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This silver flask held musket
powder in the Thirty Years’ War.
WITNESS HISTORY
AUDIO
War Rages in Germany
The conflict known as the Thirty Years’ War ravaged
the German states of central Europe for much of the
first half of the seventeenth century. A German family
Bible contained this entry describing the war’s end:
say that the terrible war is now over. But
“ They
there is still no sign of a peace. Everywhere there is
envy, hatred, and greed: that’s what the war has
taught us. . . . We live like animals, eating bark
and grass. No one could have imagined that anything like this would happen to us. Many people say that there is no God.
”
Flemish artist Pieter Snayers painted several battles during the Thirty
Years’ War, including this one fought near Prague in 1620.
SECTION
4
Step-by-Step
Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Outline causes and results of the
Thirty Years’ War.
■
Understand how Austria and Prussia
emerged as great powers.
■
Describe how European nations tried to
maintain a balance of power.
Focus Question How did the two great empires of
Austria and Prussia emerge from the Thirty Years’ War
and subsequent events?
Rise of Austria and Prussia
Objectives
• Outline causes and results of the Thirty Years’
War.
• Understand how Austria and Prussia emerged as
great powers.
• Describe how European nations tried to maintain
a balance of power.
Terms, People, and Places
elector
Ferdinand
mercenary
depopulation
Peace of Westphalia
Maria Theresa
War of the Austrian
Succession
Prussia
Frederick William I
Frederick II
Reading Skill: Identify Supporting Details As
you read this section, use a table like the one
below to record details about the emergence of
Austria and Prussia as European powers.
Rise of Austria
Rise of Prussia
• Austrian ruler
• Hohenzollern rulers
keeps title of Holy
take over German
Roman Emperor.
states.
•
•
The Thirty Years’ War took a terrible toll on the people of the German states. Finally, two great German-speaking powers, Austria
and Prussia, rose out of the ashes. Like Louis XIV in France, their
rulers perfected skills as absolute monarchs.
The Thirty Years’ War Ravages Europe
By early modern times, as the French philosopher Voltaire later
observed, the Holy Roman Empire was neither holy, nor Roman,
nor an empire. Instead, by the seventeenth century it had become
a patchwork of several hundred small, separate states. In theory,
these states were ruled by the Holy Roman emperor, who was chosen by seven leading German princes called electors. In practice,
the emperor had little power over the many rival princes. This
power vacuum contributed to the outbreak of the Thirty Years’
War. Religion further divided the German states. The north had
become largely Protestant, while the south remained Catholic.
A Brutal War Begins The Thirty Years’ War was actually a
series of wars. It began in Bohemia, the present-day Czech Republic. Ferdinand, the Catholic Hapsburg king of Bohemia, sought to
suppress Protestants and to assert royal power over nobles. In
May 1618, a few rebellious Protestant noblemen tossed two royal
officials out of a castle window in Prague. This act, known as the
Defenestration of Prague, sparked a general revolt, which Ferdinand moved to suppress. As both sides sought allies, what began
as a local conflict widened into a general European war.
Prepare to Read
Build Background Knowledge
Set a Purpose
■
High-Use Word
aspire, p. 527
Definition and Sample Sentence
v. to be ambitious, seek
She aspired to become the student body president.
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
War Rages in Germany
Ask students to describe living under
such conditions for 30 years. Then have
them name some of the factors that
would make it difficult for a society to
recover from this level of devastation.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 4 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the table with
details about the emergence of Austria
and Prussia.
Reading and Note Taking
Study Guide, p. 154
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 3, p. 68; Teaching Resources, Skills Handbook, p. 3
L3
Ask students to recall what they know
about the Holy Roman Empire and the
German states under Charles V. Ask
them to predict how religious divisions
would affect the region.
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L3
IRELA
Have students read the Vocabulary
Builder term and definition. Ask what
Catholic rulers aspired to do in
Europe. (to eradicate Protestantism)
London
Conic Projection
200
0
200
400 mi
40° N
POLA
Silesia
Prague
Bohemia
Vienna
AU S T R I A
SWISS
FED.
Corsica
Madrid
T RA
NS
YL
VA
N
IA
Bla
O
TT
EM OM
AN
PI
RE
Naples
Sicily
W
E
S
European Nation-States, 1700
10° W
0°
20° E
SWEDEN
N
W
Stockho
ic
Nor th
Sea
Ba
Berlin
50° N
P
R
U
I A
S S
w
Warsa
POLA
ne
Rhi
R
FRANCE
Vienna
40° N
A
Bla
ALPS
Danube
400 km
PY
REN
EES
MT
IA
a
tul
Vis
AU S T R I
400 mi
SS
ND
R
Conic Projection
200
Prague
.
Paris
RU
R.
London
Atla
nt
Ocea ic
n
200
w
sco
.
er R
ND
lt
Dniep
ENGLA
0
Mo
Sea
S
Circulate to make sure students are filling in their Outline Maps accurately.
lm
10° E
E
0
ea
ck S
Map Skills After the
pleThirty Years’ War,
tino
stan
the Peace of
Westphalia
redrew the map
Con
of Europe.
1. Locate (a) Poland (b) Sweden
(c) Spanish Netherlands
(d) Westphalia
2. Regions
(a) Who controlled BoheCrete
mia in 1648? (b) What lands did the
Spanish Hapsburgs control?
3. Drawing Conclusions How can you
tell from the maps that the Holy
Roman Empire was not a strong, unified state?
Rome
Mediterranean Sea
60° N
Controlled by
Spanish Hapsburgs
Controlled by
Austrian Hapsburgs
Italian city-states
Prussia
Boundary of Holy
Roman Empire
ND
Sardinia
N
Teaching Resources, Unit 3, p. 75
Monitor Progress
R
P
Milan
S PA I N
A
I A
S S
U
BAVARIA
FRANCE
SSI
l
Papal
State s
Web Code nap-1641 to take the
Geography Interactive Audio
Guided Tour and then answer the
map skills questions in the text.
Have students fill in the Outline Map
Europe After the Peace of Westphalia.
Alsace
400 km
n Quick Activity Have students access
Independent Practice
Paris
Lorraine
0
Ba
DENMARK
Berlin
Dutch
N et h.
I
L
WESTPHA A
Spanish
SAXONY
N et h.
AL
98: The Holy Roman Empire, About
1618. Ask students why the empire
was difficult to rule and vulnerable to
war. Point out that it really looked like
a patchwork quilt. Then ask What
happened in the Defenestration of
Prague? (Protestant nobles tossed royal
officials out the window.) Why did the
war spread through Europe? (The
continent was divided by religion and
shifting political alliances.) What were
the results of the war in German
states? (One third of the population
died; German lands were divided into
360 mostly small, independent states.)
Color Transparencies, 98
ENGLAND
Atla
nt
Ocea ic
n
POR
T UG
n Teach Display Color Transparency
ND
50° N
RU
ti
Nor th
Sea
SWEDEN
cS
ea
10° E
SCOTLA
ND
Instruct
n Introduce: Vocabulary Builder
20° E
N O R W AY
NG
ARY
0°
10° W
HU
Teach
The Thirty Years’ War
Ravages Europe
For: Audio guided tour
Web Code: nap-1641
Europe After the Thirty Years’ War (1648)
S.
Madrid
.
ea
ck S
Major European monarchy
Rome
S PA I N
Mediterranean Sea
Answers
Solutions for All Learners
Map Skills
L1 Special Needs
1. Review locations with students.
2. (a) Austrian Hapsburgs (b) Spain, Balearic
Islands, Milan, Sardinia, Sicily, southern Italy,
Spanish Netherlands, lands in the Holy Roman
Empire
3. The map shows that areas within the Holy
Roman Empire were ruled by several different
powers, including Prussia and Spain.
Help students use word roots and associations to
learn definitions. Elector, like elect, comes from the
Latin word electus, “chosen.” Defenestration comes
from the Latin fenestra, or “window.” Depopulation
comes from the Latin populus, “people,” as does the
word popular. Have students write a definition of
each word using a root or related word.
526 The Age of Absolutism
L2 Less Proficient Readers
L2 English Language Learners
Use the following resources to help students acquire
basic skills:
Adapted Reading and Note Taking
Study Guide
n Adapted Note Taking Study Guide, p. 154
n Adapted Section Summary, p. 155
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The following year, Ferdinand was elected Holy Roman Emperor. With
the support of Spain, Poland, and other Catholic states, he tried to roll
back the Reformation by force. In the early stages of the war, he defeated
the Bohemians (who had rebelled when he became emperor) and their
Protestant allies. Alarmed, Protestant powers like the Netherlands and
Sweden sent troops into Germany. Before long, political motives outweighed religious issues. Catholic and Protestant rulers shifted alliances
to suit their own interests. At one point, Catholic France joined Lutheran
Sweden against the Catholic Hapsburgs.
Instruct
■
A Terrible Loss of Life The fighting took a terrible toll. Roving armies
of mercenaries, or soldiers for hire, burned villages, destroyed crops,
and killed without mercy. Murder and torture were followed by famine
and disease. Wolves, not seen in settled areas since the Middle Ages,
stalked the deserted streets of once-bustling villages. The war led to a
severe depopulation, or reduction in population. Exact statistics do not
exist, but historians estimate that as many as one third of the people in
the German states may have died as a result of the war.
Introduce Have students locate the
territory controlled by Hapsburg Austria on the map on the previous page.
Have them compare it with the map of
Europe in the back of the book and
name modern countries that were once
part of Hapsburg Austria.
■
Teach Use the Numbered Heads strategy (TE, p. T23) and ask What challenges did the Hapsburgs have in
governing? (diverse peoples, languages, and cultures) Why was there
doubt about the Austrian Succession? (The only heir was a young
woman.) How did Maria Theresa
rally support? (with a powerful speech
to the Hungarian assembly) What
were Maria Theresa’s successes?
(strengthening and centralizing power,
easing the burden of peasants)
■
Quick Activity Have students study
and analyze the portrait of Maria
Theresa on the next page. Then have
them write and read aloud a brief
speech from Maria Theresa to the Hungarian assembly, asking them to defend
her empire. Take a vote on the best
speech.
Peace at Last Finally, in 1648, the exhausted combatants accepted a
series of treaties, known as the Peace of Westphalia. Because so many
powers had been involved in the conflict, the treaties aspired both to
bring about a general European peace and to settle other international
problems. Among the combatants France emerged a clear winner, gaining territory on both its Spanish and German frontiers. The Hapsburgs
were not so fortunate. They had to accept the almost total independence
of all the princes of the Holy Roman Empire. In addition, the Netherlands and the Swiss Federation (present-day Switzerland) won recognition as independent states.
The Thirty Years’ War left German lands divided into more than 360
separate states—“one for every day of the year.” These states still
acknowledged the rule of the Holy Roman emperor. Yet each state had its
own government, currency, church, armed forces, and foreign policy. The
German states, potentially the most powerful nation in Europe if they
could be unified, thus remained fragmented for another 223 years.
Hapsburg Austria
Changes its Focus
Vocabulary Builder
aspired—(uh SPY urd) v. aimed; sought
What were some effects of the Peace of Westphalia?
Hapsburg Austria Changes its Focus
Though weakened by war, the Hapsburgs still wanted to create a strong
united state. They kept the title “Holy Roman emperor,” but focused their
attention on expanding their own lands. To Austria, they would soon add
Bohemia, Hungary, and, later, parts of Poland and some Italian states.
Challenges to Unity Uniting these lands proved difficult. Not only
were they divided by geography, they included a number of diverse peoples and cultures as well. By the 1700s, the Hapsburg Empire included
Germans, Magyars, Slavs, and others. In many parts of the empire, people had their own languages, laws, political assemblies, and customs.
The Hapsburgs did exert some control over these diverse peoples.
They sent German-speaking officials to Bohemia and Hungary and settled Austrians on lands they had seized in these provinces. They also put
down revolts in Bohemia and Hungary. Still, the Hapsburgs never developed a centralized governmental system like that of France.
L3
Independent Practice
Viewpoints To help students better
understand the reign of Maria Theresa,
have them read the selection Empress
Maria Theresa and complete the worksheet.
Teaching Resources, Unit 3, p. 74
Monitor Progress
As students fill in their tables, circulate
to make sure they understand how Austria emerged as a major power. For a completed version of the table, see
Note Taking Transparencies, 118
Solutions for All Learners
L4 Gifted and Talented
L4 Advanced Readers
Rivals Maria Theresa of Austria and Frederick II of
Prussia both emerged from unpromising beginnings
to become great and powerful rulers. Both loved the
arts. Both came to power in 1740; she was 24, and he
was 28. One of his first acts was to invade the Hapsburg province of Silesia, which Maria Theresa called
“the rape of Silesia.” Frederick defended his action by
saying “the passions of rulers have no other curb but
the limits of their power.” To his surprise, Maria
Theresa vigorously defended her domain, although
she never regained Silesia. In grudging respect, Frederick began to refer to her as “that man in Vienna.”
Have students research these two rivals and write a
report comparing their lives and their reigns.
Answer
France gained land, the Hapsburgs lost land,
the Netherlands and Swiss Federation gained
independence, and the German lands were
even more divided.
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Hohenzollern Prussia/
The Rivalry of Great
Powers
Page 528 Friday, September 30, 2005 3:02 PM
BIOGRAPHY
L3
Instruct
■
Introduce Read aloud the words of
Frederick William that “nothing else in
the world can confer upon a prince such
fame and honor as the sword.” Discuss
with students whether this was true
during this period and whether other
absolute rulers would agree.
■
Teach Explain that as Prussia
emerged as a strong power, the concept
of a balance of power among European
nations took on greater urgency. Ask
How did the Hohenzollern consolidate power? (by seizing lands between
their scattered holdings and setting up
a central bureaucracy) What were the
five main European powers? (Austria, Prussia, France, Britain, Russia)
Then have students look at the map
titled European Nation-States, 1700,
two pages back. Ask them to predict
where war would break out next in
Europe and explain their reasoning.
■
Analyzing the Visuals Have students analyze the picture of young Frederick on the next page. Ask students
to contrast this image of Frederick with
the description in the text of Frederick’s military prowess.
Independent Practice
Read aloud the quote that “Prussia is not
a state which possesses an army, but an
army which possesses a state.” Tell students that Frederick William once savagely beat a soldier for having a button
missing. Then have them write a short
essay comparing Prussia and Sparta.
Maria Theresa
When Maria Theresa (1717–1780)
became Hapsburg empress at the
age of 23, her chances of remaining
in power seemed very slim. She later
said, “I found myself all at once
without money, without troops, and
without advice.” A decade after her
crowning she wrote, “I do not think
anyone would deny that history
hardly knows of a crowned head
who started his rule under
circumstances more grievous than
those attending my accession.”
But the determined empress
survived. She appointed superb
advisors and was able to maintain
control of her empire. During her 40year reign, Vienna became a center
for music and the arts.
Maria Theresa had one thing in
common with most women of her
day—being a mother. She gave
birth to a total of 16 children—11
girls and 5 boys. Among them were
future emperors Joseph II and
Leopold II and Queen Marie
Antoinette of France. What traits
did Maria Theresa need to stay in
power?
A Woman Emperor Takes the Throne In the early 1700s, a new
challenge threatened Hapsburg Austria. Emperor Charles VI had no
male heir. His daughter, Maria Theresa, was intelligent and capable,
but no woman had yet ruled Hapsburg lands in her own name. Charles
persuaded other European rulers to recognize his daughter’s right to succeed him. When he died, however, many ignored their pledge.
The War of the Austrian Succession Shortly after Charles’s death
in 1740, Frederick II of Prussia seized the rich Hapsburg province of
Silesia. This action sparked the eight-year War of the Austrian
Succession. Maria Theresa set off for Hungary to appeal for military
help from her Hungarian subjects. The Hungarians were ordinarily
unfriendly to the Hapsburgs. But she made a dramatic plea before an
assembly of Hungarian nobles. According to one account, the nobles rose
to their feet and shouted, “Our lives and blood for your Majesty!” She
eventually got further help from Britain and Russia, who did not want
Prussia to upset the balance of power by gaining new lands.
Maria Theresa never succeeded in forcing Frederick out of Silesia.
Still, she did preserve her empire and win the support of most of her people. Equally important, she strengthened Hapsburg power by reorganizing the bureaucracy and improving tax collection. She even forced nobles
and clergy to pay taxes and tried to ease the burden of taxes and labor
services on peasants. As you will read, her son and successor, Joseph II,
later extended many of her reforms.
What caused the War of the Austrian Succession?
Hohenzollern Prussia
While Austria was molding a strong Catholic state, a region called
Prussia emerged as a new Protestant power. In the 1600s, the Hohenzollern (HOH un tsahl urn) family ruled scattered lands across north Germany. In the century following the Peace of Westphalia, ambitious
Hohenzollern rulers united their holdings, creating Prussia.
Creating a Bureaucracy Hohenzollerns rulers set up an efficient central bureaucracy. Frederick William I was a Prussian ruler who came to
power upon the death of his father in 1713. He cleverly gained the loyalty of
the Prussian nobles, called Junkers (YOON kerz), by giving them positions in
the army and government. His tactic reduced the nobles’ independence and
increased his own control. Frederick also placed great emphasis on military
values and forged one of the best-trained armies in Europe. One Prussian
military leader boasted, “Prussia is not a state which possesses an army, but
an army which possesses a state.” By 1740, Prussia was strong enough to
challenge its rival Austria.
A Crown Prince Learns the Art of War Frederick William made
sure that, from an early age, his son Frederick was trained in the art of
war. He wrote,
Monitor Progress
Primary Source
tutor must take the greatest pains to imbue my son with a sincere love for
“ His
the soldier’s profession and to impress upon him that nothing else in the world
can confer upon a prince such fame and honor as the sword.
”
Check Reading and Note Taking Study
Guide entries for student understanding.
History Background
Answers
Maria Theresa’s succession to the throne and
Frederick II’s invasion of Silesia.
P R I M A RY S O U R C E Sample:
determination, leadership, ability to judge
character and to delegate, and good
communication skills
528 The Age of Absolutism
Frederick William King Frederick William of Prussia led a militaristic lifestyle that was impassioned,
and at times, bizarre. In public, he always wore his
military uniform. Like a good soldier, he regularly
began his work day at five or six in the morning. At
10, he usually reported to the parade ground to drill
or inspect the troops. Any lapse in military discipline
might trigger his violent temper. Frederick William had
an unusual admiration for tall soldiers, whom he
regarded as possesing superior strength and stamina.
Like a fanatical basketball coach seeking the championship, he sent scouts throughout much of Europe.
Their mission was to entice, buy, and even kidnap the
tallest soldiers for service in the Prussian army.
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In fact, young Frederick II preferred playing the
flute and writing poetry. His father despised these
pursuits and treated the young prince so badly that
he tried to flee the country. Discovering these plans,
Frederick William put his son in solitary confinement. Then he forced the 18-year-old prince to watch
as the friend who had helped him was beheaded.
Frederick’s harsh military training had an effect.
After becoming king in 1740, Frederick II lost no time
in using his army. As you have read, he boldly seized
Silesia from Austria, sparking the War of the Austrian Succession. In several later wars, Frederick continued to brilliantly use his disciplined army, forcing
all to recognize Prussia as a great power. His exploits
earned him the name Frederick the Great.
Assess and Reteach
Assess Progress
By 1750, the great European powers included Austria, Prussia, France, Britain, and Russia. These
nations formed various alliances to maintain the balance of power. Though nations sometimes switched
partners, two basic rivalries persisted. Prussia battled Austria for control of the German states, while Britain and France competed to develop
their overseas empires.
On occasion, these rivalries resulted in worldwide conflict. The Seven
Years’ War, which lasted from 1756 until 1763, was fought on four continents. Prussia, Austria, Russia, France, and Britain battled in Europe.
Britain and France also fought in India and Africa. In North America,
where the conflict is known as the French and Indian War, Native American groups took sides with the French or the British. The Treaty of Paris
ending these wars gave Britain a huge empire, thus changing Europe’s
balance of power for the next hundred years.
Petitioning a King
Frederick the Great, strolling in his gardens,
receives a petition from a common person.
What characteristics of Frederick does
the artist hint at in the painting?
To further assess student understanding, use
Progress Monitoring Transparencies, 70
L1 L2
Progress Monitoring Online
Comprehension and Critical Thinking
3. Recognize Cause and Effect What
impact did the Thirty Years’ War have
on the German states?
4. Compare What two major powers
emerged in Europe at the end of the
Thirty Years’ War? How were the goals
of these two nations similar?
5. Make Generalizations How did
European nations maintain a balance
of power?
Spanish Reading and
Note Taking Study Guide, p. 71
Extend
L2
L4
The European Union (EU) today is a loose
confederation of many independent
states. Have students research the EU
and write an essay comparing it with the
Holy Roman Empire and predicting
whether or not the EU is likely to be more
successful and why.
For: Self-quiz with vocabulary practice
Web Code: naa-1641
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. After war decimated the Holy Roman
Empire, strong rulers Maria Theresa, Frederick William, and Frederick II consolidated power and territory to build their
empires.
■
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 71
What were the two main rivalries after 1750?
Section 4 Assessment
Administer the Section Quiz.
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 71
The Rivalry of Great Powers
2. Reading Skill: Identify Supporting
Details Use your completed table to
answer the Focus Question: How did the
two great empires of Austria and Prussia emerge from the Thirty Years’ War
and subsequent events?
■
Reteach
his power?
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
Have students complete the
Section Assessment.
Teaching Resources, Unit 3, p. 66
How did Frederick William increase
4
L3
■
● Writing About History
Quick Write: Write a Thesis Statement
Select a topic from the section that you
might use as the subject of a persuasive
essay—for example, whether Austria or
Prussia was more successful at developing
a strong nation-state. Then write a thesis
statement that summarizes your opinion on
this topic.
3. The war depopulated the German states
and weakened their unity, resulting in
the emergence of many small independent states.
4. Austria and Prussia; both sought to consolidate power, build a strong state, and
extend their territory.
5. European nations maintained a balance of
power through wars and shifting alliances.
Answers
He controlled the Junkers, created an efficient
bureaucracy, and established a strong army.
England and France; Austria and Prussia
Caption Sample: compassion, fair-mindedness,
cultural literacy
● Writing About History
Thesis statements should be appropriate for
development in a persuasive essay and
express a clear opinion.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1641.
Chapter 16 Section 4 529