Katie Wilber
Unit Lesson
Unit Title: Crisis and Absolutism in Europe (1550-1715)
Subject Area: Modern World History (Tenth Grade/ Sophomores)
Length of Unit: This unit will take nine class periods including the test. This is just
over two weeks.
Audience Description/ Accommodations:
The class consisted of 16 students consisting of two African American
students, one Asian student, one Hispanic student, one Indian student and 11 white
students. According to my cooperating teaching this class has four students who
have been diagnosed with ADHD, three students with emotional disturbances, two
students with health impairments, and six students with learning disabilities. This
class has ten IEP’s, therefore there is always a paraprofessional in the classroom.
I will make many accommodations, some students will be given my
PowerPoint lectures and expect to highlight them rather than write down the
information. I will make some exams with three answers rather than four on the
multiple-choice section. Some students will be excused to take the exam in separate
classrooms. I will constantly have multiple extra worksheets, paper and pencils so
that students have no reason to not be participating in classroom activities. Also I
will constantly reiterate ideas like the homework for the day. Students often need to
hear the information multiple times and in many different forms to understand
what is expected of them. We will also have many different means of assessing
students; most class periods students will privately journal about what information
they have learned and what to learn. This will allow me to understand where all
students need assistance, especially those with special needs. We will also have
many classroom discussions, this help to pull all students especially those with
special needs into the classroom activity. There will also be many accommodations
made as the lesson progresses and I see that students need extra assistance.
Instructional Lesson Titles:
1. Europe in Crisis: The Wars of Religion
2. Social Crises, War and Revolution
3. Response to Crisis: Absolutism
4. The World of European Culture
Goal of the Unit:
Students will be able to connect their previous knowledge on the Age of
Exploration, Renaissance, and Age of Enlightenment to the Age of Absolutism in
Europe. By connecting all of these ideas it will allow students to have a better
understand of why the conflicts and discoveries of this time were so prominent and
important. Understanding how the religious, political, and economic issues of the
time frame fit together, ultimately advancing society is critical for students overall
knowledge of this era.
Measureable Objectives:
1. The student will be able to describe the French Wars of Religion.
2. The student will be able to discuss King Philip II’s reign in regard to
economic, political, social, and religious control and support with examples.
3. The student will be able to discuss the reign of Queen Elizabeth I in regard to
economic, political, social, and religious control.
4. The student will be able to compare and contrast two leaders in reference to
social, political, religious, and economic factors.
5. The student will be able to make connection to French War of Religion to
previous religious wars, which have been discussed in class.
6. The student will be able to discuss crisis of the time period (1550-1650) in
Europe.
7. The student will be able to discuss the impact of witchcraft on this era.
8. The student will be able to explain the cause and effects of the Thirty Year’s
War.
9. The student will be able to discuss the reign of Louis XIV.
10. The student will be able to explain the role of absolutism played in Central
and Eastern Europe.
11. The student will be able to discuss the reign of Peter the Great.
12. The student will be able to explain the effects of the revolutions throughout
England.
13. The student will be able to compare/ contrast the Baroque and Mannerism
time periods.
14. The student will be able to identify key aspects of literature in the fifteenth,
sixteenth, and seventeenth time period.
15. The students will be able to identify the works and beliefs of Thomas Hobbes
and John Locke.
Lesson 1: European in Crisis: The Wars of Religious
Length of the Lesson: 51 Minutes
Standards and Benchmark:
History Standard: The student uses a working knowledge and understanding of
significant individuals, groups, ideas, events, eras and developments in the history
of Kansas, the United States, and the world, utilizing essential analytical and
research skills.
Benchmark 1: The student uses a working knowledge and understanding of
individuals, groups, ideas, developments, and turning points of the Global Age of
Exploration (1400-1750).
Indicator 2: Investigates the changes in European thought and culture
resulting from the Reformation (e.g., establishment of Protestant faiths,
Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of
religion).
Measureable Objectives:
1. The student will be able to describe the French Wars of Religion.
2. The student will be able to discuss King Philip II’s reign in regard to
economic, political, social, and religious control.
3. The student will be able to discuss the reign of Queen Elizabeth I in regard to
economic, political, social, and religious control. (form of essay or chart)
4. The student will be able to make connection to previous religious wars,
which have been discussed in class.
Overall Goal of the Lesson:
The overall goals of this lesson it that students will be able to decipher the
different political reigns throughout France, Spain, and England. Students will be
able to explain the role religion played in these nations, their leaders role in
religious conflicts, and how such conflicts were approached and eventually resolved.
Students will see the different governing styles in each country and be able to
connect these systems to the events that have been discussed in previous units.
Overall students will work to connect the previous conflicts in and around each
country to understand why each country took the political, economic, social, and
religious action it took at this time. Students will be asked to fill out graphic
organizers comparing countries and leaders throughout the unit.
Anticipatory Set:
Students will receive their tests from the previous class period. I will then start the
class by asking the class to write down on a piece of paper what information they
know about the religious crises in Europe during the 1550’s onward. I will then
collect their pieces of paper and ask if anyone has any ideas they would like to share
with the class. After the students share their information, I will segway into lecture.
(15-20 minutes, test/questions and opening activity)
Activities:
Anticipatory Set (15-20 minutes)
Next we will transition into lecture. The lecture for this individual class is a
PowerPoint slide show. I have the slideshow designed so that I only pull up one idea
at a time. This allows students to write down the necessary idea/ concept, then
allow me time to elaborate on the idea, and allow for classroom discussion/
questions on the idea. My lectures are not simply me throwing ideas at the students
like rapid-fire, it is meant to be an open dialogue to allow all students to understand
each idea/ concept. Notes are to be taken in outline form; students are to underline
key terms/ people. We will have lessons designated to teaching/ reiterating
effective note taking skills. (15-20 minutes)
I will then ask students to summarize the information that was just present to them
throughout lecture. Then I will have them discuss how it related to previous ideas
we have studied in class. (5 minutes)
Students will then be given a graphic organizer, which separated into three rows,
France, Spain, and England. Students will then be asked to answer the following
questions about each country: dominant/ minority religious groups, leaders
(religious beliefs), conflict over religion, resolution of conflict, and any key terms
they found essential. These questions are listed in columns making this a very
organized and cohesive means for students to organize each of these countries. This
is a great tool for students to usefully organize their ideas, reference back to and
study from on the exam. (Remainder of class, approximately 5-10 minutes)
Evaluation:
The evaluation for this lesson is a short class discussion where students are asked to
summarize the information, which was presented throughout the lecture. Then
students will be given the graphic organizer that they will be working on the
remainder of the class period. This will be turned in as an exit slip, unless they need
more time to work on the organizer, in which case they can complete it at home and
return to me in class tomorrow. As well as to fill out their key people and key terms
lists. On these lists they are to define the key people, places, and terms from the
sections and explain the person or ideas importance to this time period. Also
students are asked to make connections to previous ideas discussed in class. For
homework students are required to acquaint themselves with chapter 14 Section 2,
to finish the graphic organizers, and key term/ people lists.
Key People:
-James I, Charles I, Cavaliers, Oliver Cromwell, James II
Key Terms:
-Inflation, witchcraft, divine right of kings, commonwealth, puritans,
roundheads
Lesson 2:
Length of the Lesson: 1 Hour and 42 Minutes (2 class periods)
Standards and Benchmark:
History Standard: The student uses a working knowledge and understanding of
significant individuals, groups, ideas, events, eras and developments in the history
of Kansas, the United States, and the world, utilizing essential analytical and
research skills.
Benchmark 1: The student uses a working knowledge and understanding of
individuals, groups, ideas, developments, and turning points of the Global Age of
Exploration (1400-1750).
Indicator 4: Compares and contrasts the rise of constitutionalism in Britain
with political structures in France. (e.g., changes resulting from the English
Civil War and Glorious Revolution: English Bill of Rights, establishment of
Parliament, French Absolutism).
Measureable Objectives:
1. The student will be able to discuss crisis of the time period (1550-1650)
in Europe.
2. The student will be able to discuss the impact of witchcraft on this era.
3. The student will be able to explain the cause and effects of the Thirty
Year’s War.
4. The student will be able to explain the effects of the revolutions
throughout England.
Overall Goal of the Lesson:
The goals of the lesson are for the students to understand what economic and social
factors, which lead into events such as the witch trials, Thirty Years War, and
revolutions throughout England. By understand the struggles that were faced on an
economic, religious, political, and social level allows students to understand why
certain actions were rationalized and connect this information to ideas previously
learned in class. It also allows students to better understand the context of the era,
by making connections students can piece together why these events were so
influential. After students connect the events, I can present them with a general
overview on how the ideas/ concepts fit together.
Anticipatory Set:
I will open the class by stating the homework for the night, I will reference the
assignment that is written on the board (this is a modifications I have had to make
with these students because there are so many diverse needs I must reiterate myself
in multiple means and state ideas multiple times, this way all students know what is
expected of them!) I will then ask students to journal on the information they
learned from the previous class period and from their readings. Students are also
encouraged to write down any questions they may have. This will allow for me to
gage how much information my students are retaining and what need to be covered
again in class. (5- 7 minutes)
Activities:
Day One:
Anticipatory Set (5-7 minutes)
Homework check. I randomly do homework checks to ensure that students are
keeping up with their work. We have them turn in all of their papers the day of the
test in a notebook so they can have them to study for the test. As I am walking
around checking homework students are to be writing information down from the
board. (5-7 minutes)
Note taking. We have been working on how to take accurate and effective notes. I
have noticed that many students will skip very important ideas and do not know
how to organize their ideas. Or students will try to write down every bit of
information. Therefore, I will have all students open to chapter 14, section 2 of their
textbook. I will then have the students read through the book paragraph at a time
and we discuss what information seems important. I will be writing under the Elmo
and showing appropriate note taking skills. I will be showing them how to take
notes so they are easy to reference and get down the essential information, not the
fluff. Students will be given a packet that is a skeleton outline of notes that students
are expected to complete. This is an example of effective notes to help students
when they are taking notes alone. We will go through a page of notes as a class. (2530 minutes)
Students will then have the remainder of class to work on a section of notes
individually. They will also be expected to pick out the key terms and people from
their notes, underlining key terms/ people. Students will be expected to finish note
taking up to page 436. They will need to define and discuss the importance of their
key people/ terms.
-Key Terms:
Inflation,
-Key People/ Places:
Holy Roman Empire, Bohemia (end of day one)
Day 2:
We will start the class period off with the students writing down the homework for
the next evening. They are to complete the Chapter 14 Section 2 key people and key
terms, as well as read Chapter 14 Section 3. (5 minutes)
-Key People/Places:
Louis XIV, Cardinal Richelieu, Cardinal Mazarin, and Jean Baptiste Colbert
-Key Terms:
Absolutism
Students will then write down any new information they have learned or any
questions they have about what has been discussed in class. This is the same activity
they have done at the start of each day. (5-7 minutes)
Lecture. We will then move into an interactive lecture about the revolutions in
England. I have also set this lesson up so that one idea comes onto the screen at a
time. Then I elaborate on the ideas, we discuss the idea, making connections, and
answering questions. This is not simply a lecture it is a lecture/ class discussion.
Although there is not an overwhelming amount of information presented, it just
takes longer to present because student are making connections, asking questions,
and sharing experiences. (20-25 minutes)
After lecture I will have the students summarize the information from the lecture.
This will go directly at the end of the notes they just took in class. I think that it is
important that students pull all the ideas together, relating them back to one
another. Having this summery at the end of their notes makes it easy to reference
when reviewing and studying. It is also an additional time that students see the
information in a new manner. They more students see the information; the more the
information will make sense. We will then discuss the students’ summaries as a
class so that I can gage if students are grasping the unit objectives. I will then have
the students turn in the summary as an exit slip so I can learn where every student
lies on the content area. (5 minutes)
Any remaining time it to review homework, ask questions, and allow students time
to work on key terms and key people. (5 minutes)
Evaluation:
Students will be expected to summarize the ideas and concepts that were discussed
throughout the two-day lesson. This will help to bring the two days worth of
information together. It will also be a great reference for students. Also they are to
define and state the significant aspects of the key terms and places. By defining
these terms, stating their importance and underlining them in their notes it helps
students better grasp the concepts. We will also talk about these summaries as a
class so I can get an idea if students are grasping the main ideas of the lesson.
Lesson 3: Response to Crisis: Absolutism
Length of Lesson: 3 hours and 20 minutes (4 class periods, very broad topic area)
Standards and Benchmarks:
History Standard: The student uses a working knowledge and understanding of
significant individuals, groups, ideas, events, eras and developments in the history
of Kansas, the United States, and the world, utilizing essential analytical and
research skills.
Benchmark 1: The student uses a working knowledge and understanding of
individuals, groups, ideas, developments, and turning points of the Global Age of
Exploration (1400-1750).
Indicator 4: Compares and contrasts the rise of constitutionalism in Britain
with political structures in France. (e.g., changes resulting from the English
Civil War and Glorious Revolution: English Bill of Rights, establishment of
Parliament, French Absolutism).
Indicator 5: Explores the growth of Russian Absolutism (e.g., Ivan the
Terrible, Peter the Great, Catherine the Great).
Measureable Objectives:
1. The student will be able to discuss the reign of Louis XIV.
2. The student will be able to explain the role of absolutism in Central and
Eastern Europe.
3. The student will be able to discuss the reign of Peter the Great.
Anticipatory Set:
Students will come into class and the homework will be posted on the board,
we will go through the homework to ensure that there is no confusion. Students will
then be asked to do the K&W of a KWL chart. I would like for them to talk about
what they know about Louis XIV, absolutism, and Peter the Great. I will also have
them write down what they would like to know about these key people/ term.
Activities:
Day One:
Anticipatory Set. (15 minutes)
I will then give students the following worksheet. Students will be expected to get
their textbooks out and we will read through the first few paragraphs, discussing
the key ideas in each paragraph and how the ideas fit together. The worksheet is an
outlined version how student’s notes should look. This lesson is to help with note
taking and learning of absolution. We will discuss why certain ideas are important,
how these ideas should be organized in each student’s notes, and how each
paragraph connects ideas to one another. After going through the notes with
students, they will be allowed to work with a partner or alone on the first two pages
o the packet. (35 minutes)
We will once again go over the homework, which is to read the second half of
Chapter 14, Section 3. Also students are to answer all of the key words and terms for
the section.
-Key People/Places:
Prussia, Austria, Frederick the Great Elector, Ivan IV, Michael Romanov, Peter
the Great
-Key TermsCzar, Boyars, St. Petersburg
Day Two:
Anticipatory set, students will be asked to fill out L column of their KWL. There will
still be places to add information, but to put some of the information they learned
from the previous class and readings. I will then ask for students to talk about some
of the ideas they wrote down on their charts. This not only helps me see what
students found important, but also helps me make sure that all students are
participating. I will then ask for any questions. (10 minutes)
Students will then be given time to work with a partner or by themselves on the
remainder of the packet. They are encouraged to ask questions. I will be walking
around to ensure that students understand why I set up the outline in the manner I
did. I want students to learn both the content and proper note taking skills. We will
then discuss as a class what students found important and what ideas they
expanded upon in their notes. We will discuss why certain ideas are important to
know and why others are of secondary importance. Students have responded really
well to outlines and graphic organizers because it allows students to spatially
separate ideas to better raise comprehension levels. (30-35 minutes)
For the remainder of class students will be asked to write a summary about what
they have learned in the past two class periods. This is a great reference to have at
the end of their notes and a great way to tie ideas together. (5- 10 minutes)
This is the packet students will be completing:
Modern World History
Chapter 14, Section 3
France under Louis XIV
I. The power of the monarch increased, leading to increased stability
-Absolutism-Absolute Monarchs had tremendous power.
1.
2.
3.
4.
5.
- The role of Louis XIV was the best example of the practice of
absolutism because:
1.
2. French diplomacy and wars dominated the political affairs of
western and central Europe.
3.
II. Richelieu and Mazzarin- Period of struggle as governments fought to avoid the breakdown of
the state. Louis XII and Louis XIV were only boys when they came to
throne, so the government was left in the hands of royal ministers.
1. Cardinal Richelieu
2. Cardinal Mazarin
III. Louis Comes to Power-1661 Louis XIV took power. He wanted to be the sole ruler of France.
He fostered the myth of himself as the Sun King- the source of light for
all of his people.
IV. Government and Religion- One of Louis’s keys to power was his control of the central policymaking machinery of government. Three purposes:
1.
2.
3.
- High nobles and royal princes were danger to Louis rule, so he
removed them from the royal court. He then placed them in his court
where they would be busy and not in politics.
- Louis had complete authority over the traditional areas of royal
power:
1.
2.
3.
- Even with this power, the nobles, local officials, and town councilhad more influence than the king in day-to-day operations in local
government. He had to bribe important people to ensure his policies
were carried out.
-Religious harmony was important to monarchical power in France.
-Louis had to
V. The Economy and War-With all of Louis’s lavish items it was important to have Jean Baptiste
Colbert as controller-general of his finances. He increased wealth and
power through the idea of mercantilism. He did three things:
1.
2.
3.
- He established a standing army fit for a Sun king. He wished to
ensure domination of the Bourbon dynasty over European affairs.
- He waged four wars between 1667 and 1713.
1. This lead to…
2. Louis added some territory to France’s northeastern frontier
VI. Legacy of Louis XIV- 1715 Louis, the Sun King, died. He left France in great debts and
surrounded by enemies.
Absolutism in Central and Eastern Europe-After the Thirty Year’s War there were over three hundred “Germanys”
Prussia and Australia emerged as the great European powers
1. Prussia- Frederick William the Great Elector (did what in Prussia?)
-To maintain the army…
-Junkers2. Austria- Austrian Hapsburgs lost German Empire, created new ones in
eastern and southern Europe.
-The core of the new Austrian lands-Austrian Monarchy-Austrian Empire-
Russia under Peter the Great-Sixteenth Century Ivan IV became the first ruler to take the title of czar- the
Russian word for Caesar.
-Ivan expanded territories of Russia eastward. Crushed the Russian nobilityboyars.
-Known as Ivan the terrible because of his ruthless deeds, killing his son.
-Ivan did in 1598- anarchy known as The Time of Troubles occurred until the
Zemsky Sobor, or national assembly made Michael Romanov the new czar
in 1613.
-The Romanov dynasty lasted until 1917.
1. Peter the Great
-Determined to…
I. Military and Governmental Changes-Peter’s first goal…
-To impose the rule of the central government more effectively…
II. Cultural Changes-Western ideas…
-Beards-
-Women-
III. St. Petersburg-The object of Peter’s domestic reform was to make Russia into a great
state and military power.
1. “Open the window to the West”-
2. St. Petersburg-
This is an outline of Chapter 14, Section 3. The bold print words represent titles and
themes in the textbook. This was designed to show students to critically read the
textbook. These techniques can be used to show students how to take notes from a
website or article. This worksheet is made directly to represent this section of the
text, but it can be modified to fit all types of reading articles.
Day Three:
Anticipatory set, I will conduct a random homework check as students are writing
down the homework for the night. They are going to be expected to pull information
about Louis XIV and Peter the Great. Once they have written down the homework
they will be asked to add new ideas to their KWL. They can add questions they want
answered and ideas they learned from the previous class period. We will then
discuss new ideas that students learned. (5 minutes)
Students will then watch a PBS video on Peter the Great. Before we start the video
we will go over the rules when we watch a video. Students will know that sleeping is
not permitted, no heads on the desk, to raise their hand if they have a questions, etc.
I will then give students the video guide that is to be completed as they watch the
video. This guide is to help students follow along with the video and to pick upon
important ideas and concepts presented throughout the video. (45-50 minutes)
Day Four:
Anticipatory set, student will be asked to write a summary at the end of their video
guide about Peter the Great’s reign in Russia. I will have the homework posted on
the board. Students are to read Chapter 14, Section 4. They will also be asked to
define the key terms and people/ places for Chapter 14, Section 4. (10 minutes)
-Key People/Places- El Greco, Gian Lorenzo Bernini, William Shakespeare,
Miguel de Cervantes, Thomas Hobbes, John Locke, Artemisia Gentileschi
-Key Terms- Mannerism, Baroque, natural rights, Leviathan, Two Treatises of
Government
Students will then be given a graphic organizer that compares the reigns of Peter the
Great and Louis XIV. The organizer is headed by the word Absolutism. It then breaks
down into Louis XIV and Peter the Great. Then there will be three boxes directly
under each leader. We will then compare their reigns in terms of advisors,
government, society, and military. We will go through each idea together as a class. I
will be scribing the information on the board, but I will have students providing me
with the information. They will be allowed to use the textbook and their notes to
help them with this classroom discussion. (30 minutes)
Students will then take the remainder of class to summarize the difference between
the reign of Peter the Great and Louis XIV. This will help me evaluate the
information they have retained over the past few class periods and it will be helpful
because this will be the essay question on the Chapter 14 exam. (5- 10 minutes)
Evaluation:
At the start of class I have students adding information to their KWL chart. I will
take questions to ensure that students are not confused about this very complex
section. I will also have classroom discussions so that I can see where students are
making connections and what information needs to be reviewed. I will also have
students writing summaries each day. Today they will compare and contrast Louis
XIV and Peter the Great. This allows students to connect ideas and to pull out the
important information. I have found this to be an effect way to monitor student
progress and to hold students responsible to their class and homework.
Lesson 4: The World of European Culture
Length of Lesson: 1 hour 42 minutes (Two class periods)
Standards and Benchmarks:
History Standard: The student uses a working knowledge and understanding of
significant individuals, groups, ideas, events, eras and developments in the history
of Kansas, the United States, and the world, utilizing essential analytical and
research skills.
Benchmark 1: The student uses a working knowledge and understanding of
individuals, groups, ideas, developments, and turning points of the Global Age of
Exploration (1400-1750).
Indicator 1: analyzes the changes in European thought and culture resulting
from the Renaissance (e.g., more secular worldview; Machiavelli,
Shakespeare; humanism; innovations in art: Michelangelo, Da Vinci;
architecture: St. Peters Dome).
Measureable Objectives:
1. The student will be able to define Mannerism. The student will be able to
explain the Mannerism time period.
2. The student will be able to define baroque. The student will be able to
explain the baroque time period.
3. The student will be able to identify key aspects of literature in the fifteenth,
sixteenth, and seventeenth time period.
4. The students will be able to identify the works and beliefs of Thomas Hobbes.
5. The student will be able to identify the works and beliefs of John Locke.
Anticipatory Set:
I will start today off with a pop quiz. Student will be asked to describe the reign of
Louis XIV in reference to his government, society, and military. This will not only tell
me how much information students are retaining. Also it will show students that
this is important information for them to understand. (10 minutes)
Activities:
Day One:
Anticipatory Set. (10 minutes)
We will then have an interactive lecture. I will discuss ideas; students are
encouraged to add information, ask questions, and to make connections to previous
information we have discussed in class. I will also put one idea on the screen then
discuss the idea to ensure that students are not just racing to write down
information, but grasping the ideas I am talking about. (20-25minutes)
Students will then do an activity where they divide a piece of paper into four
quadrants. In one quadrant they will write the word absolutism and its definition.
The second quadrant they will recognize the root of the word absolutism. In the
third quadrant students will draw a picture of something that represents absolutism
to them, something that will help them remember this important concept. In the
fourth quadrant students will write a paragraph connecting the idea with the
concepts that we have discussed throughout the chapter. (5-10 minutes)
At the end of the class period students will be asked to write a summary of the
information we discussed in class. This will help them to tie together ideas and
create a great reference for studying. (5 minutes)
Day Two:
This is our review day.
I will review ideas that I believe were difficult for students throughout the unit. I
will have the KWL charts, class discussions, and the pop quiz to help me gage what
information needs to be reviewed. (Any amount of time needed)
I will then walk around checking to make sure that students have the needed
paperwork for their notebook checks. I collect their notebooks on test days, it is all
the work they have done through the unit. I want them to have all of their notes and
worksheets to study from for the test. (15 minutes)
With the remainder of the class we will play a game of jeopardy review. (Remainder
of class)
Evaluation:
The evaluation on day one is the pop quiz given at the beginning of class. This will
allow me to see if students understand the reign of Louis XIV. This will help me to
know what needs to be reviewed as a class. The second day is meant to be an all day
review before the Chapter 14 test. This will be used to cover topics that need to be
reviewed and to allow students to ask any question they may have about this
chapter. It will also allow me to conduct a jeopardy game that helps students gage
what ideas are important to review.
Students will use the Elmo and projector.
I will use the DVD player, PowerPoint, Prezi, Computer, Website, and online
textbook work pages. I will also place all of this information on the classes Wiki page
for students to revisit outside of class and get any information they missed.
This is the Chapter 14 Test:
Modern World History
Chapter 14 Test
Name: _________________________
Please read through the following multiple-choice questions completely before
writing your answer on the line provided. (2 points each)
________ 1. The Thirty Years War was “the last of the religious wars,” and then became
a political war. There was a great struggle for European leadership between
all of the following except?
A. France
B. Holy Roman Empire
C. Sweden
D. Spain
_______ 2. The Edict of Nantes (1598) declared:
A. That Protestantism was the only recognized religion in France
B. That Catholicism was the recognized religion in France, but Huguenots
could worship without repercussions
C. Pushed all Protestants out of France
D. Created a more moderate stance on Protestantism, hoping to pull in more
religious followers
________ 3. Which of the following is/ are reason(s) why Spain was not the great
power that it appeared to be during the Age of Absolution? (Mark all the
apply)
A. Spending too much on war
B. Spain was invaded by England
C. Armed forces were out of date
D. The government was inefficient
________ 4. Queen Elizabeth used the idea of balancing power to
A. Make sure that Germany remained divided after the Thirty Year’s War
B. Create more balance between the Church and State (government)
C. Make Catholics and Protestants equal in England
D. To prevent Spain or France from becoming too powerful, by helping the
weaker nation at a given time
________ 5. The divine right of kings is the idea that
A. Kings are given the same powers of monks/ priest in the Catholic Church,
they are an intermediate between God and mankind
B. Kings receive their power from God and are responsible only to God
C. Kings control the religious aspects of the state, but they do not control the
political aspects of the state
D. A king can dethrone a queen at anytime because she is not a king and he
is more fit to run the country
________ 6. In the 1642 civil war in England, the supporters of the king were known as
______ and the supporters of Parliament were known as _______.
A. Roundheads & Huguenots
B. Puritans & Roundheads
C. Cavaliers & Roundheads
D. Huguenots & Puritans
________ 7. The English Bill of Rights, written after the “Glorious Revolution”,
accomplished all of the following except:
A. Established the country as a commonwealth
B. Parliament’s right to make laws and levy taxes
C. The right of citizens to bear arms and a trial by jury
D. A freely elected Parliament
________ 8. Absolutism
A. Is a system where Parliament holds complete control over the political
aspects of the country, tied to the idea of a commonwealth
B. Is a system where a ruler holds total power, tied to the idea of divine right
of kings
C. Is a system where Parliament and Kings share power, connected to the
idea of balance of power
D. Is a system where Parliament has the final say, but the King’s opinion
matters greatly, connected to the idea of balance of power
________ 9. What occurred in France during Louis XIV’s reign?
A. French culture, language, and manners reached greatly declined
B. French diplomacy and wars dominated the political affairs of western and
central Europe
C. His court was abolished
D. Political control was spread out throughout the nation, with no
centralization of the government
________ 10. Boyars were
A. Russian nobility whom Ivan IV tried to crush while expanding Eastward
B. English nobility that James I was worried would try to over throw his
Catholic ideals, so he took them out of positions of power
C. French nobility that helped France come out as the prominent European
power after the Thirty Year’s War
D. Spanish nobility who invaded England for resources and to spread
religion
________ & _______ 11. In Russia, when Peter the Great became a czar, what were his
two other titles?
A. Emperor of Russia
B. King Peter the Militant
C. Father of the Fatherland
D. Peter the Magnificent
_______ 12. Mannerism in art breaks down the High Renaissance principle(s) of ______?
Please mark all that apply.
A. Moderation
B. Harmony
C. Equality
D. Balance
_______ 13. The Catholic reform movement adopted what artistic movement in the
sixteenth century?
A. Renaissance
B. Baroque
C. Mannerism
D. Mid-evil
_______ 14. Shakespeare was known as a universal genius. Why is this true?
A. The plays were tragic, making people feel better about their own
situations
B. The plays were humorous and people of all classes could attend as a
break from their own reality
C. The plays represented situations in the New World and people were very
intrigued to learn about the new world
D. The plays showed a remarkable understanding of human condition
________ 15. Thomas Hobbes and John Locke agreed on the idea that:
A. There should be absolute rule by one person
B. Humans lived in a state of equality and freedom rather than a state of war
C. There should not be absolute rule by one person
D. That people find it difficult to protect their natural rights and established
a government to ensure the protection of their rights
________ 16. John Locke was not a supporter of democracy, but his ideas we used in
places like France and United States of America to do all of the following
except?
A. Support demands for Constitutional government
B. Control Foreign Policy
C. Rule of Law
D. Protection of Rights
________ 17. Saint Petersburg was:
A. Was built to control trade with Asia
B. Russia’s “Window to the West”
C. Not finished in Peter the Great’s lifetime
D. Located on the Caspian Sea
________ 18. Who was Louis XIV’s financial advisor?
A. Michael Romanov
B. Oliver Cromwell
C. Jean Baptiste Colbert
D. El Greco
________ 19. Who was a highly regarded artist during the Mannerism period?
A. El Greco
B. Artemisia Gentileschi
C. Gian Lorenzo Bernini
D. Jean Baptiste Colbert
________ 20. During the French War of Religion (1560) the military battles were
primarily between whom?
A. Catholicism and Judaism
B. Calvinism and Catholicism
C. Islam and Calvinism
D. Catholicism and Islam
Please match the following terms/ people/ places to their description.
(2 points each)
A. Frederick William the Great Elector
B. Miguel de Cervantes
C. Armada
D. Gian Lorenzo Bernini
E. James I
F. Philip II
G. St. Petersburg
H. Oliver Cromwell
I. Inflation
J. Commonwealth
K. Czar
________ 16. King of Spain, attempted to invade England to overthrow Elizabeth to
turn England Catholic
________ 17. Came up with the New Model Army and ended up setting up a military
dictatorship in England
________ 18. King of Scotland, Elizabeth I’s cousin who took the throne after her death
________ 19. Laid the foundation for the Prussian state, building a large and efficient
standing army to over come geographical obstacles to defense
________ 20. A fleet of ships- used when Spain attempted to invade England to bring
Catholicism as the England’s religion.
________ 21. The great influx of gold and silver from the America lead to this
________ 22. Ivan IV was first ruler to take this title, means Caesar in Russian
________ 23. Wrote Don Quixote, a novel that is said to one of the greatest literary
works of all time
________ 24. Said to be the greatest figure of the Baroque period, completed Saint
Peter’s Basilica
________ 25. After abolishing the monarchy and House of Lords, England became a
republic, also known as _____________
________ 26. Remained the capital of Russia until 1918.
Short Answer: Please answer one the following questions in a complete paragraph
or two. Make sure that all aspects of the question are fully answered. (5 points)
Please answer either short answer 1 or 2.
1. Describe the reign of Queen Elizabeth I in England. Discuss her political and
religious positions.
2. Explain the “Glorious Revolution”. Discuss what lead to the revolution, who
was involved, and what political changes occurred after the revolution.
Please answer the following essay question. (10 points)
1. Compare the reigns of Louis XIV and Peter the Great with regard to
government control, change in society, and the military.