16
■ Have students use the Quick Study
Guide to prepare for this chapter’s tests. Students may wish to refer to the following pages as they review:
Key Rulers
Section 1, pp. 504–508; Section 2, pp. 510–514; Section 3, pp. 516–521;
Section 4, pp. 525; 527–529; Section 5, pp. 530–535
Key Events
Section 1, p. 507; Section 2, pp. 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. 535
Key Events in the Age of Absolutism
Section 1, p. 505; Section 2, p. 514;
Section 3, p. 518; Section 4, p. 525;
Section 5, pp. 530, 534–535
■ For additional review, remind students to refer to the
Reading and Note Taking
Study Guide
Note Taking Study Guide, pp. 148, 150,
152, 154, 156
Section Summaries, pp. 149, 151, 153,
155, 157
L3
■ Have students access Web Code nap-
1651 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 3, pp. 78–83
For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code naa-1652.
536
16
Quick Study Guide
Progress Monitoring Online
For: Self-test with vocabulary practice
Web Code: naa-1652
■
Spain: Charles V (Charles I of Spain); Philip II
France: Henry IV; Louis XIV
Britain: Henry VIII; Elizabeth I; James I; Charles I; Oliver
Cromwell; Charles II; James II; William and Mary
Austria: Ferdinand; Charles VI; Maria Theresa
Prussia: Frederick William; Frederick the Great
Russia: Peter the Great; Catherine the Great
■
• Battle of Lepanto, 1571 —Spain and allies against
Ottoman Empire
• Netherlands rebellions, 1560s–15 8 0s —political and religious revolts against Spain
• Spanish Armada attacks England, 15 88
• St. Bartholomews Day Massacre, 1572 —slaughter of French Huguenots
• Thirty Years ’ War, 161 8 –164 8
• English Civil War, 1642–164 8
• The Fronde, in France
164 8 –1653 —uprising of various groups
• Glorious Revolution, 16 88 —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, 1740–174 8
• Seven Years ’ War, 1756–1763
• Russo-Turkish War, 176 8 –1774 —Russia against the
Ottoman Empire
• Partitions of Poland, 1772, 1793, 1795
■
1701
Ba lti c
Se a
Berlin
PRUSSIA
Vistu la R.
Warsaw
POLAND per nie
R.
Kiev
RUSSIA
Moscow
AUSTRIA
1795
Vienna
Danube
Vienna
St. Petersburg
Ba lti c
Se a
Berlin
PRUSSIA russia
Warsaw to A us tri a
R.
to Russia
Kiev
Black
Sea
Moscow
RUSSIA
Dniep er R.
1772
Ba lt to Prussia ic
Se a
St. Petersburg to
Ru ssia
Moscow
PRUSSIA
Berlin
POLAND RUSSIA
Warsaw
Vienna to Austria
Kiev
Dniep er R.
AUSTRIA
Danube
W
R.
N
E
Black Sea
AUSTRIA
Danube
R.
Black Sea
S
0
Conic Projection
200 400 mi
0 200 400 km
■
Chapter Events
Global Events
1556
Philip II becomes king of Spain.
1550
1556
Akbar the Great becomes emperor of Mughal India.
1618
The Thirty
Years’ War begins.
1 6 00
1607
British colonists found
Jamestown.
1642
The English
Civil War begins.
1 6 50
Solutions for All Learners
L1 Special Needs L2 Less Proficient Readers
L2 English Language Learners

■
Record 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 Parliament 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 different? 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.
■
1.
Conflict The Age of Absolutism was also an “age of religious conflicts.” Many of these conflicts, primarily between
Catholics and Protestants, were long lasting and extremely violent. Several caused major wars. Find and read a newspaper or Internet article about a country or region where religious conflict is still a concern today—for example, Bosnia,
India, Iraq, Israel, or Northern Ireland. Write a two- or threeparagraph 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.
1697
Peter
the Great
of Russia
tours
Europe.
1700
1680s
The Asante kingdom is organized in
West Africa.
1707
The Act of
Union unites
England and
Scotland.
1736
Qianlong begins reign as emperor of China.
1715
King
Louis XIV of
France dies.
1750
1754
The French and
Indian War erupts in North America.
1795
Russia,
Prussia, and Austria divide up
Poland.
1800
For: Interactive timeline
Web Code: nap-1651
1793
The emperor of
China rejects
British trade.
Solutions for All Learners
L1 Special Needs L2 Less Proficient Readers
L2 English Language Learners
Tell students that the main concepts for this chapter are Revolution, Political Systems, and Democracy, and then ask them to answer the Cumulative Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.
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. Symbols of both included magnificent palaces and cultural achievements. Both suppressed the democratic institutions.
3. The Magna Carta granted rights mainly to nobles, gave the Great Council the right to tax, and protected citizens 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.
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
L3
537

1. constitutional monarchy
4.
5. westernization partition
2.
3. divine right habeas corpus
6. absolute monarch
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 dissolved; Charles led troops into the
House of Commons to arrest its radical leaders. (b) Charles I was executed, 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 supremacy over the monarchy.
12. King Ferdinand’s suppression of Protestantism; the Defenestration of Prague; 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 mining and textiles, and backed new trading companies
14. To get a warm-water port; it was finally achieved by Catherine’s successful war against the Ottomans.
15. Powerful rulers decreased the power of nobles and the church, centralized power, fought wars to increase territory, and used the doctrine of divine right to justify absolute power.
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 bloodless turnover of power and a victory for democracy.
538
Chapter Assessment
Complete each sentence by choosing the correct answer from the list of terms below. You will not use all the terms.
absolute monarch divine right balance of power westernization habeas corpus constitutional monarchy limited monarchy oligarchy partition
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) _____.
Section 1 (pp. 504–50 8 )
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. 509–514)
9.
What were two symbols of the reign of Louis XIV and what was their significance?
Section 3 (pp. 515–524)
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. 525–529)
12.
What events led to the start of the Thirty Years’ War?
Section 5 (pp. 530–535)
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 Question
15.
What events led to the rise of absolute monarchies and the development of centralized nation-states in Europe?
16.
Draw Conclusions Based on the material in the chapter, how effective do you think the policy of maintaining a balance of power was among European nations?
17.
Analyze Information Explain what Louis XIV meant when he said, “I am the state.”
1 8 .
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 significance of the execution of Charles I of England?
21.
Understand Effects What was the general impact of the
Thirty Year’s War on Europe?
●
Writing a Persuasive Essay During the Age of
Absolutism, strong monarchs created centralized nation-states whose governments they ruled with complete 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 system? 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 supporting 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.
19. Answers will vary, but all of these monarchs were absolute rulers who sought to expand their power and territory.
20. It was the first time a monarch had been buried and executed by his own people.
21. It destabilized the region and allowed for new power alliances.

The 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 follows 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
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
■ To help students understand the documents on this page, give them the following TIP: Before reading the documents, consider where they fit into a timeline of related events during the conflict between Parliament 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 Assessments
■ If students need further instruction on drawing inferences and conclusions, have them read the Skills
Handbook, p. SH38.
A mid-1600s engraving depicts Charles I as a political and religious martyr.
Use 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 rights
B Parliament’s rights
C subjects’ rights
D the landed aristocracy’s rights
3.
Document C
A 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.
●
1.
2.
3.
4.
B
C
B
Students’ responses should show a clear understanding of the evolution of parliamentary government in England. They should use specific evidence from the documents and the chapter to support their arguments.
539