AfJe 0' A8S0llA7e MONAR,lJ,HS

AP EUROPEAN HISTORY CHAPTERS 4-6

MR. MANCINI MR. WEAVER

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F- Critical Thinking Worksheet 18 Topic: The Spanish Armada

Skill: Identifying Effects

Historians have long debci!ted the outcomes of the defeat of the Spanish Armada. Read the following excerpt from The Armada by Garrett Mattingly. Then answer the questions that follow. Refer to text pages for background information.

Historians agree that the defeat of the Spanish Armada was a decisive battle, in fact one of the Decisive Battles of the World, but there is much less agreement as to what it decided. Some historians say that the defeat of the Annada "marked the decline of the Spanish colonial empire and the rise of the British." It is hard to see why they think so. By 1603, Spain had not lost to the English a single overseas outpost, while the English colonization of Virginia had been postponed for the duration, Nor did the Armada campaign "transfer the command of the sea from Spain to England." English sea power in the Atlantic had usually been superior to the combined strengths of Castile and Portugal, and so it continued to be, but after 1588 the margin of superiority diminished. The English could raid the Spanish coast, but they were not able to blockade it. Drake and Hawkins had dreamed of bringing Philip to his knees by cutting off his revenues from the New World, but, in fact, more American treasure reached Spain in the years between 1588 and 1603 than in any other fifteen years in Spanish history.

For the spectators of both parties, the outcome ... was indeed decisive. The Protestants of France

and the Netherlands, Germany and Scandinavia saw with relief that God was, in troth, as they had always supposed, on their side. The Catholics of France, Italy, and Germany saw with almost equal relief that Spain was not, after all, God's chosen champion. From that time forward, though Spain's preponderance was to last for more than another generation, the peak of her prestige had passed.

So, in spite of the long, indecisive war which followed, the defeat of the Spanish Armada really was decisive. It decided that religious unity was not to be reimposed by force on the heirs of medieval Christendom.

Meanwhile, as the episode of the Armada receded into the past, it influenced history in another way. Its story, magnified and distorted by a golden mist, became a heroic apologue [symbolic narrative} of the defense of freedom against tyranny, an eternal myth of the victory of the weak over the strong, of the triumph of David over Goliath. It raised men's hearts in dark hours, and led them to say to one another, "What we have done once, we can do again." In so far as it did this, the legend of the defeat of the Spanish Armada became as Important as the actual event-perhaps even more important.

1. Why does Mattingly say that the Armada's defeat did not mark the decline of the Spanish colonial

empire? _

2. According to many historians, the defeat of the Spanish Annada gave England command of the sea. List two facts Mattingly uses to challenge this view.

(a) _

(h) _

3. According to Mattingly, what were two important effects of the Annada's defeat on western Europe?

(a) _

(h) _

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THE EDICT OF NANTES

, In 1598, Henry IV of France issued an edict, or proclamation, at the town of Nantes. The edict granted limited religious toleration to the Protestants of his country. The following are excerpts from that document.

III. We ordain that the Catholic, Apostolic and Roman faith be restored and re-established m all those districts and places of this our Realm _.. in which its exercise has been interrupted, there to be freely and peaceably exercised.... VI. And to leave no occasion for trouble or dif­ference among our subjects: We permit those of the so-called Reformed Religion to live and abide in all the towns and distncts of this our Realm ... free from inquisition, molestation or compul­sion to do anything in the way of Religion, against their conscience ... provided that they observe the provisions of this EdIct. __ . XIII. We most expressly forbid to those of this re­ligion the practice thereof, In respect of mmistry, organization, discipline or the public Instruction of children, or in any respect, in our realm and dominion, save in the places permitted and granted by this edict. XIV. The practice of tills religion is forbidden in our court and suite, in our domains beyond the

, Henry IV entering Paris

mountains, in our city of Paris, or withm five leagues thereof. XVIII. We forbid all our subjects, of whatever rank or condition, to take children of this reli­gion, by force or persuasion, to be baptized or confirmed in the Catholic Apostolic and Roman Church; the same bemg forbidden to those of the so-called Reformed Religion, under penalty of ex­ceptionally severe punishment. XXI. Books concerning this religion are not to be printed and exposed for sale save in towns and districts where the public practice of the said re­ligion is allowed. XXII. No distinction is to be made with regard to this religion, ill the reception of pupils for educa­tion in umversities, colleges and schools, nor in the reception of the sick arid needy into hospi­tals, almshouses or public charities. XXVll. Members of this religion are capable of holding any office or position in this Realm.

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~. [a] What is the "Catholic Apostohc and Roman faith" to which the Edict of Nantes refers?

(b) What is lithe so-called Reformed Religion" to which the edict refers?

2. Under the terms of the edict, could a Huguenot be forced to attend a Catholic mass? How do you know?

3. Under the terms of the edict, could a school refuse to admit Huguenot chil­dren? How do you know?

4. According to the text (page 378), why did Henry IV forbid members of the Re­formed Religion from practicing their faith in or around the city of Paris?

5. (a) On a separate sheet of paper, list three ways in which, under the Edict of Nantes, Protestants and Catholics were equal.

(b) List three things in the edict that discriminated against Huguenots.

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Europe in the Age of the Chapter Absolute Monarchs

TWO VIEWS OF VERSAILLES • Section'

Those who visited Versailles frequently had different views about life there. Princess Palatine, a frequent visitor at the court, wrote the first selection. The second was written by Madame de Sevigne. In it, she describes the return from exile of the Marquis de Vardes.

1 The appartement [two large rooms at Versailles

where the King played billiards and served re­freshments} is an absolutely intolerable expert­ence. We all troop into the billiard room and lie on our stomachs or squat, no one uttering a word, until the King has finished his game. Then we all get up and go to the music room where someone is smging an aria from some old opera which we have heard a hundred times already. After that, we go to the ball, which lasts from eight to ten o'clock. Those who, like me, do not dance have to sit there for hours without budging for an instant, and can neither see nor hear any­thing except an endless minuet. At a quarter to ten, we all follow one another in a quadrille {a dance popular at the time], like children reciting the catechism, and then the ball is finally over,

2 He [the Marquis] arnved on Saturday morning,

looking quite extraordinary; and weanng a {blue coat embroidered with gold and silver} in the style of those worn in 1663. On entenng the

King's chamber he went down on one knee ... The king told rum that he had not re­called hun so long as his heart was wounded, but that he now recalled him With a whole heart, and that he was glad to see him again. M. de Vardes rephed most eloquently and emotionally, and the gift of tears which God has given him was well in evidence on this occasion. After this first in­terview, the King caused M. le Dauphin [the king's eldest son] to be called, and presented [lus son) as a young courtier [to the marquis]. M. de Vardes recognized him and bowed to him. The kmg said to him laughingly: "Vardes, what a stu­pid thing to do, you know quite well that you do not bow to anyone when in my presence." M. de Vardes rephed in the same tone: "Sire, I no longer know anything, I have forgotten every­thing, Your Majesty Will have to pardon me even thirty stupidities." "That I will," said the King, "you have twenty-nine left." Later, when the King made fun of his coat, M. de Vardes said: "Sire, when a man is so wretched as to be ban­ished from your presence, he is not only unfor­tunate, he becomes ridiculous as well."

1. What is the attitude of the princess to the evenings she describes?

2. In the second selection, what evidence does the Marquis give that he has found banishment from the court intolerable?

3. Although the first selection does not mention the king directly, it nevertheless provides us with insights into his character. (a) What does the selection tell us about the king? (b) What does the second selection reveal?

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CHAPTER READING The Court of the Sun King

One of the most complete records of life at the court of Louis XIV comes from the writings of Louis de Rouvroy, Due de Saint-Simon (san-see-ssons). As a French noble, Saint-Simorrepent most of his time at Versailles and was often present at the elaborate ceremonies that were part of the king's routine (textbook page _). He wrote down in his memoirs all that he saw and felt about the reign of the Sun King. Read the pas­sage below from his account. On a separate sheet of paper, answer the questions that follow.

Not only did Louis XIV notice whether the highest nobility constantly attended him, but he kept track of the lesser nobles also. He looked to the right and to the left at the ceremonies sur­rounding his rising and his going to bed, at his meals, in walking through the palace, and in his gardens of Versailles. He saw and noticed every­body; no one escaped him.

He marked down carefully the absences of any of those who were always at court. He found out the reasons for these absences, and he never lost an opportunity to treat these individuals according to what he had discovered. It was a mark against some, including all of the highest nobility, not to make the court at Versailles their home. For others it was held against them that they came only rarely; for those who never or scarcely ever came it was certain disgrace. When their names werementioned or it was a matter of doing something for such a person, "I do not know them," was the king's proud reply. Such statements were final and were never reversed.

COMPREHENSION 1. At what times did the king check to see

whether the nobles were attending him? 2. (a) What did Louis XIV do when he

noticed that someone he had expected to see was missing from court? (b) How did he treat people after they had been absent from court?

3. Which people did Louis XIV claim not to know at all?

4. (a) According to Saint-Simon, what were two other ways the king had of keeping informed about the people at his court?

Louis XIV took great pains to be well informed about everything that was going on in public and in private. He had an infinity of spies of every kind. Some were ignorant that their information went all the wayto him, others knew it.

The most cruel means by which the king was kept informed - for many years before anybody realized it-was by opening letters. It is impossi­ble to appreciate how promptly and efficiently this was done. The king saw extracts from all the letters that the chiefs of the postal servicejudged should reach him. A word of criticism of the king or the government could ruin one forever.

Adaptedfrom Memoirs of the Due de Saint-Simon, by W. H. Lewis, translated by Bayle St. John. First published in Great Britain, 1829-1830. First published in Us. by Macmillan Pub­lishing Company. 1964. Revised Edition. Copyright © 1964 W. H. Lewis. Reprinted by permission ojMacmillan Publish­ing Company, and B. T. Batsford; Ltd.

(b) What was likely to happen to a per­son who had criticized Louis XIV in a letter?

CRITICAL THINKING 5. Identifying a purpose. Judging from this

passage, what did Saint-Simon think were the king's reasons for treating the nobil­ity as he did?

6. Citing evidence to support an opinion. How would you characterize Saint­Simon's opinion of Louis XIV? Explain your answer.

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Chapter.

The elaborate court of Louis XIV ~ ~ seemed very foreign to Liselotte (Elisabeth Charlotte) von der Pfalz (1652-1722), a 19-year-old German princess who married the ktng's brother in 1671. Homesick for her own country, Liselotte wrote frequent letters home. This one is to her brother's wife.• As you read, think about how thenobilitylived in thisperiod. Then, on a separate sheetofpaper, answer the questions that follow.

A Busy Day at the Sun King's Court

Versailles, 6 December 1682­

My dearest sister ...Today I gave an audience to an envoy of Parma, thereafter I had to write a

long letter to the Queenof Spain, and at eight I must go to see a new play with Madame la Dauphine. So I have only this hour to write, for tomorrow, right after the Kings mass, I must go hunt­

twenty tables, covered with green velvet cloth with a gold fringe, have been put up for all kinds ofgames. From there one goes to a large antechamber contain­ing the King's billiard table, and then to another room with four large tables for the collation, all kinds of things like fruit cakes and preserves. This looks just

like the children's table on Christmas eve....ing with His Majesty and after

the hunt it will be a bit late to After one is done with the write, for it is again jour d'ep­ collation. which is taken stand­

ing up, one goes back to thepartement. room with the many tables;And so that Your Grace can

understand what this is, ... now everyone sits down to a different game, and it is unbe­Mondays. Wednesdays. and

Fridays are jours d'appartement lievable how many varieties of games are being played: Ian­Then all the men of the court

assemble in the King's squenet, trictrac, picquet, antechamber and an the women l'hombre, chess.... When the meet at six in the Queen's room. Thereupon everyone goes to ... a large mom where there is music for those who want to dance. From there one goes to a room where the King's throne stands. There one finds various kinds of music, con­certs, and sinBing. From there one goes into the bed­chamber, where three tables for playing at cards are set up, one for theKing, one for the Queen, and one for Monsieur [her husband]. From there one goes to a room that could .be called a .hall, where more than

King and Queen come into the room, no one gets up from the game. Those who do not play, like myself and a great many others, just stroll from room to room... this lasts from six until ten. when one goes to supper. But if I should now tell Your Grace how ma.gnificently these rooms are fur­nished and what great quantity ofsilver dishes are in them, I should never finish.

Source: A Womans Life in the Courtof the Sun King, trans. ElborgForster GobnsHopkins University Press, 1984).

4. Activity Put yourself in the place ofLiselotte, who at 19 was sent to live in a foreign country whose ways were strange to her. Think how you would feel in this situation and write a let­ter "home" about it.

1. What were some ofLiselotte's activities during a normal day at court?

2. How did the courtiers entertain themselves at the specialjours d'appartement?

3. This letter was written when Liselotte had been at court for ten years. What do you think her attitudes toward the court are?

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Date Reading for Chapter.

Maxims History and Literature

by Fran~ois de Ja RochefoucauJd ,.. Franrrois de la Rochefoucauld (1613-1680) was a French duke who participated

in an unsuccessful plot against Cardinal Richelieu. The failure of his political am­bitions left him with a strong sense of pessimism about human nature. After retiring from politics, La Rochefoucauld wrote a collection of over 500 aphorisms called the Maxims. An aphorism is a brief but usually wise statement about an aspect of life. The Maxims provide a powerful insight into human nature and the hypocr{sy La Rochefoucauld saw at the royal court of Louis XIV

1. Self-love is the greatest of all flatterers. 2. We all have strength enough to endure the misfortunes of others. 3. We need greater virtues to sustain good fortune than bad. 4. If we had no faults of our own, we would not take so much

pleasure in noticing those of others. 5. We are never so happy nor so unhappy as we imagine. 6. To succeed in the world, we do everything we can to appear

successful. 7. There is no disguise which can for long conceal love where it

exists or simulate it where it does not. 8. The love of glory, the fear of disgrace, the incentive to succeed,

the desire to live in comfort, and the instinct to humiliate others are often the cause of that courage so renowned among men.

9. Those who apply themselves too closely to little things often become incapable of great things.

10. The love of justice in most men is simply the fear of suffering injustice.

11. The mind is always the dupe of the heart. 12. Nothing is given so profusely as advice. 13. Usually we praise only to be praised. 14. Our repentance is not so much regret for the ill we have done as

fear of the ill that may happen to us in consequence. 15. We always like those who admire us; we do not always like

those whom we admire. 16. We frequently forgive those who love us, but cannot forgive

those whom we love. 17. We confess to little faults only to persuade ourselves that we

have no great ones. 18. We rarely find that people have good sense unless they agree

with us. 19. Quarrels would not last long if the fault were only on one side. 20. True eloquence consists in saying all that is necessary, and

nothing but what is necessary.

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Comprehension

1. According to La Rochefoucauld, what are five causes of courage?

2. How does La Rochefoucauld define eloquence?

3. Reread the section in the text on Louis XIVand Versailles (pages 440-445 J. Then cite two maxims that seem to have been inspired by the hypocrisy of court life.

Reading for Chapter

Critical Thinking

4. Select one maxim that you agree with and one that you disagree with. Explain the reasons for your choices.

5. One critic wrote that La Rochefoucauld's "purpose was to show that all conduct could be traced back to the single motive of self-interest." Do you agree or disagree with this assessment? Explain.

© D.C. Heath and Company History and Uterature 37

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\N PRAISE OF PETER Russian poet Mikhail Lomonosov wrote the following praise of Peter I sometime

. before 1747.

Inscription for a Statue of Peter the Great Behold the sculpture here of him, who, most

audacious, Most wise, forewent his ease to serve, supremely

gracious Toward his people: chose the rank of lowliest

knave, And reigned-exemplar, he upheld the laws he

gave; He put his scepter by, reached, rather, for the

spanner [a wrench); His power he hid, unfurling science's bright

banner. He built a city; none bore battle's brunt as he; He visited far lands, and journeyed oversea; To gather artists, to train soldiers was his doing, The enemies at home, as those abroad, subduing: There's Peter, father of the fatherland, in brief; An earthly deity our Russia IS adoring; Many the altar fires before this figure soaring, The hearts beholden to him, many beyond belief.

Peter I of Russia

~. Give examples from Peter's life and rule to which each of the following phrases might refer. [a] "chose the rink of lowliest knave"

[b] "put his scepter by, reached, rather, for the spanner"

[c] "built a city"

[d] "bore battle's brunt"

{e} "visited far lands"

2. What phrase or phrases in the poem best summarize the poet's view toward Peter?

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PRIMARY SOURCE Peter the Great's Reforms Czar Peter I of Russia, known as Peter the Great, visited western Europe in 1697 to learn more about European customs and industry. Inspired by his trip, he sought to westernize Russiain order to strengthen R,!ssi~'s ~sitio,! in the mod­ern world. How did the following decrees change daily life In RussIa?

A Decree On a New Calendar

T he Great Sovereign has ordered it declared: the Great Sovereign knows that many European

Christian countries as well as Slavic peoples are in complete accord with our Eastern Orthodox Church ... -all these peoples number their years from eight days after the birth of Christ, this is from January 1, and not from the creation of the world There is a great difference in those two cal­endars. This year is 1699 since the birth of Christ, and on January 1 it will be 1700 as well as a new century. To celebrate this happy and opportune occasion, the Great Sovereign has ordered that henceforth all government administrative depart­ments and fortresses in all their official business use the new calendar beginning January 1, 1700. To commemorate this happy beginning and the new century in the capital city of Moscow, after a solemn prayer in churches and private dwellings, all major streets, homes of important people, and homes of distinguished religious and civil servants should be decorated with trees, pine, and fir branches similar to the decoration of the Merchant Palace or the Pharmacy Building-or as best as one knows how to decorate his place and gates. Poor people should put up at least one tree, or a branch on their gates or on their apartment [doors]. These decorations are to remain from January 1 to January 7,1700. As a sign of happiness on January 1, friends should greet each other and the New Year and the new century as follows: when the Red Square will be lighted and shooting will begin-followed by that at the homes of boyars, courtiers, and important officials of the tsar, military and merchant classes­everyone who has a musket or any other fire arm should either salute thrice or shoot several rockets or as many as he has....

Decrees on Compulsory Education of the Russian Nobility

Send to every gubernia [region] some persons from mathematical schools to teach the children of the nobtltty-i-except those of freeholders and gov­

emment clerks-mathematics and geometry; as a penalty [for evasion] establish a rule that no one will be allowed to marry unless he leams these [subjects]. Inform all prelates to issue no marriage certificates to those who are ordered to go to schools. ...

The Great Sovereign has decreed: in all guber­nias children between the ages of ten and fifteen of the nobility, of government clerks, and of lesser officials, except those of freeholders, must be taught mathematics and some geometry. Toward that end, students should be sent from mathemati­cal schools [as teachers], several into each guber­nia, to prelates and to renowned monasteries to establish schools. During their instruction these teachers should be given food and financial remu­neration ... from gubernia revenues set aside for that purpose by personal orders of His Imperial Majesty. No fees should be collected from students. When they have mastered the material, they should then be given certificates written in their own handwriting. When the students are released they ought to pay one ruble each for their training. Without these certificates they should not be allowed to marry nor receive marriage certificates.

from Basil Dmytryshyn, Imperial Russia: A Sourcebook, 1700-1917 (New York. Holt, Rmehart and Wmston, Ine., 1967),14-22. Reprinted in Peter N. Steams, ed., Documentsin world HIStory, Vol. II (New York: Harper Collins Publishers, 1988), 32--34

Discussion Questions Recognizing Facts and Details 1. When did the new Russian calendar go into effect

and how did Russia celebrate? 2. What penalty did children of Russian nobles face

if they did not learn mathematics? 3. Making Judgments What advantages do you

think Russia gained by these reforms? What dis­advantages, if any, do you see?

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16 Chapter. A State Visit by Peter the Great

Louis de Rouvroy, Due de Saint-Simon, was a French courtier who lived at Versailles in the late 1600s and early 1700s. His Memoirs are famous for the picture they give ofcourt life at Versailles. Saint-Simon also recorded a visit that Peter the Great of Russia made to France in 1717. Read the description ofPeter and answer the questions that follow.

The Czar was admired for his great curiosity in matters of government, trade, education, and police. Everything he did brought out the vast scope of his knowledge and his powers of reason­ing. It was astonishing to see how he blended a majesty at once lofty, proud, delicate, sustained, and natural, with a monarch's courtesy, which everyone felt in varying degrees depending on their rank. He had a kind of familiarity which stemmed from an independent spirit; but he had not shaken off the strong imprint of his country's ancient barbarism, which made him impatient, abrupt, and incapable of tolerating contradiction, though his opinions wavered. He displayed the brazenness of a king who felt himself everywhere at home; he wanted to do and see everything in his own way, and everyone had to bend to his wishes and demands....

He was a very tall man, extremely well built, on the thin side, with a rather round face, a high fore­head, and fine eyebrows; ... he had beautiful black eyes, large alert, piercing, and well set. When he wanted it to be, his expression was majestic and gracious, otherwise it was stern and fierce, with a recurring tic that twisted his whole face and frightened people. He would take on a

wild and terrible look, but it only lasted a moment, and his face would go back to normal. ...

The King Louis XV went to see the Czar. The Czar was at the door to greet him, watched him get out of his carriage, and led him to his room, where there were two identical armchairs.... The astonishment was general when the Czar grabbed the King under both arms, lifted him in the air, and kissed him. Despite his age [seven years old], the Kingdisplayed no fear at this unexpected greeting. For the King's benefit, the Czar strikingly displayed graciousness, tenderness, and a natural courtesy which also brought out his grandeur, his equality of rank, and the slight superiority due to his age. He praised the King highly and convinced everyone he had been charmed by him....

One could go on forever about a czar so partic­ularly and so truly great. The singularity and rare variety of so many great talents will make him remembered to all succeeding generations as a monarch worthy of the highest admiration, despite the great defects of the barbarism of his origin, his country, and his education.

Adapted from The Age ofMagnificence translated by Sanche de Gramont (New York:G.P.Putnam's Sons, 1963).

© Prentice-Hall, Inc. UsingHistoricalSources 16 16-11

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Comprehension

1. 'Nhat qualities of Peter's personality does Saint-Simon comment on? _

2. What feature of Peter's face could frighten people? _

3. On meeting King Louis ~ what did Peter d., that frightened people? -------- _

4. What "defects" of Peter does Saint-Simon note? _

Critical thinking

1. In the first two paragraphs. Saint-Simon describes Peter's personality and features. Is there a corre­

spondence between the two? Explain. _

2. In what way might Peter's physical appearance have affected people's attitudes toward him? _

3. How does Saint-5imon's position as a French courtier affect his description of the Russian czar?

4. Do you think Peter was trying to make a good impression on the French court? Give evidence to sup­

port your answer. _

5. How do you suppose Salnt-Slmon and other courtiers at Versailles appear~to Peter? _

16-12 ,Using Historical Sources 16 © Prentice-Hall, Inc.

16

ONE HUNDRED AND ONE FAMOUS POEMS

Magna Charta

On June IS, 1215, King John met the barons near Runnymeade on the Thames, and granted them the charter which they laid before him.

This charter contains sixty-three articles, some of which were merely temporary; the principles upon which the whole English judicial system is based are these:

"No freeman shall be taken or imprisoned, or disseised", or out­lawed, or banished . . . unless by the lawful judgment of his peers, or by the law of the land."

"We will sell to no man, we will not deny to any man, either justice or right."

Among the most important arti­cles were the two which limited the power of the king in matters of taxation:

"No scutage or aid shall be im­posed in our kingdom unless by the general council of our king­dom;"

and "For the holding of the general council of the kingdom ... we

shall cause to be summoned the archbishops, bishops, abbots, earls, and the greater barons of the realm, singly, by our leuers. And furthermore we shall cause to be summoned generally by our sheriffs and bailiffs, all others who hold of us in chief."

·OlSpoSsesSed or land.

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17 EIHS HISTORY DEPARTMENT

THE MAGNA CARTA "THROUGH THEIR EYES"

Directions: Read the Magna Carta and answer the following questions

1. WHATKING OF ENGLAND SIGNED THE MAGNACARTA?

2. IN WHAT YEAR WAS THIS DOCUMENT SIGNED"

3. WHO WAS TO SERVE ON THE COMMON COUNCIL?

4. HOW DID THE MAGNACARTA AFFECT THE COMMON PEOPLE?

5. WHATTYPE OF DOCUMENT IS IT?

6. WHATDOES THE DOCUMENT SAYABOUT THE KINGS RIGHT TO TAX?

7. WHATRIGHTS DOES THE MAGNA CARTAPROTECT?

8. WHATDO YOU THINK WERE THE MAIN CONCERNS OF THE ENGLISH BARONS?

9. WHAT DOCUMENT IN AMERICAN HISTORY COULD THE MAGNA CARTA BE CONSIDERED A GREAT INFLUENCE ON?

PRIMARY SOURCE READING ANALYSIS

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Basic Skills Worksheet 1~ Class---__

Date----- Topic: The Tudors and Stuarts Skill: Reading a Genealogical Chart

"­Genealogy is the study of family relations hom one generation to the next. Below is an example of a genealogical chart, or family tree. To read the chart, start at the top and follow the lines. Vertical lines connect parents and children. Horizontal lines connect brothers and sisters. The m, stands for married or marriage and d. for died. Study the chart and then answer the questions below, refening to text pages'-"', and ..... as needed.

IArthur d. 1502

IM~ Margaret Frances 1553-1558 lof2nd m.]lofTm., fof 1st m.] I

r Lady Jane Grey

Henry, Earl of Damley

James VI of Scotland and I of England

(1603-16251

1. How many children did Henry VII have? Who was the oldest? Why didn't

he become king? _

2. How many children did Henry vm have? Who was the oldest? Who was

the youngest? Who was Henry's first successor? Why? _

3. Why was Mary, Queen of Scots, a threat to Elizabeth n _

4. Why did James VI of Scotland become King of England? _

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England: Tudor Queen and, stuart Kings

THE SPEECH OF A QUEEN

The defeat of the Spanish Armada in 1588 marked a high point in the reign of Elizabeth I. Although Elizabeth would rule England for 15 more years, those years lacked the glory and splendor of her early reign. Yet Elizabeth never lost her ability to charm and stir the English people, as the following address to Parliament shows. Elizabeth was 67 when she gave this speech. She would live and reign for only two more years.

... I do assure you that there is no prince that loveth his subjects better, or whose love can countervail our love. There is no jewel, be it of never so rich a prize, which I prefer before this jewel; I mean your love. For I do more esteem it than any treasure or riches; for that we know how to prize, but love and thanks I count ines­timable. And though God hath raised me high, yet this I count the glory of my crown, that I have reigned with your loves. This makes me that I do not so much rejoice that God hath made me ... queen, as to be a queen over so thankful a people. Therefore I have cause to wish nothing more than to content the subject, and that is a duty which lowe. Neither do I desire to live longer days than that I may see your prosper­ity, and that's my only desire. And as 1am that

person that still, yet under God, hath dehvered you, so I trust, by the almighty power of God, that I still shall be His instrument to preserve you from envy, peril, dishonour, shame, tyranny, and oppression; partly by means of your intended helps, which we take very acceptably, because it manifesteth the largeness of your loves and loyal­ties unto your sovereign. Of myself I must say this: I never was any greedy, scraping grasper, nor a strait fast-holding prince, nor yet a waster. My heart was never set on worldly goods, but only for my subjects' good. What you do bestow on me, I will not hoard it up, but receive it to be­stow on you again.... Therefore render until them from me I beseech you, Mr. Speaker, such thanks as you imagine my heart yieldeth, but my tongue cannot express.

1. What jewel does Elizabeth esteem more than treasure or riches?

2. What is her only desire?

3. What does Elizabeth say about her material desires? _

4. Imagine that you are in the audience listening to Elizabeth speak. What feel­ings might the speech stir in you as one of her subjects?

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JAMES I GRANTS A CHARTER TO THE VIRGINIA COMPANY

In 1606, King James I granted a charter to the Virginia Company. The charter led to the establishment of the first permanent English colony in North America.

James, by the grace of God, king of England, Scotland, France, and Ireland, defender of.the faith, etc. Whereas our loving and well-disposed subjects [here he lists the names of those who have requested the charter) have been humble suitors unto us that we would vouchsafe unto them our license to make habitation, plantation, and to deduce a colony of sundry of our people into that part of America commonly called VlI­ginia ... and to that end, and for the more speedy accomplishment of their said intended plantation and habitation there, are desirous to divide them­selves into two several colonies and companies­the one consisting of certain knights, gentlemen, merchants, and other adventurers of our city of London and elsewhere ... and the other consist­ing of sundry knights, gentlemen, merchants, and other adventurers of our cities of Bnstol and Exe­ter, and of our town Plymouth, and of other places ... r we greatly commend so noble a work .... , do by these our letters patent graciously accept of and agree to their ... desires....

And we do also ordain, establish, and agree, for us, our heirs, and successors, that each of the

said colonies shall have a council, which shall govern and order all matters and causes which shall arise, ... each of which councils shall con­sist of thirteen persons, to be ordained, made, and removed from nme to time, according as shall be directed and comprised in the same in­structions; and that also there shall be a council established here in England which shall consist of thirteen persons to be for that purpose ap­pointed by us, our heirs, and successors, which shall be called our Council of Virginia, and shall from time to time have the superior managing and direction ...

Also we do, for us, our heirs, and successors, declare by these presents that all and every the persons, being our subjects, which shall dwell and inhabit within every or any of the said sev­eral colonies and plantations, ... shall have and enjoy all liberties, franchises and immunities within any of our other dominions to all intents and purposes as if they had been abiding and born within this our realm of England, or any other of our said dominions....

L (a) How many colonies did the petitioners wish to form? _

[b] Who would comprise each colony? _

2. In 1624, 20 years after James granted this charter to the Virginia Company, the government of Virginia was turned over to the king's role. What provisions for the government of the colonies did James originally make in this charter?

3. When the 13 colonies declared their independence from Britain in 1776, they did so in part because they were not being granted the same political rights as the people residing in Britain. Did James I guarantee those rights to the colo­nists in this charter? How do you know? Write your answer on a separate sheet.

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In this chapter you learned that Charles I went out of his way to trouble the Puritans. In the following selection, Charles issues a declaration concerning entertainment on Sundays. Puritans believed that there should be no sports or entertainment on Sunday. How do you think they reacted to this declaration?

Charles I on Sunday Entertainment

Our dear father of blessed memory (Charles' father, James I), in his re­turn from Scotland found that his subjects were not allowed lawful recreations upon Sundays after evening prayers ended and upon holydays. He thought that if these times were taken from them, those who work all week would have no recreations at all to refresh their spirits. He published a declaration to all his loving subjects concerning lawful sports to be used at such times.

Our pleasure is, that after the end of divine service our good people should not be discouraged from any lawful recreation such as dancing, either men or women; archery for men; leaping, vaulting, or any other such harmless recreation. Also women shall be allowed to carry rushes to the church for decorating it, according to their custom; but we do here say that unlawful games, such as bear and bull baitings, are not allowed on Sundays and at all times, law forbids the lower class of people from bowling.

1. Charles I would allow men and women to: a. dance on Sunday. b. decorate their churches. c. hunt wild animals.

2. Charles continued to forbid: a. dancing by children. b. archery. c. bowling.

3. From this selection you can tell that: a. Charles I was a Puritan. b. Charles I disagreed with his father. c. Charles I felt that some recreation on Sunday was harmless.

4. What does the selection tell you about the kinds of recreation people en­joyed in England in the early 1600's?

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Geograpfry Skills Worksfreet 18 22

Date ~. En~and:TudorQueen and Stuart Kings

1. What time period do these maps cover, taken as a group? _

2. Early in the war, where did the king have the greatest strength?

3. [a] Name two cities that the king controlled in the summer of 1643. [b] What city did the king gain control of by the winter of 1643-1644?

(a) _ [b] _

4. (a) What city was always under Parliament's control? [b] What city was always under the king's control?

(a} _ (b) _

5. [a] What area did the king lose between the winter of 1643-1644 and the winter of 1644-1645? (b) What battle probably accounted for that loss?

Ib)-- _la)-------------

England during the Civil War. 1643..1645

..Areas under royal control X Battle

SUMMER 1643 WINTER 1643-1644 WINTER 1644-1645 SUMMER 1645

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hapter.

romwelland the Puritans who established the Commonwealth were not the only dissenting religiousgroup in England. Awave ofstrong religiousfervor swept .hrough the country, and many ordinary people rebelled against the practicesand authority of the established Church of England. Onegroup even more radical than the Puritans was started by George Fox in the last years of the Commonwealth-the Quakers, or Societyof Friends, who arestill an influential group today.• Asyou read, considerhowonestrongpersonalitycan inilu­ence others. Then, on a separate sheet ofpaper, answer thequestions that follow.

George Fox (1624-1691)

At 18, George Fox was a young man in search of the kind of religious experience he could not

find in any church at the time. Born in a village in Leicestershire, Fox was the son of a weaver and had been apprenticed as a shoemaker. He was probably brought up as a Puritan but rejected most of the for­mal rituals and traditions of the church. Leaving home, he traveled around the coun­tryside looking for answers and a per­sonal experience of religious feeling­an "inner light" inspired by God.

In 1647, after several years of wan­dering, he found what he was seek­ing-a direct and personal experience of God, not connected to the church, its ministers, or its sacraments. He began to travel about and preach informally, attracting followers by his sincerity and personality, as well as his message, but frequently getting in trouble with religious and civic authorities. His ideas appealed mainly to ordinary laborers, farmers, and less prosperous members of the middle class. Some wealthier converts also joined, helping to support the society and its travel­ing ministers. One was Margaret Fell. the widow ofa judge and member of Parliament. She became active in Quaker work and married Fox in 1669.

Byabout 1652, Fox'sfollowers gradually evolved

called by a judge who had been directed by Fox to "tremble at the word of the Lord" or because the early followers would tremble with emotion during their religious meetings. They met in local and county meetings; an annual Yf'.arly Meeting, for all of England, met for the first time in 1668. Fox and his followers took their preaching to other countries in

Europe, to the American colonies, and to the West Indies. Fox himself visited the English colonies in the Caribbean and in North America in 1671-73.

Many of Fox's ideas about social reforms were radical for the time, and at various times Quakers were severely persecuted by religious and political authoritles. In some New England colonies, Quakers were

hanged. By the end of his life, Foxhimse1fhad been in prison eight times for his preaching and other activities. Not surprisingly, be and other Quakers worked to reform conditions in prison. Fox's ideas of equality let women take a stronger role among the Quakers than in other religious groups. Fox and. later. his followers were opposed to war and violence. They refused to obey government requirements such as taking oaths or doing mill­tary service. Desptte persecution, Quaker ideas of

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3. Recognizing Ideologies Why did the Quakers seem so threatening to authorities that they were persecuted?

1. What kind of religious experience did George Fox seek?

2. What were some of the Quakers' ideas about social questions?

into an organization known as the Religious Society toleration became influential in many parts of the of Friends, popularly called Quakers. The origin of American colonies, particularly in Pennsylvania, the popular name was either because they were so whose founder. William Penn. was a Quaker.

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• PRIMARY SOURCE from the English Bill of Rights After the Glorious Revolution in 1688 in which James" was overthrown, • England's absolute monarchy became a constitut~onal "!onarchy ~here la~s lim­ited royal power. In 1689, Parliament drafted a BI~I of RIghts, sta!mg !he ng?ts of Parliament and of individuals. As you read a poruon of the EnglIsh Billof RIghts, think about what England's monarchs could not do.

The English Bill ofRights;> 1689 "\ X Jhereas the said late King James II having VV abdicated the government, and the throne

being thereby vacant, his Highness the prince of Orange (whom it hath pleased Almighty God to make the glorious instrument ofdelivering this kingdom from popery and arbitrary power) did (by the advice of the lords spiritual and temporal, and diverse principal persons of the Commons) caused letters to be written to the lords spiritual and tem­poral, being Protestants ... to meet and sit at Westminster upon the two and twentieth day of January, in thisyear 1689, in order to such an establishment as that their religion, laws, and llber­)es might not again be i~ danger of being subv~rted; 'P0n which letters elections have been accordingly

..dade. And thereupon the said lords spiritual and tem­

poral and Commons, pursuant to their respective letters and elections, being now assembled in a full and free representation of this nation, taking into their most serious consideration the best means for attaining the ends aforesaid, do in the first place (as their ancestors in like case have usually done), for the vindication and assertion of their ancient rights and liberties, declare:

1. That the pretended power of suspending laws, or the execution of laws, by regal authority, without consent of parliament is illegal.

2. That the pretended power of dispensing with the laws, or the execution of law by regal authority, as it hath been assumed and exer­cised of late, is illegal.

3. That the commission for erecting the late court ofcommissioners for ecclesiastical [religious] causes, and all other commissions and courts of like nature, are illegal and pernicious [destruc­tive].

4. That lerymg money for or to the use of the crown by pretense ofprerogative, without grant

Q

of parliament, for longer time or in other man­ner than the same is or shall be granted, is illegal

5. That it is the right of the subjects to petition the king, and all commitments and prosecutions for such petitioning are illegal.

6. That the raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of parliament, is against law.

7. That the subjects which are Protestants may have arms for their defense suitable to their conditions, and as allowed by law.

8. That election of members of parliament ought to be free.

9. That the freedom of speech, and debates or proceedings in parliament, ought not to be impeached or questioned in any court or place out of parliament.

10. That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted....

13. And that for redress of all grievance and for the amending, strengthening, and preserving of the laws, parliament ought to be held frequently. And they do claim, demand, and insist upon all and singular the premises, as their undoubted rights and liberties....

from E. P. Cheyney, Readings in English History (New York:Ginn and Company, 1922), 54~7. Reprinted in Peter N. Stearns, ed., Documents in WorldHistory, Vol. II (New York. Harper Collins Publishers, 1988), 13-14.

Research Option Perceiving Relationships Read the United States Constitution's Bill of Rights. Then make a Venn diagram in which you compare and contrast the American Bill of Rights and the English Bill of Rights. Share your diagram with a small group of classmates.

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fRIALS FOR TREASON ACT

/In 1696, during the rule of WIlliam and Mary, Parliament passed the Trials for Treason Act. The act outlines procedures for trying people accused of treason and those accused of concealing an act of treason (misprision).

An act for regulating of tnals in cases of trea­son and misprision of treason. Whereas nothing is more Just and reasonable than that persons prosecuted for high treason and misprision of treason ... should be justly and equally tried ... be it enacted that all persons whatsoever that shall be accused and indicted for high treason ... or for misprision of such treason, shall have a true copy of the whole indictment, but not the names of the witnesses, delivered unto them five days at the least before they shall be tried there­upon, to plead and make their defence ... i and that every such person so accused and indicated shall be received and admitted to make his full defence by counsel learned in the law and to make any proof that he can produce by lawful witnesses. And in case any person so accused or indicted shall desire counsel, the court before whom such person shall be tried is hereby au­thorized and required, immediately

upon his request, to assign such counsel ... as the person or persons shall desire, to whom such counsel shall have free access at all hours- ...

And be it further enacted that no person what­soever shall be indicted or tried of high treason but by and upon the oaths and testimony of two lawful WItnesses, unless the party indicted and arraigned or tried shall willingly, without vio­lence, in open court confess the same, or shall stand mute or refuse to plead. ... And be it fur­ther enacted that no evidence shall be admitted or given of any overt act that is not expressly laid in the indictment....

Provided always that neither this act nor any­thing therein contained shall anyways extend to any impeachment or other proceedings in parlia­ment.... Provided also that neither this act nor anything therein contained shall anyways extend to any indictment of high treason for counterfeit­ing his majesty's coin [and other official signs ... I

r What document must people who are accused of treason receive?

2. What, do you think, did Parliament hope to accomplish by withholding the names of witnesses from the accused?

3. What provisions were made for the defense of the accused? _

4. According to the act, could a ruler try to imprison a person for treason with­out giving just cause? How do you know?

5. Under what circumstances are witnesses- unnecessary! _

~. Does this act reflect the views of Thomas Hobbes or John Locke

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CONNECTIONS ACROSS TIME AND CULTURES

• The Absolute Power ofRulers The theory ofabsolutism was not new to sixteenth century Europe. As far back

Section 4 as ancient river valley civilizations, kings had exerted complete control over their peoples' lives. How were European absolute monarchs similar to earlier ones? To find out, answer the questions that follow.

• L In Mesopotamia, kings were representatives of the gods. In Egypt, kings were gods.

In ancient China, Zhou leaders introduced a concept of authority known as the

Mandate of Heaven. According to this, a just ruler received his authority to rule

from heaven; a king who was wicked or foolish lost the mandate and the right to rule.

How did monarchs in Europe justify their right to rule? _

2. Absolute monarchs solidified their power in different ways. In Persia, King Darius

appointed local governors called satraps to rule each province and then sent out

inspectors throughout the kingdom to check on their loyalty.How did European

rulers centralize power and control the nobility? _

3. Roman and Byzantine emperors controlled not just the state but the church as well.

How would you characterize relations between absolute monarchs in Europe and

the Church?

4. From the beginning ofcivilization, rulers have embarked on massive public works

projects, often at the expense of human freedoms. Frequently, peasants had no

choice but to work or die. How did European monarchs view human resources.

within their empires? _

5. In addition to building grand palaces, in what other ways did absolute rulers use the

vast wealth they accumulated? _

6. What are some social, political, and economic conditions in a nation or empire that

may lead to absolutism? _

28 "Name Class Date _

Chapter 17

. 0:. .....:... .I"Although Maria Theresa's inheritance of the Hapsburg empire caused war in Europe

~ ;~~%:*she emerged as a remarkable ruler. Here are two historians' assess­.nents of Maria Theresa as ruler of the Hapsburg empire.• Asyou read, notice the veri­

-ousqualities that the historians think areimportant. Then on a separate sheetofpaper, answer the questions that follow.

CEmpress Maria Theresa: Two Views

har les W. Ingrao [Maria Theresa] was blessed with several key character traits that

would serve her well during her forty-year reign. She posses.sed gfP.at common sense, particularly the ability to identify those problems that afflicted the monarchy and find practical solutions for them. even when they contradicted her own rather traditional personal values. If her pragmatism helped save the monarchy. it was her sense of justice that made her the most beloved of all the early modem Hapsburgs; her sense of fairness. ethics. and empathy for the unfortunate disarmed even adversaries like Frederick II [of frussia]. She was also an almost pfallible judge of talent. capable pf promoting and taking the advice of [capable men]. while care­fully withholding political responsi­bilities from less talented individuals, including her own, much beloved hus­band. Finally, Maria Theresa was more than willing to exploit her position as a female to manip­ulate the powerful men around her. Her ability to get her way by alternatively displaying her charm, vulnerability, tears, or anger was yet another weapon in herformidable arsenal ofguile and grit.

Edward Crankshaw [Maria Theresa] wasnot a zealously reforming queen. Her reforms were

radical and far-reaching. but she reformed, as she fought, because she saw what had to be done.... By

the inspired deployment of her extremely powerful individual force, she did far more than conduct

a holding action. ... She achieved for her realm of many lands a sort of balance...

which was to enable it to survive into the twentieth century as a viable and more or less coherent society.

Perhaps most important of all. she was to offer the world an example of what may be achieved in the way of good guidance by an individual of moderate, peaceable and benevolent temperament standingup against the greed of violent and ambitious men ... She was fallible, limited. often

blind; but her heart was in the right place and she used her head to obey it.

She had the supreme gift of discerning first-class advisers and sticking to them. She

was not a leader. She was.•. a force, instinctively content to interact with other forces,

Source: (1) TheHapsburg Monarchy, 1618--1815, by Charles W. Ingrao (Cambridge University Press, 1994); (2) Maria Theresa. by Edward Crankshaw (Viking Press, 1970).

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1. What character traits ofMaria Theresa do both historians see as valuable?

2. In general, what do both historians see as the effects of Maria Theresa's reign for the Hapsburg monarchy?

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-----Questions-to-Discuss

3. Making Comparisons Crankshaw, the sec­ond writer. says of Maria Theresa: "She was not a leader." Do you think the first historian would agree or not? I...

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VIENNA: A BUSTLING CITY

In the 1600s, Vienna, Austria, was an important seat of Hapsburg power. In the following selection, one writer of the time, Herr Mathias von Wolzogen, described Vienna as it appeared during that time.

There are no vagrant kntghts, romantic heroes, [and] poets ... ill Vienna. The splendor is more rich than artistic, everything causing trouble and requiring thought is abhorrent. More is spent on dogs, horses, and dresses than on books or works of art. The streets, overcrowded with men, horses, and carriages, are dangerous for the pedes­trian. The coachmen and the carriers of sedan­chairs call continously "Look up! Look up!" But when avoiding the one, one bumps into the

other. Any visitor to the court or to the upper classes must have a carriage. One sees here peo­ple from everywhere, Hungarians, Poles, Hus­sars, ... Muscovites, Persians, Turks, Spaniards, Italians, and it is certain that one cannot see any­where else more different costumes although one must admit that in London and in Amsterdam even more foreign people are gathering because of the port.

1. According to this writer, which do the people of Vienna value more-learning or material possessions? How do you know?

2. How does the great mix of people in Vienna reflect the makeup of the Aus­trian empire?

3. How might Vienna's location on the Danube River have contributed to the mix of peoples?

4. Compare and contrast Vienna as described here with the London of Shake­speare (textbook page 3941.

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--THE SACK OF MAGDEBURG

,The Thirty Years' War was marked by extremes of violence and cruelty on both / sides. One incident, however, was so savage that it changed the course of the war. , On May 20, 1631, the German city of Magdeburg was stormed by imperial troops.

More than half the population was killed in the looting and burning that followed. The barbarism of imperial troops induced many Protestant princes to join Gustavus Adolphus against the Hapsburgs. A writer of the period described the massacre.

Thus It came about that the city and all ItS in­habitants fell into the hands of the enemy, whose violence and cruelty were due in part to their common hatred of the adherents of the Augsburg Confession [Protestants), and in part to their being embittered by the chain shot which had been fired at them and by the insults that the Magdeburgers had heaped upon them.

Then was there naught but beating and bum' ing, plundermg, torture, and murder. Most espe­cially was every one of the enemy bent on securmg much booty. When a marauding party entered a house, if its master had anything to give he might thereby purchase respite and pro­tection for himself and his family until the next man, who also wanted something, should come along. It was only when everything had been brought forth and there was nothing left to give that the real trouble commenced. Then, what with blows and threats ... the poor people were so terrified that if they had had anything left

they would have brought it forth if it had been buried in the earth or hidden away ill a thousand castles. In this frenzied rage, the great and splen­did CIty that had stood hke a fair princess in the land was now, in its hour of direst need and un­utterable distress and woe, grven over to the Hames, and thousands of innocent men, women, and children, in the midst of a horrible elmof heartrending shrieks and cries, were tortured and put to death in so cruel and shameful a manner that no words would suffice to describe, nor tears to bewail it. . ..

Thus in a single day this noble and famous city, the pride of the whole country, went up in fire and smoke; and the remnant of its citizens, with their wives and children, were taken pris­oners and driven away by the enemy with a noise of weeping and wailing that could be heard from afar, while the cinders and ashes from the town were carried by the wind to Wanzleben, Egelm, and still more distant places....

1. What reasons does the author give for the savagery of the imperial troops?

2. How, according to the author, did householders temporarily persuade the im­perial soldiers to leave them unharmed?

3. What was the writer's attitude toward Magdeburg? How do you know?

4. Why might a general allow troops to sack a city?

76 © D.C.Heath and Company.