N O T E B O O K #5
European State Consolidation
AP European History
Mr. Konecke
Name:_______________________________
Period:______
1
Project #5 – V for Vendetta
DIRECTIONS
You will view, analyze, and critique the film, V for Vendetta. We will be
watching the film in class. However, if you are absent for part or all of the film, it
is your responsibility to watch the film on your own. As you complete sections 14, label them, and hand them in (stapled) in the correct order.
1. THE PLOT – 20 POINTS
In one paragraph (at least 10 sentences), retell the plot of the film. Obviously, you
will not be able to explain every detail, but you should provide sufficient details
to demonstrate that you completely understand the main storyline of the movie.
2. HISTORICAL REALITY – 140 POINTS
In seven detailed paragraphs (at least 5 sentences each), answer the following:
 V tells Evey that people shouldn't be afraid of their governments, but
rather that governments should be afraid of their people. Do you agree?
Why or why not?
 The totalitarian Britain depicted in the film clearly needs reform. Is
violence a necessary tool for instigating change in such a society?
What's the difference between a terrorist and a revolutionary?
 Can we differentiate between situations justifying the use of violence
and those where non-violent civil disobedience such as that advocated
by Thoreau or MLK would be more effective?
 Is V's quest for justice justified by any means? Why or why not? What
are some alternative plans he could have enacted?
 The film discusses how ideas can’t be killed with force. Do you agree?
 What does this say about the general thrust of the U.S.’s efforts to
fight the war on terror?
 Do you agree with the political suppositions of the film? Are our
democratic societies on the path to oppression and totalitarianism?
3. EVALUATION – 20 POINTS
In one detailed paragraph (at least 10 sentences), evaluate the film by answering
at least 3 of the following questions:
 Which actors did a good job & which were inadequate?
 Were there places where the story was vague, too slow, or too fast?
 Were there any stereotypes present in the film? Explain.
 Did the film hold your interest throughout? Why
 Did you learn anything historical from the film? Explain.
 What would have made the film better?
 If you could rewrite the ending, how would you end the film? Explain.
4. STORY MAP – 20 POINTS
As you watch the film, complete the attached Story Map Organizer. The
following information must be completed accurately:
 Major Characters
 Minor Characters
 Events Associated with the Rising Action
 Climax of the Story
 Events Associated with the Falling Action
 Conflict & Resolution
 Setting
 The Director’s Theme
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3
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NOTEBOOK #5: EUROPEAN STATE CONSOLIDATION
1.
The Netherlands: Golden Age to Decline
The Netherlands

Seven provinces that became United Provinces of the Netherlands became nation after revolting from Spain 1572


1672, Louis XIV invaded
o
Prince William III of Orange –


As part of this strategy, he agreed (when asked by Protestant English aristocrats) to take the English throne
(with his wife Mary)
1600s & 1700s, Netherlands differed from rest of Europe
o
Other countries tried to form strong central governments led by monarchs or parliaments
o

Central government – States General, which met in the Hague – had authority only by negotiating with
provinces

Holland (wealthiest & most populous) dominated the States General

But when they faced serious military challenges, Dutch gave William III dominant leadership

When William died (1702) & wars with France ended (1714), Dutch went back to being a republic
o

o
Calvinist Reformed Church was official religion
o
But there were also many Protestants & Catholics who did not belong to this church
o
Country also became safe haven for Jews

Urban Prosperity

Other European countries in 1600s were amazed by economic prosperity of Netherlands
5

How did they do it:
o
o
1.

In Netherlands, more people lived in cities than any other part of Europe

Key changes in farming made this urbanization possible

1600s, Dutch drained & reclaimed land from sea – used it for highly profitable farming

Dutch shipping provided steady supply of cheap grain
2.

o
o
So Dutch farmers could produce more profitable dairy products, beef, and cash crops
3.

Dutch fisherman caught herring, supplying much of Europe’s dried fish

Also provided most of Europe with textiles

Dutch ships also bought goods from other areas & then resold them for profit

Overseas trade also allowed for shipbuilding & ship supply industry

Overseas trade in East Asia (spices) also brought in huge amounts of money –
4.


Soon overtook Portugal as major trader in East Asia – and prevented England from doing so for years
Over time, Dutch came to produce the spices themselves instead of buying them

Economic Decline

o
After death of William III 1702, provinces did not want another strong stadtholder

Unified political leadership was gone

Fishing industry declined & Dutch lost technological superiority in shipbuilding
o
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
o
Domestic industries slowed down as well


Disunity of provinces sped up this decline
Only thing that kept Dutch relevant was their financial dominance
o
2. Two Models of European Political Development
Parliamentary Monarchy & Political Absolutism

o
Rest of Europe dominated by two different kinds of monarchy (needed because of international military conflicts)
o
Both resulted from historical events that shaped each nation
o
Political forces that created these models resulted from military concerns
o
Traditional sources of income could not pay for these wars
o
So monarchs needed new sources of funding
o
Only monarchs who built a secure financial base (that didn’t depend on nobles or parliaments) achieved absolute rule




Thus absolutism was born in France while parliamentary monarchy was born in England
o
These systems were not inevitable

Early 1600s, English monarchy was strong –

Parliament only met when Elizabeth wanted money

Monarchy was fairly weak whereas nobles had significant military forces at their disposal
o

These conditions would change dramatically in both areas by end of 1600s
7
Directions: Read the following four examples. After you read each example, go to your blank chart and fill it out. For example, read
#1, and answer all four questions on your chart for concept example #1. Once you are done go on to #2 and repeat the same steps
until you are finished with example #4. Worth 32 points.
1.
Like King Ferdinand and Queen Isabella before him, King Phillip II of Spain centralized royal power, making all parts of the
government responsible to him. He had complete authority over the government and the lives of the people during his reign from 1556
to 1598. He believed that his authority to rule came directly from God. As a result he saw himself as the guardian of the Catholic
Church and made it his personal responsibility to defend the Catholic Reformation. He used his control of the Spanish army and navy
to impose the Inquisition against Protestants and heretics. Without representation, the small middle class was heavily taxed by
Phillip to fund his wars and build the Armada.
2.
“L’etat, c’est moi,” “I am the state,” said King Louis XIV of France. Louis believed that he was the only one responsible for
governing France when he ruled from 1643 to 1715. A tutor to his son once said, “As God’s representative on Earth, the king was
entitled to unquestioning obedience. Louis reigned from the most magnificent building in Europe, the palace of Versailles. Full of the
finest paintings, statues, chandeliers and mirrors, and surrounded by millions of flowers and plants, Versailles was the perfect symbol
of Louis’ wealth and power. During his 72 year reign the Estates General, the legislative body of France, never met once. Without
opposition he revoked the Edict of Nantes and taxed his people in order to wage costly wars against the Dutch and English.
3.
After a journey to Western Europe, Peter the Great decided to modernize Russia. To impose his will he became the most autocratic of
Europe’s monarchs, believing that his right to rule as Tsar came from God. He centralized his power and brought all Russians under
his control, including the Russian Orthodox Church. Peter forced the most powerful nobles, known as boyars, to serve in either the
military or state government. Peasants and serfs were required to become soldiers or work on roads, canals, and other government
projects. He improved the technology, education and the military of Russia, but in the process tortured and executed thousands of
people who challenged his power from 1682 to 1725.
4.
According to the 1665 Kongeloven (King’s Law), The monarch of Norway “shall from this day forward be revered and considered the
most perfect and supreme person on the Earth by all his subjects, standing above all human laws and having no judge above his
person, neither in spiritual nor temporal [secular] matters, except God alone.” After abolishing the legislative branch known as the
Rigsraadet, the king was the only person in charge of the country’s affairs. Frederick III ignored the advice of his nobles, and
controlled the government and military on his own.
Concept
Examples
Who Rules the
Country?
What power
do they have?
Where does their
power come from?
Are there any checks
and balances?
1
8
2
3
4
Directions: Read the following four examples below and decide whether or not they are examples of the concept we are studying.
Make sure to use the critical attributes and definition of the concept to test the examples. Next to each paragraph write a “yes” if it is
an example, and “no” if it is not. If your answer is “no,” write why it is not an example of the concept. Worth 8 points.
1.
In 1689 King William and Queen Mary became the monarchs of England. Before they were crowned, they accepted the English Bill
of Rights which required the monarchy to work with Parliament to govern the country. The monarchs were required to regularly call
on Parliament to meet and lost their power to suspend laws. The responsibility of coordinating the countries finances and power to
tax were given to the lower house of Parliament, known as the House of Commons.
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2.
According to the Mandate from Heaven, the right to rule China is granted by Heaven. The Chinese believed that since there was only
one Heaven, there could be only one ruler. Chinese emperors that were part of the Han dynasty referred to themselves as Sons of
Heaven, and commanded respect from all their subjects. Chinese law dictated that the emperor’s position could not be challenged by
anyone. Emperors handpicked governors and officials in order to centralize their authority and spread their power. Each emperor
served as head of state and commander of the army. They chose whether or not to listen to advisors, but had no legislative body to
monitor imperial power or prevent abuse.
3.
Saudi Arabia contains one of the last remaining monarchies in the world today. Monarchs are chosen by members of the royal family
and approved by Muslim legal scholars in accordance to the Qur’an and Shari’ah (Islamic law). State issues are decided by King
Abdullah, along with the Council of Ministers and Consultative Council. With no elections or political parties, it is up to the king to
appoint and dismiss members of both councils. At any time the king can choose to dissolve both government bodies. The Council of
Ministers is responsible for internal, external, financial, economic, educational, and defense policies, but the king maintains final
authority over all state affairs.
4.
In 1922 Benito Mussolini became Prime Minister of Italy. Within several years Mussolini eliminated all conventional and
constitutional restraints on his power. In 1928 he outlawed political parties and abolished parliamentary elections. Through his
complete control of the military and a massive campaign of propaganda, Mussolini was able to subjugate the minds of the Italian
people and create a fascist state. He eventually became dictator of Italy and gained complete control of the Italian government.
3. Constitutional Crisis and Settlement in Stuart England
James I

1603, James VI of Scotland (son of Mary Stuart) succeeded Elizabeth I as king of England –
o
Inherited royal debt & divided church
o
James was strong believer in divine right of kings –
The King Needs Money

Without Parliament, James would need other sources of income
o
He started new custom duties –
10


They simply argued and negotiated throughout James’s reign
Religious Problems

Since Elizabeth, Puritans wanted to get rid of religious ceremonies & replace hierarchical episcopal system of church
government (bishops in charge appointed by kings) with more representative leadership
o
1604, James disappointed Puritans – he would maintain (and enhance) episcopal system


1620, Puritan separatists founded Plymouth Colony on Cape Cod in North America

Later in 1620s, other Puritans founded Massachusetts Bay Colony

The Court of James I

o
He had favorites – duke of Buckingham most of all (rumored to be king’s lover)

Buckingham controlled royal patronage – openly sold titles to highest bidders (angered nobles)

James’s Foreign Policy

James’s foreign policy cast doubt on his Protestant loyalty
o

War was expensive – but English people saw peace as sign of James being pro-Catholic
o
o
So did his hesitation to send troops to help Protestant Germans at start of Thirty Years’ War
o
His failed attempt to arrange marriage between his son Charles and Spanish princess (and then Charles’s
marriage to Catholic daughter of Henry IV) further increased religious concern

11
Directions: Below are the facts of the Gunpowder Plot followed by the Protestant and Catholic views of what
happened. Read both carefully and then argue for one side or the other. Make sure to explain your answer. 15 points.
The Facts
On the night of November 4th 1605, a man, Guido Fawkes, was discovered in a cellar beneath the Houses of Parliament.
He was standing guard over several barrels of gunpowder. The intention was to blow up the Houses of Parliament on
November 5th. Guido Fawkes was an explosives expert who had served in the Spanish army. Fawkes was one of a
Catholic group who wanted to see the King replaced with a Catholic monarch.
The members of the group were - Robert Catesby, Guido (Guy) Fawkes, Thomas Winter, John Wright and Thomas Percy
The group recruited others who were sympathetic to their cause. One of the recruits was Francis Tresham whose brother
in law Thomas Monteagle was a Member of Parliament. Tresham was worried about his brother-in-law’s safety and sent
him a letter warning him not to go to parliament. Tresham alerted the authorities.
Fawkes was arrested and after being tortured he revealed the names of the other conspirators. Guido Fawkes made a
signed confession. Catesby and Percy were killed resisting arrest. The others were tried for treason, found guilty and
executed.
The Protestant View - The Catholic Conspirators were Guilty
Robert Catesby, Guido (Guy) Fawkes, Thomas Winter, John Wright and Thomas Percy were known to be Catholics.
Guido Fawkes was a Dutch explosives expert. He was not English so he must have come to England specially to set the
explosives. Francis Tresham was only thinking of his brother-in-law’s safety when he sent the letter. Gunpowder was not
normally kept in the cellars under the Houses of Parliament. It was obviously put there by the conspirators.
Guido Fawkes revealed the names of the conspirators. Guido Fawkes made a signed confession.
The Catholic view - The Conspirators were framed by the Protestants
James I’s chief minister, Robert Cecil was a Protestant who hated Catholics. Francis Tresham may have been a spy
working for Cecil. All available supplies of gunpowder were kept in the Tower of London, only very important people
could gain access to it and the conspirators could not have smuggled 20 barrels into the country secretly. Tresham’s
brother-in-law received the warning letter at night. The only night of 1605 that he was at home. Could he have been
waiting for it? The cellar was rented to the conspirators by a close friend of Robert Cecil.
The signature on Guy Fawkes' confession did not match his normal signature. Francis Tresham was not executed.
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Charles I

Parliament favored war with Spain – but would not finance it properly (b/c did not trust monarchy)
o


He levied new taxes & duties (attempting to collect discontinued taxes & forcing loans on property owners (&
imprisoning those who refused to pay)

All these actions (as well as quartering troops in private homes) challenged local authority of nobles and
landowners
Parliament met in 1628 –
o
Required there to be no more forced loans or taxes without consent of Parliament, no freeman should be imprisoned
without due cause, and troops shall not be quartered in private homes

Charles agreed

Years of Personal Rule

To save money, Charles made peace with France 1629 & Spain 1630
o

Charles had to find a way to rule without asking Parliament for money
o
His chief advisor – Thomas Wentworth – had a plan



Also used every legal fund-raising tactic he could think of (enforcing old laws & extending taxes to
new areas)
Charles would have kept ruling without Parliament, but his religious policies started war with Scotland
o
o

Charles wanted religious conformity in England & Scotland (at least)
1637, Charles and Archbishop William Laud tried to impose English episcopal system and prayer book (like Anglican
Book of Common Prayer) on Scotland
o

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o
Parliament refused to give him money unless Charles made up for his political & religious failures
o
Charles immediately dissolved Parliament again –

When Scots defeated English army at Battle of Newburn, Charles called them back
The Long Parliament and Civil War

Landowners & merchants in Parliament hated Charles’s financial plans and his power

Puritans in Parliament hated his religious policies (and his Catholic wife)

o
House of Commons impeached Wentworth & Laud (& had them executed)
o
Abolished courts that supported royal policy & prohibited new taxes without their consent
o

But Parliament was divided over religion
o
Moderate Puritans (Presbyterians) and extreme Puritans (Independents) wanted to get rid of bishops and Book of
Common Prayer
o
But religious conservatives wanted to keep Church of England in its current form
o
Enemies of Charles argued king could not be trusted with an army – so Parliament should be in charge of it



1642, Charles invaded Parliament to arrest his opponents (they escaped)
o
King then left London to raise an army
o
House of Commons then passed Militia Ordinance –
Next 4 years, civil war dominated England
o
Oliver Cromwell and the Puritan Republic

Two factors led to Parliament’s victory
o
1. Alliance with Scotland 1643 – gave Parliament representative (Presbyterian) system of church government
14
o

2.
Cromwell and his “godly men” would tolerate established church (but only if it allowed Protestant dissenters to worship outside it)
o
Defeated militarily by 1645, Charles tried for next several years to take advantage of fighting in Parliament
o
Cromwell & his army prevented him from doing so


Charles was then executed 1649


o
1649-1660, England became a Puritan republic (but Cromwell dominated it)
o
Cromwell’s army brutally conquered Scotland & Ireland (Protestant army carried out many atrocities against Irish
Catholics)
But Cromwell was not a good political leader
o
1653, House of Commons wanted to disband his 50,000-man army
o
Instead, Cromwell disbanded Parliament


Cromwell’s military dictatorship became just as hated as Charles’s rule
o
People hated his Puritan prohibitions of drinking, theatergoing, & dancing
o

Cromwell died 1658
o
English were ready for return of Anglican Church & monarchy
Directions: Read some background information about Oliver Cromwell and then answer the comprehension questions
that follow. Worth 28 points.
Oliver Cromwell was born in Huntingdon, England on April 25, 1599. His parents were Robert and Elizabeth. At the
age of 17, he entered Sidney Sussex College in Cambridge. However, Oliver left without receiving a degree after his father
suddenly passed away.
He owned land and farmed. In 1620, Oliver married Elizabeth Bourchier . They had nine children. Around the year 1638,
Oliver had a conversion to the Christian faith which changed his life forever.
15
Oliver was elected Member of the Parliament for Huntingdon in 1628. But after a year in Parliament, King Charles I got
rid of Parliament and ruled without it for the next eleven years. However, a rebellion by the Scottish caused King Charles
I to recall Parliament in 1640. Again, Oliver was elected to Parliament. Disagreements brought an armed clash between
Parliament and King Charles I.
Though Oliver had real no military training, he formed a cavalry and fought at the Battle of Edgehill in October 1642.
Demonstrating courage and strength, Oliver led his troops to various victories, which helped him gain popularity amongst
the troops and people.
In 1647, members of Parliament fought over whether or not they should have a king ruling over them. Oliver desired a
balanced set of powers instead of letting one man rule over an entire nation. Failure to reach an agreement between
Parliament and the King brought upon the Second English War in 1648. Oliver went to battle again, successfully
leading his troops to more victories.
A demand for a trial and an execution of King Charles I took place. Oliver believed this was the only way that the civil
wars raging England would stop. Eventually, a death warrant was signed and King Charles I was executed on January
30, 1649.
After the execution of the King, a new government was established called the Commonwealth of England. Rather than
have one man, the King, rule over the nation, the Commonwealth of England was a republic with a balance of power.
Oliver continued to lead on the battlefield he led invasions in Ireland and Scotland. After returning from war, Oliver
was named Lord Protector in 1653. In his new position, Oliver took on the task of helping his country rebuild and
reestablish itself after years of war. He worked for the reform of morals and religious toleration. After battling several
health ailments, Oliver died on September 3, 1658.
1. In what country was Oliver born? __________________________________________________
2. What college did he attend? ______________________________________________________
3. Why did he leave college early? ____________________________________________________
4. How many children did Oliver have with his wife Elizabeth? _____________________________
5. What happened to Oliver in 1638? _________________________________________________
6. Who was King of England when Oliver was in Parliament? _______________________________
7. What happened between the King and Parliament? ____________________________________
8. Why did Oliver oppose the King? ___________________________________________________
9. In what year was the Second English War? ___________________________________________
10. What eventually happened to the King of England? ____________________________________
11. What two countries did Oliver invade? ______________________________________________
12. What was the new government of England called? ____________________________________
13. What position was Oliver given? ___________________________________________________
14. In what year did Oliver die? _______________________________________________________
Charles II and the Restoration of the Monarchy

o
Charming & a skilled politician, Charles set new tone after 11 years of Puritanism
16

England went back to hereditary monarch, Parliament of Lords & Commons (met only when king called them),
& Anglican Church

King secretly was sympathetic to Catholics, however, and supported religious toleration


1670, Treaty of Dover aligned England & France against Dutch (main commercial competitor)
o
In secret part of treaty, Charles agreed to announce his conversion to Catholicism when time was right (never happened)
o
o
To unite English people against war with Dutch (and to impress Louis XIV), Charles issued Declaration of Indulgence


Parliament refused to pay for war, however, until Charles took back the Declaration

After he did, Parliament passed the Test Act –



Parliament aimed this law at king’s brother James, duke of York (heir to throne & a Catholic)
1678, Titus Oates swore in court that Charles’s Catholic wife was plotting with Jesuits to kill king so James could take over –
Popish Plot
o
In panic that ensued, several innocent people were executed
o
Opposition members of Parliament – Whigs –
Suspicious of Parliament, Charles II raised customs duties (and asked Louis XIV) to raise more money
o
o
When he died in 1685, Charles II left James with a Parliament filled with royal friends
The Glorious Revolution

o
Parliament refused, so he dissolved it & appointed Catholics to high-ranking positions in his court & the military
o
1687, he issued another Declaration of Indulgence –
17
o
1688, James imprisoned 7 Anglican bishops (refused to accept his order suspending laws against Catholics)


English hoped Mary (James’s oldest, Protestant daughter) would be next ruler
o

But then James’s Catholic wife gave birth to a son – Catholic male heir to throne
o
Parliament asked William of Orange to invade England to save Protestantism & the parliamentary system


James fled to France

1689, Parliament proclaimed William III and Mary II the new monarchs –

In return, William & Mary recognized a Bill of Rights –

From now on, English monarchs had to rule only with consent of Parliament

Also prohibited Catholics from taking throne

o

But people outside the Church of England did not have full political rights
Act of Settlement –
o
But only if Anne (2nd daughter of James II & the heir) died without issue
o
When Anne died 1714, Elector of Hanover became King George I of Great Britain (England & Scotland combined in
1707 with the Act of Union)
The Age of Walpole

Immediately, George I’s throne was challenged
o
James Edward Stuart, Catholic son of James II, landed in Scotland 1715
o

Regardless, government remained chaotic & weak until Sir Robert Walpole took control
o
How did he come to power?
18

Royal support, ability to handle the House of Commons, & his control of government patronage


Britain’s foreign trade spread from New England to India

Because his government did not interfere with local rulers, they were willing to collect and pay taxes to support
powerful military (especially navy)


Power of British monarchs & Parliament had limits
o
They could not ignore the people – who had every right to protest when they wanted
o

These ideas would be transferred to Britain’s North American colonies
4. Rise of Absolute Monarchy in France: The World of Louis XIV
The French Monarchy

Early 1600s, French monarchy faced challenges from wealthy nobles and angry Protestants
o
But it gradually gained firm control over country
o
The groundwork for Louis XIV’s absolutism was laid by two powerful ministers –

They tried to impose direct royal administration on France


Rebellions convinced Louis XIV that heavy-handed policies could endanger monarchy
o
Louis, from then on, had total control (but he used his power subtly)

I. Rise of Absolutism (14 points)
a. From approximately 1600-1650 what was going on in France?
b. Do you remember how well the Monarchy was able to control the situation?
19
c. The foundation for Louis XIV’s political __was laid by two advisers .
d. How did Richelieu and Mazarin help Louis XIV rule with absolute authority?
e. How would Richelieu limit the newly gained political rights/privileges of Protestants?
f. How do you believe the French nobles would react to power being taken away from them and centralized under the
Monarchy?
g. What lessons would Louis XIV learn from the Fronde?
Years of Personal Rule

o
He appointed no chief minister


Nobles who disagreed with Louis had to take him on directly (couldn’t go after a lower ranking minister)
Louis devoted a lot of energy to politics
o
He had councils control foreign affairs, the army, domestic issues, & economy



Louis made sure that nobles would benefit from his authority
He controlled foreign affairs & limited influence of nobles on monarchy, but he never interfered with noble’s local authority
o
o
Louis did, however, clash with Parlement of Paris (it had right to register royal laws)
20

1673, Louis let them know he had final say in all laws

II. Years of Personal Rule (12 points)
a. Louis XIV would rule France with no __.
b. Why would Louis XIV want no chief minister?
c.
How did Louis XIV rule?
d. How did he choose the advisors?
e.
Louis XIV made sure that __ power was never limited at the __level.
f.
Why would Louis XIV not limit nobles’ local authority?
Versailles

o
Louis loved to impress the French people (and nobles) with symbols

o
Example:
He also dominated nobles by outspending them (putting on greater social displays than even richest noble)
The Palace

The most important aspect of the monarchy’s image was the palace at Versailles (was largest secular structure in Europe)
o
21

Built from 1676-1708 outside Paris

Became Louis’s permanent home after 1682



It housed 1000s of the most important nobles, officials, and servants

Stables alone held 12,000 horses
Some nobles had to pay to stay there (causing many to lose everything) or they relied on royal patronage
o

o
But it paid off politically
The Court of Louis XIV

Louis ruled personally – so all favors & patronage came directly from him
o

Etiquette governed all aspects of life at Versailles

Nobles woke him up, dressed him, even held candle to escort him to bed

While they did this, they talked about government affairs & politics

Nobles Outside Versailles

Some nobles avoided Versailles – they stayed in their local areas

Others were too poor to afford to stay there

But they all knew that Louis would not interfere in a noble’s local authority
o
III. Versailles (12 points)
a. How did Louis XIV use propaganda and money to reaffirm his authority?
22
b. The main image of the monarchies riches and power was the __.
c.
How did Louis XIV use Versailles to control the nobility?
d. What was life like at Versailles?
e.
f.
Did all nobles live at Versailles?
How did Versailles help Louis XIV politically?
King by Divine Right

Important source of Louis’s ideas regarding royal authority came from his tutor – Bishop Jacques-Benigne Bossuet
o

To support his argument, he used verses from Old Testament in which kings were appointed by & answered
only to God

Popes had said only God could judge a pope


Kings must reflect God’s will in their rule, but therefore cannot be bound to the same laws & boundaries as
other men


Despite his power, Louis did not exert total control over his people like a dictator
o
He was absolutist only in certain matters – war & peace, regulating religion, overseeing the economy
o

In contrast to the Stuart kings of England, Louis never let local leaders influence national policies

23
IV. King by Divine Right (14 points)
a. Where did Louis XIV’s ideas of Divine right come from?
b. What historical evidence did Bousset use to justify divine right?
c.
How did this concept of Divine Right affect the King’s power?
d. Was Louis XIV a tyrant like 19th and 20th century rulers?
e.
Where would one likely see him exert his authority?
f. Underneath absolutism did local institutions, controlled by nobles and
underneath absolutism?
g.
townspeople lose their authority
How long would this political arrangement last?
Louis’s Early Wars

o
Because of economic policies of Jean-Baptiste Colbert, Louis could afford to raise & maintain a large army
o
His main foreign policy goal was not world domination – it was to secure international boundaries for France

He especially wanted to protect France’s borders –
24


Louis’s protection of his country, however, worried surrounding countries

Louis XIV’s early wars were with Spain and the Netherlands
o
1st was War of the Devolution –

He argued that through complicated legal arrangements, they should have “devolved” on her

1667, Louis’s armies invaded Flanders & the Franche-Comte


o
In treaty ending war, he took control of towns bordering Spanish Netherlands
1670, England & France became allies against Netherlands –
o

William III of Orange made an alliance with Holy Roman Emperor, Spain, Lorraine, and Brandenburg against
Louis

War ended with no clear victor – Peace of Nijmwegen (France gained more territory, including Franche-Comte)
V. Louis’s Early Wars (16 points)
a. By the late 1660’s __ was greater than any other European nation.
b. Due to the __ policies of __ Louis had a strong and large army.
c. What was Louis XIV’s main foreign policy goal?
d. Why did other European nations feel the need to form alliances against Louis?
e. Why did Louis XIV invade Flanders and French-Comte?
f. Who would defeat him?
25
g. France would invade the Dutch again this time with the __ helping when they signed the __.
h. Dutch under the Prince of Orange signed alliance with Holy Roman Emperor, Spain, Lorraine and Brandenburg the
war ended with __ side winning.
Louis’s Repressive Religious Policies

Louis believed if you wanted political unity & stability, you needed religious conformity

Suppression of the Jansenists

French crown & French Catholic Church had long guarded their independence (“Gallican Liberties”) from pope’s
authority
o
But after Henry IV became Catholic 1593, Jesuits (loyal to pope) took over education of upper-class men in
France


Catholic religious movement called Jansenism started 1630s in response to rising authority of Jesuits
o
Jansenists lived by teachings of St. Augustine


o
Believed original sin so corrupted mankind that there was nothing an individual could do to achieve
salvation
Founder of the movement –

Criticized Jesuit teaching about grace and salvation as immoral



So they were dedicated Catholics, but they acted similar to Puritans

And like Puritans, Jansenists got involved in opposition movement against royal authority
1653, Pope Innocent X declared 5 Jansenist religious ideas on grace & salvation to be heretical

26
o

Jansenists now either abandoned their ideas or went into hiding
1713, Pope Clement XI issued the bull Unigenitus –
o
Louis XIV told the French church to accept pope’s order

This contradicted the king’s long tradition of protecting Gallican Liberties

o
After death of Louis XIV, Parlement of Paris & other French authorities would stand up against the monarchy
o
These courts & the Jansenists then had something in common –

Jansenism’s moral image also contrasted with the immorality & corruption of French royal court
Revocation of the Edict of Nantes

o
There were 1.75 million French Huguenots in 1660s (out of 18 million people), but numbers were declining

French Catholic church supported their persecution

o
His mistress (and later 2nd wife) – Madame de Maintenon – influenced his decision (she was a fanatical
Catholic)

Louis eliminated Huguenots from public life, banning them government office & certain professions



1681, he bullied them by quartering French troops in their towns
1685, Louis finally revoked Edict of Nantes –
o
Protestant churches & schools closed, ministers exiled, nonconverting laity were sentenced to be galley slaves, &
Protestant children were baptized by Catholic priests
o
Protestants all over Europe were completely against Louis

o
o
France now became symbol of religious repression
27
VI. Louis Repressive Religious Policies (14 points)
a. What are Gallican liberties?
b. How did Henry IV affect these liberties?
c. What were Jansenists?
d. How did Louis XIV deal with the Jansenists in France?
e. Why was this a political mistake for Louis XIV to persecute the Jansenists?
f. Why did Louis XIV revoke the Edict of Nantes?
g. How was the revocation a mistake in the eyes of other European powers?
Louis’s Later Wars

After the Treaty of Nijmwegen, Louis kept his army at full strength

His armies continued to scout outside France’s borders
The League of Augsburg and the Nine Years’ War

1681, Louis’s forces occupied Strasbourg – causing new alliances to form against him
o
One was the League of Augsburg –

o
Habsburg emperor (Leopold I) also supported the league
1689-1697, France battled with League of Augsburg in Nine Years’ War

I. The League of Augsburg and the Nine Years’ War (8 points)
a. What is the League of Augsburg?
b. What did it do?
28
c. Who won the fighting?
d. The __ ended the war and __ Holland’s borders and stopped Louis from going into __.
War of the Spanish Succession

o
Before he died, negotiations began to divide his inheritance to maintain balance of power
o
But Charles left inheritance to Louis’s grandson Philip of Anjou –


Spain’s trade & empire in America now seemingly belonged to France
1701, England, Holland, Holy Roman Empire formed Grand Alliance to preserve balance of power
o
How – securing a neutral buffer between Holland & France while also gaining Habsburg emperor his share of
the Spanish inheritance
o
France went to war for first time in Louis’s reign without enough money, a badly equipped army, & bad
generals



John Churchill – Duke of Marlborough – beat Louis’s soldiers in every big battle

o
France made peace with Utrecht 1713 & with Holland & Holy Roman Empire 1714
o
o
England took over Gibraltar and island of Minorca (powerful in Mediterranean now)
o
Louis also recognized the right of House of Hanover to English throne
II. War of the Spanish Succession (16 points)
a. Hapsburg King of Spain __ dies without male or femaile heirs.
29
b. Charles II left his kingdom to Louis XIV’s __ Philip of Anjou who would change his name to Philip V of Spain.
c. How would this benefit France economically?
d. The __ consisting of England, Holland and the Holy Roman Empire was created to keep the __in Europe.
e. France would not be __ for this war.
f. England would be ready. They had __ and were led by John Churchill the Duke of Marlborough.
g. The war ended with nobody winning. France and England sign the Peace Treaty of __.
h. What were the results of the peace treaty?
France After Louis XIV

Despite not performing well in War of the Spanish Succession, France remained a great power
o
o

And even if war had make France weaker, rest of Europe had been made just as weak
Louis XIV was succeeded by his great-grandson (5 years-old) –
o
His uncle – duke of Orleans – became regent until he died 1720

John Law and the Mississippi Bubble

Duke of Orleans put John Law in charge of financial management of France
o
30
o
He set up bank in Paris that issued paper money
o
Law then set up the Mississippi Company –

Mississippi Company also took over management of France’s national debt

Company issued shares of its stock in exchange for government bonds (cheap)


1719, price of stock rose
o
Good investors took their profits – sold their stock for paper money from Law’s bank
o
o
But bank didn’t have enough gold to exchange for all paper money brought in
o
Law then left France
o
Mississippi Bubble – as this scandal was called – had burst
o
French government who put Law in charge was humiliated

o
Renewed Authority of the Parlements

Duke of Orleans made another decision that weakened monarchy
o


Set up councils – nobles & bureaucrats would both serve on

But years at Versailles had left many nobles unwilling or unable to govern
But nobles now decided to use their power to try to limit power of monarchy
o


Duke of Orleans reversed policy of Louis XIV - reinstituted power of Parlement of Paris to allow or
disallow laws
Over time, local parlements appealed to average citizens
o
31
o

Soon, Parlements instead of monarchy seemed to represent the nation
1726, politics of France under control of Cardinal Fleury
o
He tried to maintain monarchy’s authority while also preserving interests of nobility
o
He wanted economic stability at home and peace abroad
o
5. Central and Eastern Europe
Poland: Absence of Strong Central Authority

o
Polish monarchy was elective
o
But nobles distrusted & competed with each other – so did not elect king among themselves

Most Polish monarchs were foreigners (so loyal to foreign countries)

o
Included only nobles – excluded everyone else (even local authorities)
o
Diet had practice called liberum veto –

Foreign powers could pay off a noble to do so

This practice – “exploding the diet” – usually done by group of angry nobles (not one man)

o
Liberty of the nobles would cost Poland greatly –
The Habsburg Empire

o
They had hoped (with help of Spain) to control all of Germany & make it all Catholic

They failed
o

After 1648, Habsburg family had firm grip on title of Holy Roman Emperor
o
But power came not from military, but from cooperation of political groups throughout empire
32

Large German areas (Saxony, Hanover, Bavaria, Brandenburg) & many small German cities, territories, etc.

o
1714, in Treaty of Rastatt, Habsburgs extended their influence – received Spanish Netherlands & Lombardy (Italy)


Habsburg rulers had different titles in different areas (king, duke, etc.)
o
But they all needed cooperation of local nobles (not always easy to get)
o


Religion couldn’t even be used to bind them together
Habsburgs set up councils to organize common policies throughout the empire (but they never managed to organize more than a
few areas)
Keeping the Empire Together

o
Took over Hungary in 1699 & most of Balkans & western Romania


Now Habsburgs hoped to start trading in the Mediterranean
When Charles VI came to power, new problem arose –
o
Charles afraid that when he died, Habsburg lands might be taken over by surrounding countries
o
The Pragmatic Sanction

o
Other members of family recognized her as rightful heir
o
Nobles and foreign rulers recognized her as well
o
However, he failed to leave his daughter with strong army & a full treasury meant her crown was open to
foreign aggressors

33
o

Maria Theresa would have to fight to keep her inheritance
Prussia and the Hohenzollerns

o
Through inheritance, family gained control of several German territories
o
None of these lands bordered Brandenburg
o
East Prussia was in Poland (outside of authority of Holy Roman Empire)
o

Still, by late 1600s, Hohenzollern land was 2nd biggest block of territory in Europe (behind Habsburgs)
Frederick William

o

He established himself as the main uniting power by breaking local noble estates, setting up royal bureaucracy,
& building an excellent army
1655-1660, Sweden & Poland fought each other across Great Elector’s lands
o

1655, local nobles refused to grant him new taxes – so he collected them by military force

1659, a different set of taxes elapsed – Frederick William continued to collect anyway

He used money to build an army –
The Junkers

But the Elector & his nobles did work out a deal
o


As a result, peasants & urban classes ended up paying bulk of taxes
As time went on, most army officers were Junkers
o
34
o
Army & the Elector gave the empire some sense of unity

Frederick I

House of Hohenzollern did not have a crown, however
o
o

Son of the Great Elector, he was the least Prussian of his family members

He built palaces, founded a university, patronized art, & lived a lavish lifestyle
In War of the Spanish Succession, he allowed Habsburg emperor to use his army

Frederick William I

Frederick I’s successor – Frederick William I –
o
He organized bureaucracy like the military
o
Discipline he provided the army was fanatical


o
Prussia’s population, however, was only 13th in Europe
Separate laws applied to the army & civilians
o

Military service, therefore, attracted sons of Junkers

Army, Junker nobles, & monarchy united in a single political unit


Military priorities & values dominated government, society, & daily life
In other countries, the state possessed an army


Although he built best army in Europe, Frederick William I avoided using it
o
The army was a symbol of Prussian power –
o
When he died 1740, his son – Frederick II, later known as Frederick the Great – took over
35



After taking over, Frederick the Great invaded Silesia
Directions: Using the notes from section 5, fill in the following chart about the rulers of Eastern Europe. Worth 32 points.
Poland
Hapsburgs
Prussia
Why is King John III Sobieski of Poland
important to Vienna?
What was the goal of the Austrian Habsburgs
prior to the end of the Thirty Years’ War?
How did the Hohenzollerns gain control of their
territory that would eventually be Prussia?
How did Poland choose it’s King?
After 1648, how was the power of the Holy
Roman Emperor changed?
How did Frederick William (The Great Elector)
build a strong army?
What was liberum veto and how did it make
Poland’s government weak?
Why did the Austrian Habsburgs find it difficult
to politically unify their domains?
How did Frederick William break the local
noble estates?
Who would you say is to blame for Poland being a
weak country?
How did Leopold I help the Habsburgs
economically & politically?
How did Frederick I get a royal title for the
Hohenzollern family?
36
Why did Charles VI spend so much time on the
Pragmatic Sanction?
How did Frederick William I build the best
army in Europe?
Explain the Pragmatic Sanction and who would
rule because of it?
How did Frederick II upset the Pragmatic
Sanction?
6. Russia Enters the European Political Arena
The Romanov Dynasty

The reign of Ivan IV (“Ivan the Terrible”) started strong but ended badly
o
o

After his death, Russia went through the “Time of Troubles”
1613, nobles tried to end the uncertainty by electing 17-year-old as tsar – Michael Romanov
o

Michael (and his two successors – Aleksei and Theodore II) brought stability & centralization to Russian
government

Country remained weak and poor, however


Government and tsars in danger of mutiny from streltsy –
Peter the Great

1682, 10-year-old boy –
o
Peter and Ivan V came to power thanks to the streltsy – who wanted to be rewarded for their help
o
Violence & bloodshed surrounded this disputed succession
o
Situation got more confusing when the boys’ sister – Sophia – became regent

37

From then on, Peter ruled personally (but he technically shared crown with Ivan until he died 1696)
o
Peter’s early years taught him 2 valuable lessons:

1. Tsar must protect himself against jealousy of boyars & greed of streltsy

2.
Peter Travels to Western Europe

Northwestern Europe fascinated Peter the Great
o
o
He spoke to & socialized with powerful, wealthy, cultured leaders


He learned most on trip by visiting shipyards, docks, and making of military hardware in England & Netherlands
o
Peter went back to Moscow and tried to copy what he saw on his trip – he knew Russia needed strong military
to become a world power

Taming the Streltsy and Boyars

1698, while Peter was away, streltsy had rebelled
o
When he got back, Peter brutally repressed the rebellion (torture & public executions)
o
Peter’s New Military

The new military Peter built would serve tsar – not itself
o
o
His policies & discipline system was modeled on that of the armies of Western Europe
Attack on the Boyars

o

When he returned from Europe, he personally shaved beards of court boyars & cut off traditional long sleeves
of their shirts & coats (other Europeans had made fun of them for both)
Peter then set out to organize Russian government & military forces like more powerful countries of Europe
Developing a Navy
38

1690s, Peter had series of ships built –
o
1695, he began war with Ottoman Empire, & he captured Azov on Black Sea
o

Creating this Baltic fleet was essential in Peter’s struggles with Sweden and in westernizing Russia
Russian Expansion in the Baltic: The Great Northern War

End of Thirty Years’ War, Sweden consolidated its control of Baltic
o
o
Allowed Germans & Poles limited access
o
Sweden, at this time, had strong army

Their economy, however, was not strong – based mostly on export of iron

o
1700, Peter the Great began campaign into Swedish territory to gain land on the Baltic –

Charles XII led brilliant campaign, defeating Russians at Battle of Narva

As war dragged on, Peter strengthened his forces (Swedish economy could not keep up)


Charles took refuge in Turkey & didn’t go back to Sweden until 1714
o

He was killed 4 years later fighting the Danes in Norway
1721, Great Northern War ended –
o
Founding St. Petersburg

o
Built government structures & convinced boyars to build town houses

This symbolized new Western orientation of Russia and Peter’s determination to cement Russia’s
presence in Baltic

39
Peter’s Son Aleksei

Peter’s son Aleksei was from his first marriage (divorced 1698)
o

Peter was jealous of his son –
Over time, Peter feared that enemies would use his son against him
o
He was right – 1717, Aleksei went to Vienna & attempted to enter into a conspiracy with Habsburg emperor
Charles VI
o

1718, Peter began to investigate his son’s relationship with Charles VI

Peter even personally interrogated Aleksei

Reforms of Peter the Great’s Final Years

Aleksei was not only one in Peter’s court plotting against him
o
Instead of openly attacking them, Peter had a better solution:

Administrative Colleges

1717, Peter reorganized his domestic administration to sustain his power & fight corruption
o
To help, Peter started colleges –

Created 8 of colleges to oversee tax collection, foreign relations, war, & the economy

Table of Ranks

o
The table equated a person’s social position & privileges with his military or bureaucratic rank (instead o f their
lineage)

Many of the nobles had already resented all changes Peter was making in Russia

40
Achieving Secular Control of the Church

Peter also wanted to reduce independence of Russian Orthodox Church (some had been aligned with Aleksei)
o
1721, Peter got rid of position of patriarch –
o
In its place, he put a government department called the Holy Synod – several bishops, led by layman (procurator
general)



Was most radical change of traditional institution during Peter’s reign
By 1718, Peter still had not found a successor
o
o
For next 30 years, soldiers & nobles determined who ruled Russia

Directions: Below are some discussion questions about Peter the Great that tie into modern society. We will work on these
questions together as a class. Worth 18 points.
1. Peter felt his country had been isolated from progress too long, and he looked to Europe as the center of culture and
technology. If you felt isolated in your community today, where would you look for inspiration and ideas for
advancement? Would you necessarily need to travel as far and wide as Peter did to find what you need? What other
resources could you tap into?
2. Peter struggled to bring Russia out of the Dark Ages and into a more modern existence. Today, many
(underdeveloped) developing countries are striving toward the same goal. Are the obstacles faced by such countries
today the same ones faced by 17th century Russia? Analyze the similarities and differences you can identify in their
situations.
3. Peter sensed a large gap in his background and knowledge and set out to fill that gap by learning everything he could
about the world beyond Russia's borders. Select a current world leader whom you feel could stand to learn more about
something important to his or her country's future. Name the leader, explain what he or she needs to learn, and
suggest a strategy for attaining that knowledge.
41
4. Peter the Great seemed to be completely fascinated by cities. What fascinates you about cities? If Peter were to
reappear today, what three cities would you show him? Explain your choices.
5. Peter the Great had his own son killed because of an act of treason. Do you think his son deserved this punishment?
How do you think Peter felt about ordering the death of his own son? Do you think he should have done this or was
there another option for punishment?
6. Although Peter brought many positive changes to Russia during his reign, he was still a dictator with absolute
power. How would you feel if you had lived in Russia during his reign? Would you have been a supporter? Explain
the reasons for your answer.
7. The Ottoman Empire
The Ottomans

Southeastern Europe and southern & eastern shores of Mediterranean lies the Ottoman Empire
o
1500s & 1600s, Europeans came into conflict with Ottomans in Mediterranean, Baltic, Black Sea, Russia, and as far
west as Vienna


Ottoman Empire was largest and most stable political entity in Europe since Roman Empire
o
They achieved this power 1000s-1600s as tribes moved eastward from Asia
o
Religious Toleration and Ottoman Government

Ottoman Empire was dominant political power in Muslim world after 1516 – it administered holy cities of Mecca, Medina, &
Jerusalem
o

Ottomans gave religious toleration to their people far more than any European nation

Sultans governed empire through millets –


Laws & regulations applied to people in each millet
Non-Islamic people – called dhimmis –
42

But they were still second-class citizens – could not rise in society

Dhimmis paid special poll tax, couldn’t serve in military, & could not wear certain colors

Their homes & religious buildings could not be as big as those of Muslims

o

Ottoman dynasty kept itself separated from other powerful families by recruiting military leaders & government officials from
groups sultans believed would be loyal
o
Example:

Christian boys raised as Muslims & put in elite military units –


Ottomans discouraged their people from interacting –
Belief was these troops would be loyal because they owed their life & status to sultan
As a result, native Islamic people could not advance into higher military or administrative positions
o
The Role of Ulama

In contrast to Europe, Islamic religious leaders played important part in political, legal, and administrative life of
Ottoman Empire
o
Dyansty believed they were main protectors of Islamic law, traditions, and holy places
o

Sultan & his officials would consult these Ulama on all matters

In return, Ulama would support Ottoman state

o
Janissaries also resisted changes that might weaken their privileged status
The End of Ottoman Expansion

1400s onward, Ottomans tried to push farther into western Europe
o
Even after its naval defeat in 1571 (Battle of Lepanto), Ottomans still controlled eastern Mediterranean
43
o

The defeat was decisive – and was a sign of growing weakness of the Ottoman Empire

o
Rivalries for power among army leaders and nobles weakened government effectiveness


Local elites also began to assert themselves
External factors also contributed to stopping of Ottoman expansion & its decline
o
During Middle Ages, Islamic world had outdone Europe in learning, science, and military
o

As trade expanded, Europeans gained commercial skills


Set up plantation economies and precious metal mines = increased wealth
By 1600s, Europeans were importing spices, sugar, and coffee from America & Asia that they used to get from
Ottomans


1690s, Ottomans unsuccessfully fought league of European states
o
1699, defeated Ottomans negotiated Treaty of Carlowitz –

By losing this territory, Ottomans also lost wealth they gained from it

Now Russia & Ottomans would battle for control of area around Black Sea – Russia dominating

o
When they finally figured out what was happening, Ottomans copied European technology & brought in European
advisors

Ulama were also slow to allow interaction between Muslims and non-Muslims

44
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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