; James I; Charles I; Oliver Cromwell; Charles II; James II; William and MaryAustria: Ferdinand; Charles VI; Maria TheresaPrussia: Frederick William; Frederick the GreatRussia: Peter the Great; Catherine the Great

■ Key Events• Battle of Lepanto, 1571—Spain and allies against

Ottoman Empire• Netherlands rebellions, 1560s–1580s—political and

religious revolts against Spain• Spanish Armada attacks England, 1588• St. Bartholomew’s Day Massacre, 1572—slaughter

of French Huguenots• Thirty Years’ War, 1618–1648• English Civil War, 1642–1648• The Fronde, 1648–1653—uprising of various groups

in France• Glorious Revolution, 1688—bloodless change of

monarchs in England• War of the Spanish Succession, 1700–1713• Great Northern War, 1700–1721—Russia and allies

against Sweden• War of the Austrian Succession, 1740–1748• Seven Years’ War, 1756–1763• Russo-Turkish War, 1768–1774—Russia against the

Ottoman Empire• Partitions of Poland, 1772, 1793, 1795

■ Partitions of Poland, 1701–1795

POLAND

RUSSIA

AUSTRIA

PRUSSIA

DanubeR.

Vistula R.

Baltic

Sea

B lackSea

Dn

ieperR

.

Warsaw

Moscow

Kiev

Vienna

Berlin

POLAND RUSSIA

AUSTRIA

PRUSSIA

Dnieper R.

DanubeR.

Balt

icS

ea

B lack Sea

Warsaw

Moscow

Vienna

Berlin

St. Petersburg

Kiev

to Prussia

to Austria

toRussia

RUSSIA

AUSTRIA

PRUSSIA

Dnieper R.

DanubeR.

Baltic

Sea

B lack Sea

Warsaw

St. Petersburg

Vienna

Berlin

Moscow

Kiev

to Russia

toAus

triato Prussia

1701

1772

1795

N

S

EW

2000 400 mi

2000 400 km

Conic Projection

■ Key Events in the Age of Absolutism

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175

Solutions for All Learners

Tell students that the main concepts for this chapter are Revolution, Political Sys-tems, and Democracy, and then ask them to answer the Cumulative Review ques-tions on this page. Discuss the Connec-tions to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Timelines should include the cause of each transfer and any conflict related to the transfer (war, murder). They should include: Richard II (1377), Henry IV (1399), Henry V (1413), Henry VI (1422, 1470), Edward IV (1461, 1471), Edward V (1483), Richard III (1483), Henry VII (1485), Henry VIII (1509), Edward VI (1547), Mary I (1553), and Elizabeth I (1558), as well as the rulers discussed in this chapter.

2.

The theoretical basis for power was divine right in France, while Roman emperors claimed to be actual gods. Both rulers had absolute power. Sym-bols of both included magnificent pal-aces and cultural achievements. Both suppressed democratic institutions.

3.

The Magna Carta granted rights mainly to nobles, gave the Great Coun-cil the right to tax, and protected citi-zens from arbitrary arrest. The Bill of Rights expanded these rights, limiting monarchs further. It gave members of Parliament free speech and forbade cruel and unusual punishment.

Connections to Today

1.

Responses should describe the groups in conflict, give a brief history of the conflict, discuss the role of religion, and summarize the current situation.

2.

Essays should mention at least a few of the following: the concept of a Bill of Rights; the idea that no one is above the law; the rights of due process, free elections, and free speech; and the ban on of cruel or unusual punishment.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 250, 284, 287

L3

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 255, 299, 304

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 255, 299, 304

L2

English Language Learners

1697Peter

the Great of Russia

tours Europe.

1707The Act of Union unites England and Scotland.

1715KingLouis XIV of France dies.

1795Russia,

Prussia,and Austria

divide up Poland.

1680sThe Asante kingdom is organized in West Africa.

1736Qianlong begins

reign as emperor of China.

1754The French and Indian War erupts in North America.

1793The emperor of China rejects British trade.

1700 1750 1800

■ Cumulative ReviewRecord the answers to the questions below in your Concept Connector worksheets.

1. Revolution In England, the Glorious Revolution of 1688 was celebrated as a bloodless transfer of power—ordained by the people embodied by the Parliament—from one ruler to another. This was a radical event for its time, because the transfer of power had never been accomplished by Parlia-ment in this way before, nor with so little violence. Read about how power was transferred from one English ruler to another between 1377 and 1688 and create an annotated timeline of these events. Think about the following:• the cause of each transfer of power• the fate of each ruler• the level of conflict related to each transfer of power

2. Political Systems Compare the absolute monarchy in France under Louis XIV to imperial rule in ancient Rome. How were these two systems similar, and how were they differ-ent? Create a chart to compare and contrast the two systems in the following categories. Consider the following aspects:• theoretical basis• ruler’s level of power• symbols• status of democratic institutions

3. Democracy The Magna Carta of 1215 was a landmark legal development because it limited the power of the English monarch and protected some civil rights. Read about the rights and protections it granted as well as the limits it established on the monarchy. Compare these with the rights and protections ensured by the English Bill of Rights of 1688. Write one or two paragraphs that summarize how the later document increased democracy in England from what it was under Magna Carta and further limited the powers of the monarchy.

■ Connections to Today1. Conflict The Age of Absolutism was also an “age of reli-

gious conflicts.” Many of these conflicts, primarily between Catholics and Protestants, were long lasting and extremely violent. Several caused major wars. Find and read a newspa-per or Internet article about a country or region where reli-gious conflict is still a concern today—for example, Bosnia, India, Iraq, Israel, or Northern Ireland. Write a two- or three-paragraph summary of what you learn.

2. Democracy The English Bill of Rights is one of the source documents for ideas included in the American Declaration of Independence and the United States Constitution. Review the excerpt from the English Bill of Rights on page 524. Write a three-paragraph essay that summarizes how aspects of the English Bill of Rights are still present in American ideas of democracy today.

For: Interactive timelineWeb Code: nbp-1652

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176

Chapter Assessment

1.

constitutional monarchy

2.

divine right

3.

habeas corpus

4.

westernization

5.

partition

6.

absolute monarch

Main Ideas

7.

Treasure from the Americas led to the neglect of farming and commerce and to soaring inflation.

8.

A fleet sent by Spain in 1588 to invade England; it was defeated.

9.

Sample: the sun and Versailles, both of which signified power and brilliance.

10.

(a) Parliament executed the king’s chief ministers and refused to be dis-solved; Charles led troops into the House of Commons to arrest its radi-cal leaders. (b) Charles I was exe-cuted, the monarchy was abolished, and Cromwell took power.

11.

Parliament forced William and Mary to accept the English Bill of Rights, which ensured Parliament’s suprem-acy over the monarchy.

12.

King Ferdinand’s suppression of Prot-estantism; the Defenestration of Pra-gue; the rush to make alliances.

13.

imposed requirements on nobles (or boyars), imported technology, improved education, simplified the alphabet, set up academies, improved waterways and canals, developed min-ing and textiles, and backed new trad-ing companies

14.

To get a warm-water port; it was finally achieved by Catherine’s suc-cessful war against the Ottomans.

Chapter Focus Question

15.

Strong rulers centralized power, reduced the influence of nobles and the church, fought wars to increase territory, and used the doctrine of divine right to justify absolute power.

Critical Thinking

16.

Sample: European powers succeeded in balancing power, but to do so they had to fight many costly wars.

17.

Louis meant that he held absolute power over every aspect of government.

18.

Sample: yes, because it was a blood-less turnover of power and a victory for democracy.

19.

Answers will vary, but all of these mon-archs were absolute rulers who sought to expand their power and territory.

20.

It was the first time a monarch had been deposed and executed by his own people.

21.

It destabilized the region and ultimately led to new power alliances.

Terms, People, and Places

Chapter AssessmentTerms, People, and PlacesComplete each sentence by choosing the correct answer from the list of terms below. You will not use all the terms.

Section 3 (pp. 154–161)10. (a) What were the immediate causes of the English Civil War?

(b) What were some important results?11. How did the Glorious Revolution limit royal power in

England?

Section 4 (pp. 163–167)12. What events led to the start of the Thirty Years’ War?

Section 5 (pp. 168–173)13. What reforms did Peter the Great carry out?14. What was one long-term goal of the Russian monarchs and

how was it finally achieved?

Chapter Focus Question15. What events led to the rise of absolute monarchies and the

development of centralized nation-states in Europe?

Critical Thinking16. Draw Conclusions Based on the material in the chapter,

how effective do you think the policy of maintaining a bal-ance of power was among European nations?

17. Analyze Information Explain what Louis XIV meant when he said, “I am the state.”

18. Test Conclusions Based on what you have learned about the Glorious Revolution, do you think the name for that event is accurate? Why or why not?

19. Compare Compare the goals and policies of Peter the Great with those of one of the following monarchs: (a) Louis XIV (b) Frederick II (c) Maria Theresa.

20. Synthesize Information What was the historical signifi-cance of the execution of Charles I of England?

21. Understand Effects What was the general impact of the Thirty Years’ War on Europe?

● Writing About History

Writing a Persuasive Essay During the Age of Absolutism, strong monarchs created centralized nation-states whose governments they ruled with com-plete authority. Write a persuasive essay in which you argue a position on one aspect of this age. Consider topics such as: Was absolute monarchy an effective sys-tem? Was the divine right of kings a valid basis for rule? Consult page SH16 of the Writing Handbook for additional help.

Prewriting• Choose a listed topic or another one that interests

you, one that provokes an argument and has at least two sides. Then choose a side of the argument.

• Collect evidence, using a graphic organizer to list points on both sides of the issue.

• Research Internet or print sources to find materials that analyze your position from both sides. Take notes on relevant details, events, and people.

Drafting• Clearly state the position that you will argue in a

thesis statement. Use the rest of your introduction to provide readers necessary context about the issue.

• Make an outline to organize your argument and sup-porting details. Then choose information from your research that supports each part of your outline.

Revising• Use the guidelines for revising your essay on page

SH17 of the Writing Handbook.

absolute monarchdivine rightbalance of powerwesternizationhabeas corpus

constitutional monarchylimited monarchyoligarchypartition

1. After the Glorious Revolution, several new institutions marked the transition of England’s government to a _____.

2. The theory of _____ states that monarchs rule by the will of God.

3. The English Bill of Rights sets out the principle of _____.4. Peter the Great pursued a policy of _____ to make Russia

more modern.5. The _____ of Poland occurred in the 1700s when the rulers

of Austria, Russia, and Prussia agreed to split that country among themselves.

6. In this period, nearly every major European nation was ruled by a(n) _____.

Main IdeasSection 1 (pp. 142–146)7. How did resources from the Spanish colonies in the Americas

contribute to the decline of Spain?8. What was the Spanish Armada?

Section 2 (pp. 148–152)9. What were two symbols of the reign of Louis XIV and what

was their significance?

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177

Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Before reading the documents, consider where they fit into a timeline of related events during the conflict between Parlia-ment and monarchy. This will help you to establish a context for understanding and remembering them.

■

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 41–53

■

If students need further instruction on drawing inferences and conclusions, have them read the

Skills Handbook,

p. SH38.

Answers

1.

B

2.

C

3.

B

4.

Students’ responses should show a clear understanding of the evolution of parliamentary government in England. Responses should be supported with specific evidence from the documents and the chapter.

●

Writing About History

As students begin the assignment, refer them to page SH16 of the

Writing Handbook

for help in writing a persuasive essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on page SH17 of the

Writing Handbook

.

Students’ essays should have a clear and appro-priate thesis that takes a position and is supported by facts, examples, and comparisons. Essays should contain an introduction, a body, and a conclusion. They should show evidence of reflection and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentThe Rise of ParliamentThe struggle between English monarchs and Parliament raged through the seventeenth century, and was fought on battlefields and legal fronts. The documents below illustrate the points of view of a monarch, Parliament, and a well-known philosopher.

Document A

“THE KINGS THEREAFTER in Scotland were before any estates or ranks of men within the same, before any Parliaments were holden or laws made; and by them was the land distributed (which at first was wholly theirs), states erected and decerned, and forms of government devised and established. And it fol-lows of necessity that the Kings were the authors and makers of the laws and not the laws of the Kings.“

—From True Law of Free Monarchies, 1598

Document B

“The Petition exhibited to his Majesty by the lords Spiritual and Temporal, and Commons, in this present Parliament assembled, concerning divers Rights and Liberties of the Subjects, with the King’s Majesty’s royal answer thereunto in full Parliament. . . . Your subjects have inherited this freedom, that they should not be compelled to contribute to any tax, tallage, aid, or other like charge not set by common consent, in parliament. . . . No man, of what estate or condition that he be, should be put out of his land or tenements, nor taken, nor imprisoned, nor disinherited nor put to death without being brought to answer by due process of law.“

—From The Petition of Right, 1628

Analyzing DocumentsUse your knowledge of the age of absolutism and Documents A, B, C, and D to answer questions 1–4.

1. What is the main point of Document A?A Kings are subject only to laws of parliament.B Kings make laws but are not subject to them.C Kings no longer have the power of life and death

over subjects.D Parliament now has the power of life and death

over subjects.

2. Document B is a declaration of whose rights?A the king’s rightsB Parliament’s rightsC subjects’ rightsD the landed aristocracy’s rights

3. Document CA supports Document A.B supports Document B.C supports both Document A and Document B.D supports Document A and Document D.

4. Writing Task Would you describe the rise of Parliament in England as an evolution or a revolution? Use documents from this page along with information from the chapter in your response.

Document C

“Men, being, as has been said, by nature all free, equal, and independent, no one can be . . . subjected to the political power of another without his own consent. The only way whereby anyone divests himself of his natural liberty, and puts on the bonds of civil society is by agreeing with other men to join and unite into a community. . . .

It is evident, that absolute monarchy, which by some men is counted the only government in the world, is indeed inconsistent with civil society.“

—From Two Treatises on Government by John Locke, 1690.

Document D

A mid-1600s engraving depicts Charles I as a political and religious martyr.

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