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Chapters 16 & 17

Chapters 16 & 17. DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE! ON A SEPARATE SHEET OF PAPER, define the vocabulary terms Next, draw a SPEC

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Page 1: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Chapters 16 & 17

Page 2: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!

ON A SEPARATE SHEET OF PAPER, define the vocabulary terms

Next, draw a SPEC chart. After reading, place majors ideas from the reading in the appropriate SPEC chart.

Page 3: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

7 northern provinces called themselves the United Provinces of the Netherlands after the revolt against Spain (officially recognized by the Peace of Westphalia in 1648). The House of Orange held the title of stadholder. In times of peace, burghers held political power

William III of Orange attempted to consolidate power, but was not successful. A republican form of government was once again formed, following his death

17th century considered a golden age for the Dutch due to wealth and power gained from sea trade

Socially, there was a high standard of living and fairly equal distribution of wealth. They were tolerant in religious matters

Amsterdam became the center of commerce. This was aided by the development of the Bank of Amsterdam and the Dutch East India Company

Four 17th century trade wars Anglo-Dutch Wars (ended with the Glorious Revolution), and wars with France to ensure a balance of power in Europe will lead to decline (1672 – “Year of Disaster”).

Page 4: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Golden Age Painters

Page 5: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC
Page 6: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC
Page 7: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC
Page 8: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC
Page 9: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

http://www.youtube.com/watch?v=mzjHwF_2iHU&safety_mode=true&persist_safety_mode=1&safe=active

Page 10: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Dutch Republic portion generates predictable questions

At LEAST ONE designed to see if you recognize Amsterdam as a popular commercial area in the 17th Century

Also, factors of Dutch Artwork Was protestant nation w/o absolute ruler-they

were different from Rome and Madrid’s baroque art full of Catholic Church and ruling monarchs

Merchants patronized Individual and everyday life Dutch Golden Age for painters in 1600’s

Page 11: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Frederick the Great Gustavus Adolphus William of Orange Charles V, Holy Roman Emperor

Page 12: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Painting of daily life Lack of Religious or Catholic Themes All of the above None of the above

Page 13: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Paris Amsterdam Ribe (original capital of Denmark) London

Page 14: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Philip I of Spain converts them to Catholicism and they join the Holy Roman Empire

Religious Tolerance commerce from shipping and the Dutch

East India Company increases economic power

High standard of living and equal distribution of wealth

Page 15: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Eastern Europe

Page 16: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Not really an empire, very feudal and not in Rome

1356 – the “Golden Bull” ( a papal declaration) established the practice of allowing 7 German princes to elect the Emperor (they often chose a weak one)

Some parts became Protestant Lost parts of Hungary to the Ottomans Was devastated by the Thirty Years’ War The empire was replaced by independent

states in the region (over 300 by 1500) By the 18th century, Austria and Prussia

were gaining power

Page 17: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

1519 – Charles V was elected emperor and tried to consolidate the area under Catholic rule

The Lutheran reformation gave princes and cities a religious reason for rejecting his authority

Peace of Augsburg signed by Charles V led to the Thirty Years War

Page 18: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

German princes could choose to be Lutheran or Catholic

Frederick III, ruler of the Palatinate, converted to Calvinism

As an “elector”, this posed a problem. Also, several other princes followed his lead

The Catholic counter-reformation added to the growing religious tension, as in some areas Protestantism is increasingly being wiped out

Page 19: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Leaves Holy Roman Empire divided into 300 independent states

Elects an emperor who had no imperial army, revenues or central authority

France emerges as a power house due to the decline of Holy Roman Empire’s power.

Page 20: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

PrussiaUnification of northern Germans states

started under the Hohenzollern dynasty (1415)

1640 - Foundation for the Prussian state was laid by Frederick William – the “Great Elector” – as a result of the 30 Years War Powerful, well-funded army through taxation Established the General War Commissariat to

levy taxes Took government control from Junkers, but gave

them positions in the government , absolute power over their peasants (now serfs) and exempted them from taxes

Mercantile policies, including high tariffs Built roads and canals

Hohenzollerns rule territory

known as Brandenburg-

Prussia

Page 21: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Modern Day Germany, Poland, Lithuania, Denmark, Belgium, Czech Republic and Switzerland

Prussia at its peak

Page 22: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Why was he so powerful again? Known as the Great Elector, FW began

strengthening Hohenzollern powerBuilt well-equipped armyArmy helps him become a major player in

European Politics Demanded loyalty of Junkers, German

Landowners; in exchange, Junckers received power over serfs

Page 23: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Frederick William I ( 1713-1740 “Soldier King”) completed the dominance of the King over the Junkers, creating a rigid militaristic state known as the “Sparta of the North”.

Army doubles to over 80,000 men13th largest population of Europe3rd or 4th largest army

Officer class becomes Prussia’s most prestigious class.

Page 24: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Austria Made up of traditional Hapsburg hereditary lands Ferdinand III had consolidated power in the

German-speaking Habsburg provinces Leopold I defeated the Ottoman siege at Vienna in

1683 halting Muslim expansion into Europe Treaty of Karlowitz gave Hungary, Transylvania,

Croatia and Slovenia to Austria, creating a large, powerful Austrian Empire

The War of Spanish Succession gave Austria the Spanish Netherlands and Spanish holdings in Italy

Page 25: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

AustriaThree distinct regions: hereditary provinces of

the Habsburgs, Bohemia and HungaryToo many nationalities and religions (Hungary

was defiantly Protestant, Bohemia and the “hereditary lands” were Catholic following the 30 Years’ War)

These territories had their own estates-general, with the Austrian emperor as a symbolic figure-head. Landed aristocracy provided military officers and government bureaucrats, and little else

The “Pragmatic Sanction” proclaimed by Charles VI stated that the Habsburg lands would always be under the control of a single ruler (could be female)

Page 26: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

AP Test you to understand its purpose and recognize Frederick the Great (of Prussia) violates it later.

Emperor Charles VI (Habsburg) (reigns 1711-1740)

Dies thinking he guaranteed peace and integrity of his realm.

Determined to ensure his daughter, Maria Theresa’s succession, drew up a document=Pragmatic Sanction Territories of Habsburg Empire remain

unified under her Maria Theresa would inherit all Habsburg

lands and the throne

Page 27: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Center of Orthodox Christianity (“Third Rome” after Rome itself and Constantinople)

Russia overthrew the Mongols under Ivan the Terrible (“Czar”) who united and expanded Russia through the use of “Cossacks’. Ivan crushed the Boyars (landed aristocracy)

“Time of Troubles” – period of civil war after the death of Ivan, came to an end with the appointment of Michael Romanov as czar by the feudal lords

Page 28: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Tsar (czar) – divinely ordained autocratic ruler

Landed aristocrats (boyars) Merchants – heavily regulated by the

czar Peasants – increasingly became bound

to the land as serfs

Page 29: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Elected in 1613 (Romanov Dynasty ruled until 1917)

Continued to consolidate lands at the expense of the serfs (now like slaves – recall the rise in demand for food) and spread eastward (Cossacks again)

Page 30: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

1682-1725 – westernized Russia Women forced to dress like Western

European women, men shaved beards Built St. Petersburg (window to the

west) in which engineers, artists, scientists et al were invited to westernize Russia

Serfs turned slaves built St. Petersburg

Page 31: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Palaces Cities

Page 32: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

DenmarkVery Feudal –monarchs elected and

shared power with the nobilityNobility exercised a lot of power over

peasantsLosses in the 30 Years War and war with

Sweden led to a bloodless revolution, in which the power of the nobility was curtailed and an absolutist constitution was instituted in 1665

Christian V from 1670-1699 crafted a centralized administration with the nobility as part of the upper bureaucracy

Page 33: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Sweden1611 - Gustavus Adolphus created a stable

monarchy by granting the nobility positions in the bureaucracy and creating a formidable army

Eventually Charles XI will assume the throne and began to create a strong absolute monarchy Resumed control of crown lands and their revenues Improved the army and navy Weakened the power of the Riksdag and the church By 1693, he created a state that dominated

Northern Europe By 1718, however, Charles XII had gone to war

with Poland, Denmark and Russia, leading to Sweden’s decline

Page 34: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Contrast

• Germany • Spain, England and France

Page 35: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

1569 – formal merger between Poland-Lithuania, although a marriage began the process in 1386 which began the Jagiello dynasty (largest Christian kingdom)

Assemblies of nobles elected the kings and limited their power

Nobles kept peasantry in a state of serfdom 1572 – Jagiello dynasty came to an end and

an outsider was chosen as king – Swede Sigismund III. The nobility continued to strengthen, and left Poland no more than a confederation of semi-independent estates

It became a battleground foreign powers who found it easy to invade but difficult to manage

Page 36: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC
Page 37: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Based in Anatolia after the fall of the Seljuk Turks by the Mongols

Took over and renamed Constantinople (Istanbul) in 1453

Within 100 years dominated the regions surrounding the Western Mediterranean (stopped short at Vienna)

Page 38: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Predominantly Muslim, although religious toleration practiced

Enslaved Christian boys (Janissaries) for the military (devshirme)

Over time, persecution grew

Page 39: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Built up the empire and the arts Took parts of Hungary, taking advantage

of a weak Europe during the protestant reformation

Stopped at Vienna, or the history of Europe would be vastly different

Ottomans stayed in power until 1922 – greatly expanding Islam and kept Eastern Europe on it’s toes

Page 40: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Mughal Empire established in 1526 by Babur and dominated for 300 years

Babur’s harsh tactics replaced by Akbar who was more religiously tolerantAbolished jizyaAllowed Hindus in the government and

militaryEliminated satiMarried a HinduGolden age of art and architecture for the

next 100 years

Page 41: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Taj Mahal built (at the expense of those who paid taxes)

Religious toleration ended Jizya reinstated Hindu temples destroyed Hindus persecuted and begin to unite Europeans arrive in the 17th century

penetrating the periphery (coastal regions) of India

Page 42: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Ignored the European presence, which continued to penetrate into the interior of the subcontinent

Mughals had to fight Hindu uprisings, which left them vulnerable to European encroachment

Continued wars to expand were costly, never became “maritime”, allowing for European countries to control maritime trade

Page 43: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Defeated the Mongols (Yuan Dynasty) in 1368

Created a strong central government, reinstated Confucianism and civil service exams

Sponsored grand voyages under Zheng He, but discontinued (ALMOST “maritime”)

Conquered by the Qing in 1644 (Manchus)

Page 44: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Manchu rulers – governed until 1912 Maintained and ethnic elite Used civil service to employ Chinese Supported Confucianism, the arts and

expanded the empire Had established trade with Europe,

however in 1724, Christians banned, 1757 trade with Europe was limited to Canton

Trade was still substantial – silver increased creating a new merchant class

Page 45: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

During this era, European countries cannot penetrate into China and control the region as they had done in India, Southeast Asia and the Americas

As Europe becomes more industrialized in the next era, that will change and China will not be able to hold off their intrusions any longer

Page 46: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Ruled until 1868 – instituted a rigid social class model caste in nature (warrior, farmer, artisan, merchant)

AKA – Edo Period - capital moved to Edo (Tokyo)

National Seclusion Policy –isolated Japan (those going in and out – only the Dutch – 1 ship a year - and Chinese could enter Nagasaki)

Result – culture thrived (haiku and Kabuki), however Japan lags in technology

Page 47: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Similar to China, strong governments in Japan keep the Europeans at bay during this era

However, Japan will isolate and industrialize in the next era, allowing them to compete with Europe militarily and economically, avoiding a takeover by European powers

Page 48: Chapters 16 & 17.  DO NO WRITE ON MY CLASS SET-LEAVE IN ROOM PLEASE!  ON A SEPARATE SHEET OF PAPER, define the vocabulary terms  Next, draw a SPEC

Contrast

• Mughal (and the Ottoman) Empires response to European Aggression

• China and Japan’s response to European Aggression