the old regime: absolutism andephshdfavela.weebly.com/uploads/1/3/2/7/13272121/ch_13...a case study...

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Name ____________________ Date _______ _ THE OLD REGIME: ABSOLUTISM AND ENLIGHTENMENT • History 1 (E) Identify major causes and desc ribe the major effects of the Scientific Revolution .... • History 7 (F) Explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. • History S(A) Explain ... 17th and 18th century European scientific advancements .... Geography 16(A) Locate places and regions of hi storical significance directly related to major eras and turning points in wo rld history. • Government 18(F) Formulate generalizations on how economic freedom improved the human condition based on student's knowledge of the benefits of free enterprise in Europe's Commercial Revolution .... • Government 19(8) Identify the characteristi cs of absolute monarchy and limited monarchy .... • Government 20(A) Explain the development of democratic-republican government through the English Civil War and the Enlightenment. • Government 20(8) Identify the impact of political and legal ideas contained in the Engli sh Bill of Rights .... • Government 20(C) E xp lain the impact of the wri tings of John Locke, Thomas Hobb es, Voltaire, Baron de Montesquieu, Jean-Jacques Rousseau, John Calvin, Thom as Jefferson and William Blackstone. •Culture 26(C) Identify examples of art, music, and literature that transcend the cultures in which they we re created and convey universal themes. • Science, Technology, and Society 27 (D) Describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scie ntific thinking worldwide. In this chapter, you will learn about important changes that took place in "Old Regime" Europe between 1600 and 1770. The "Old Regime" refers to Europe before the French Revolution. The Commercial Revolution, the Scientific Revolution, and the Enlightenment all had far-ranging effects during this period. SOCIAL STUDIES TERMINOLOGY IN THIS CHAPTER Cottttttercial Revolutiot1 Et1glish Civil War Robert Joyle Mercat1tilisttt Litttited Mot1archy Et11ightet1tttet1t Free Et1terprise Et1glish Jill of Rights fhotttas Jeffersot1 Het1ry VIII Joht1 Locke Voltaire fhotttas Hobbes Williattt Jlackstot1e Jarot1 de Mot1tesquieu t1ivit1e Right Sciet1tific Revolutiot1 Jeat1-Jacques Rousseau Louis XIV Sciet1tific Method Adattt Stttith Absolutisttt Sir Isaac Newtot1 Et11ightet1ed Uespotisttt 196 UNLAWFUL To PHOTOCOPY

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Page 1: THE OLD REGIME: ABSOLUTISM ANDephshdfavela.weebly.com/uploads/1/3/2/7/13272121/ch_13...A CASE STUDY IN ABSOLUTISM: Louis XIV (1638-1715) Absolutism refers to a monarch's total control

Name ____________________ Date _______ _

THE OLD REGIME: ABSOLUTISM AND ENLIGHTENMENT

• History 1 (E) Identify major causes and describe the major effects of the Scientific Revolution ....

• History 7 (F) Explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.

• History S(A) Explain ... 17th and 18th century European scientific advancements ... .

• Geography 16(A) Locate places and regions of historical significance directly related to major eras and turning points in world history.

• Government 18(F) Formulate generalizations on how economic freedom improved the human condition based on student's knowledge of the benefits of free enterprise in Europe's Commercial Revolution ....

• Government 19(8) Identify the characteristics of absolute monarchy and limited monarchy .... • Government 20(A) Explain the development of democratic-republican government through the

English Civil War and the Enlightenment. • Government 20(8) Identify the impact of political and legal ideas contained in the English Bill

of Rights .... • Government 20(C) Explain the impact of the writings of John Locke, Thomas Hobbes, Voltaire,

Baron de Montesquieu, Jean-Jacques Rousseau, John Calvin, Thomas Jefferson and William Blackstone.

•Culture 26(C) Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.

• Science, Technology, and Society 27 (D) Describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide.

In this chapter, you will learn about important changes that took place in "Old Regime" Europe between 1600 and 1770. The "Old Regime" refers to Europe before the French Revolution. The Commercial Revolution, the Scientific Revolution, and the Enlightenment all had far-ranging effects during this period.

SOCIAL STUDIES TERMINOLOGY IN THIS CHAPTER

• Cottttttercial Revolutiot1 • Et1glish Civil War • Robert Joyle

• Mercat1tilisttt • Litttited Mot1archy • Et11ightet1tttet1t

• Free Et1terprise • Et1glish Jill of Rights • fhotttas Jeffersot1 • Het1ry VIII • Joht1 Locke • Voltaire • fhotttas Hobbes • Williattt Jlackstot1e • Jarot1 de Mot1tesquieu

• t1ivit1e Right • Sciet1tific Revolutiot1 • Jeat1-Jacques Rousseau

• Louis XIV • Sciet1tific Method • Adattt Stttith

• Absolutisttt • Sir Isaac Newtot1 • Et11ightet1ed Uespotisttt

196 UNLAWFUL To PHOTOCOPY

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UNLAWFUL To PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 197

(

0- What effect did the Commercial Revolution have on people's standards of living?

0- How did Europe's rulers achieve absolute power?

0- How did the Scientific Revolution change people's view of the natural world?

0- How modern was the Enlightenment?

- IMPORTANT IDEAS -A. The Commercial Revolution occurred as Europeans entered a new age of

global trade. Mercantilism encouraged the growth of European manufacturing and the establishment of colonies. As a result of the Commercial Revolution, Europeans enjoyed more goods and their living conditions improved.

B. During the 17th century, most European rulers increased their power. During the Wars of Religion, rulers took control of religion within their countries, developed large standing armies, and increased taxes.

C. Monarchs justified their rule on the basis of the "interest of state,'' the good of the people, or the will of God (divine right). Louis XIV of France established the model of absolute monarchy. His will was law in France.

D. In England, Parliament resisted Charles I's attempt at absolute monarchy. In the English Civil War, Charles I was beheaded. The English people then preserved their liberties in the Glorious Revolution (1688) and English Bill of Rights (1689). John Locke wrote that government was a "social contract" and that subjects have the right to rebel against an oppressive government.

E. Galileo, Newton, Boyle and others developed new ways of investigating and thinking about nature in the Scientific Revolution. Newton found that the law of gravity governs how things fall on Earth and how the planets move in space.

F. During the Enlightenment, European thinkers applied human reason to under­stand society and nature. They attacked traditional beliefs, hereditary privilege, the Catholic Church, and the power of absolute monarchs.

fHE COMMERCIAL REVOLUflON Although most of Europe remained agricultural during this period, the fastest growing part of the European economy was in the trade of goods, especially those manufactured in Europe or brought from Asia and the Americas.

)

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198 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL To PHOTOCOPY

The "Commercial Revolution" marked an important step in the transition of Europe from the local economies of the Middle Ages to the formation of a truly global economy. The Commercial Revolution had the following aspects:

GLOBAL TRADE People began producing more goods for sale rather than for their own use. Trade increased as sugar, rice, tobacco, and precious metals were shipped from the Americas to Europe. Ming China exported silks and porcelain, while India exported tea. The East Indies pro­duced spices, and Africa provided enslaved workers. Europe exported woolen cloth, lum­ber, and finished goods.

MERCANTILISM European kings hoped to increase their power through the system of mercantilism. Mercantilists acted to remove trade barriers within their coun­try. They also taught that wealth and power were based on amassing gold and silver, which could be used to pay soldiers to defend the state. Mer­cantilists thought the total wealth in the world was limited, so that it had to be gained through war or trade. For this purpose, France, England and Hol­land established overseas colonies in imitation of Spain. Each European "Mother Country" exported

EUROPEAN TRADE WITH THEIR COLONIES

Mother Country

HIGH PRICES

Gold, Silver, Fur, Lumber, Foodstuffs

Manufactured goods

LOW PRICES

Colonies

finished goods to its colonists in exchange for less costly raw materials. This was supposed to lead to a flow of money back to the "Mother Country."

The competition for colonial empires led to a series of wars between the major Euro­pean powers. In the 1600s, England attacked Holland to take control of major shipping routes. In the 1700s, England and France fought a series of wars on land and sea for control of North America and India.

··, PACIFIC OCEAN

II] French 0 British •Spanish •Dutch • Portugese

GLOBAL EMPIRES OF EUROPE

IND/AN OCEAN

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UNLAWFUL TO PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 199

THE EMERGENCE OF FREE ENTERPRISE Merchants and bankers laid the foundations for the free enterprise system (also known as capitalism). Under this system, business owners risked their capital (money) in a busi­ness in order to make profits. The growth of new businesses - weaving cloth, processing foodstuffs , forging ironwares, building ships - led to a demand for huge sums of money. Money was needed to pay for the facilities and materials used in manufacturing or interna­tional trade. Ships had to be insured because there was a high risk of loss from an accident, stormy weather or war. European rulers also needed money to buy equipment and hire troops to wage war.

To raise these large sums, the first joint-stock companies were formed. These ventures were privately-owned companies that sold stock to investors. Investors bought the stock for a share of the profit. The accumulation of capital by these companies allowed the pur­chase of large amounts of raw materials or equipment such as ships.

Banks also developed new ways of raising and lending money. Some governments issued funds that were sold to the public. The government then paid interest to the purchasers of these funds. This "Financial Revolution" enabled some governments to raise large sums of money to expand their armies and navies. Bankers and merchants became more influential in government. In Holland, rich merchants were able to establish an oligarchy - rule by a few.

As a result of the Commercial Revolution, Euro­peans had many more products from which to choose. They could enjoy tea, sugar, coffee, cotton cloth and other goods. There were more books and new forms of learning and entertainment, such as theater groups,

The Commercial Revolution stimulated the growth of the middle class.

newspapers and schools. This led to more choices in occupations as well as in consumption. These advances led to rising standards of living for many Europeans .

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ACTIN~ AS AN AMATEUR HISTORIAN Use the Internet or your school library to investigate the effects of the Commercial Revolution on one European nation. Then write a paragraph below summarizing your findings .

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••

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200 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL To PHOTOCOPY

THE A&E OF KIN&9 (1600-1770) The decline of feudalism, the Renaissance, the Protestant Reformation and the Commer­cial Revolution all served to enrich European society and to greatly increase the power of European monarchs (hereditary rulers).

THE GROWTH OF ROYAL POWER In the Middle Ages, the power of kings had been limited by nobles, parliaments, and the Catholic Church. In the 16th and 17th centuries, this began to change. Kings were now able to increase their power for a variety of reasons.

WARS OF RELIGION During the Reformation, most kings took control of religion within their own borders. For example in Eng­land, Henry VIII made himself the head of the national church as early as 1534. The religious wars that followed the Reformation pro­vided kings with an opportunity to build large standing armies, to introduce new government officials (bureaucrats) , and to increase taxes. The army was used to put down any resistance to higher taxes.

Thirty Years War ( 1618-1648).

CHANGING ROLES OF THE NOBILITY In the Middle Ages, nobles had been an independent source of power. Many even had their own castles and armies. In the 1600s, rulers like Louis XIV "tamed" the nobility. Louis build a magnificent palace at Versailles where the nobility were forced to live by his side under his watchful eye. Nobles kept their wealth and privileges but were expected to obey the king 's commands. The growing middle classes in towns frequently allied themselves with kings against any resistance by the nobility.

NEW JUSTIFICATIONS FOR ROYAL POWER New theories arose to justify royal authority. Many rulers adopted the Renaissance view, justifying their actions on the basis of "reason of state." An Englishman, Thomas Hobbes, wrote that man was not naturally good. Without a strong central authority to keep order, life would be "nasty, brutish and short." Society would break down into a "war of every man against every man." Hobbes said kings were justified in seizing absolute power because only they could act impartially to maintain order in society.

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UNLAWFUL TO PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and En lightenment 201

Other monarchs, like James I in England and Louis XIV in France, justified their power on the basis of divine right. According to this theory, a king was God's deputy on Earth, and royal commands expressed God's wishes.

A CASE STUDY IN ABSOLUTISM: Louis XIV (1638-1715)

Absolutism refers to a monarch's total control over his subjects. Louis XIV of France provided a model for other absolute monarchs. His will was law. Any critic who challenged the king was punished. Louis interfered in the economic and religious Lives of his subjects. His regulations established standards for all French industries. He demanded that Protes­tants convert to Catholicism or Leave France. Lead­ing nobles were forced to spend most of the year residing with the king at Versailles, so they had no opportunity to disobey or rebel. Louis developed a Large army with standardized uniforms, training and housing. He involved his nation in a series of wars to expand France's frontiers and bring glory to his rule. Although he probably never said "I am the state," this expression accurately summarized his view of royal power. In the end, Louis' aggressive actions served to unite Europe against France, Leaving his country bankrupt and exhausted at his death.

APPLYING WHAT YOU HAVE LEARNED

* Which conditions allowed many rulers in Europe to establish absolute power?

* Music often reflects cultural values. Listen to music played by Baroque composers like Bach, Vivaldi , or Handel and describe how it emphasizes harmony and order.

ABSOLUTISM IN RUSSIA At the eastern end of Europe, the rulers of Russia adopted the system of royal absolutism on a grand scale. By the end of the 15th century, the rulers of the region around Moscow declared independence from Mongol rule. Next they set about increasing Muscovy's size by conquering neighboring lands.

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202 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL TO PHOTOCOPY

The bulk of Russia's population were serfs - peas­ants who were required by law to stay on the land and work for their noble landowners. Just when serfdom was ending in West­ern Europe, it was increasing in East­ern Europe. In return

.-------1 RUSSIAN EMPIRE, 1725 f-----N-----.

Wt ER

for their powers over their serfs, the Russian nobility pledged absolute loyalty to the Tsar.

Two of the most notable rulers during this period were:

PETER THE GREAT (REIGNED 1682-1725) Peter turned Russia from a backward nation into a modern .-----­power by introducing Western ideas, culture and technology. He went on a voyage to the West, working in shipyards in Hol­land and visiting England. Tn Russia, he executed his mutinous palace guard and developed a new army on Western lines. He used force to make the old Russian nobles shave their beards and wear Western-style clothing instead of traditional Russian garb. He defeated neighboring Sweden and Turkey, greatly extending Russia 's boundaries. He took control of the Church, imported foreign workers, and opened new schools. Peter moved the capital of Russia from Moscow to St. Petersburg, a modem city he ordered to be built on the Baltic coast so that Russia would have a "window on the West."

CATHERINE THE GREAT (REIGNED 1762-1796) Forty years after Peter's death, Catherine II continued Peter's policies of expansion and Westernization. She also promoted limited reform at the beginning of her reign, corre­sponded with leading French thinkers, and even granted nobles their own charter of rights. However, she refused to part with any of her absolute power. During her reign, the condi­tions of the Russian serfs actually worsened. She defeated the Ottoman Empire, expanded Russia's border to the Black Sea, and carved up Poland with her neighbors.

APPLYING WHAT YOU HAVE LEARNED

On a separate sheet of paper, make a chart comparing absolutism in France and Russia. Include both similarities and differences.

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UNLAWFUL TO PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 203

LIMITED MONARCHY IN EN&LAND In England, monarchs were never able to establish absolute rule as their fellow monarchs did in France and Russia. Already in the Middle Ages, strong checks had been established on the English king's power:

* Magna Carta. In 1215, English nobles forced King John to sign the Magna Carta, which guaranteed that Englishmen could not be fined or imprisoned except according to the laws of the land. John also agreed not to raise new taxes without the consent of his barons. The Magna Carta demonstrated that the king 's power could be limited.

* Rise of Parliament. Parliament was established as a legislative body made up of nobles in the House of Lords and elected representatives in the House of Commons. New taxes needed the approval of Parliament.

ENGLAND'S ROAD TO LIMITED MONARCHY Later events turned England into a limited monarchy, in which subjects enjoyed basic rights and power was shared between the king and Parliament:

* Tudor Monarchs. In the 16th century, Henry VIII and Elizabeth I created a strong, centralized monarchy based on a sense of national unity, the Church of England, and a sharing of power between the monarch and Parliament. Henry relied on Parliament to approve his break with the Catholic Church in Rome.

* Early Stuart Monarchs. James I became king in 1603. James believed in the divine right of kings and often came into conflict with Parliament. His son, Charles I, tried to establish absolutism and to collect new taxes without Parliament's consent. He imprisoned those who refused to obey. When the House of Commons questioned these practices, Charles dissolved Parliament and ruled without it for 11 years. A rebellion in Scotland forced Charles to recall Parliament. He needed their help in 1640 to pursue his policies in Scotland, but they continued to disagree.

* English Civil War (1642-1649). The conflict soon led to a civil war between the king and Parliament. Army reforms were introduced by Parliament that helped it to win the Civil War. In 1649, Charles was tried and became the first English monarch to be executed. For a short time, England was a republic. When Charles was restored to the throne in 1660, he agreed to limits on royal power.

* Glorious Revolution (1688-1689). A second English revolution occurred when James II converted to Catholicism and failed to respect many of his subjects' rights. Angered by his actions, Parliament deposed James II and invited James' daughter and her husband to take his place. In 1689, William and Mary, the new rulers, agreed to the Bill of Rights, establishing Parliament's supremacy over the king and other rights. Wil­liam and Mary agreed that they would neither collect new taxes nor raise an army without obtaining Parliament's consent. These events marked a final shift of power from the mon­arch to Parliament, and Parliament was never again successfully challenged.

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204 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL To PHOTOCOPY

One of the most influential writers in this period was John Locke. He challenged both the divine right theory and the views of Hobbes. Locke believed that governments obtain their power from the people they govern, not from God. According to Locke, individuals are free in the "state of nature," but join together to form a community to protect themselves. The community then hands power over to a government in a "social contract." The main purpose of government was therefore to protect life, liberty, and property. Locke defended a people's right to revolt when the gov­ernment abused its power. His ideas were influential beyond the period in which he wrote. A century later, his writings greatly influ­enced leaders of the American and French Revolutions .

• • • •

••••••••••••••••••••••••••••••••••••••••••••••••••••• ACTIN~ AS AN AMATEUR HISTORIAN In his Second Treatise on Government (1690), John Locke defines man in a "state of nature":

'70 properly understand political power, we must consider the state that all iple are ;n naturally - the state of perfect freedom . . . w;th;n the bounds of re. People ;n th;s state do not have to ask penn;ssion to act or depend on

w;11 of others. The natural state ;s one of equalcy ;n wMch all power [is ared] and no one has more than another. If man in the state of nature [is] so

••. wey w;11 he part w;th his freedom? Wey w;11 he give up th;s empire, and himself to the control of any other power? It is obvious, that though in

state of nature he hath such a right, yet the enjoyment of it is vel}' in, and constantly exposed to the invasion of others. The enjoyment of rly ;n this state is unsafe and unsecure. Th;s makes him w;lling to ...

·ey w;th others, who are already united, or have a mind to unite, for the preservation of their Lives, liberties and property."

• According to this passage, why do people give up their freedom to join society? • • . --------------------------------~ • • . --------------------------------~ • . --------------------------------~ • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Sir William Blackstone (1723-1780) an English judge, summarized English law in his Commentaries on the Laws of England. The book explained the English common law - a sys­tem of laws based on a judge following the precedents of other courts. Blackstone defined the rights of individuals in English law, as well as property rights that could not be violated, even by the king. He also explained England's "mixed monarchy" where power was shared by the king and Parliament.

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UNLAWFUL TO PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 205

A GRAND TOUR OF 18TH-CENTURY EUROPE In the 1700s, Europe was not organized into a series of similar states, as we find it today. Instead, there was a great variety of types of countries.

EASTERN EUROPE Eastern Europe mainly consisted of large empires - Russia, the Ottoman Empire, and the Habsburg territories of Austria, Bohemia, and Hungary. Russia and Hapsburg Austria had absolute rulers, privi­leged nobilities, and large popu­lations of serfs. Poland's nobles elected their king.

CENTRAL EUROPE The middle of Europe consisted of many smaller states. Italy was divided into republican city-states such as Venice and Lucca, small kingdoms like Naples, and territo­ries ruled by foreign powers. Ger­many was still under the authority of the Holy Roman Emperor. Since the Reformation, each German

- Boundary of the German States

state had become virtually independent. Some were nobles with their own property; others were cities like Bremen; finally, some were kingdoms like Prussia and Bavaria.

NORTHERN EUROPE In Scandinavia, Denmark ruled Norway. Sweden lost its Baltic provinces to Russia at the beginning of the century.

WESTERN EUROPE France, Spain, Portugal, Great Britain and Holland were nation-states, as they are today. Although Spain controlled a vast overseas empire in the Americas, it was weak from centuries of warfare. The most powerful countries were France and Britain. France had Europe's largest population - 25 million people in 1750 - as well as a large land area with coasts on the Atlantic and Mediterranean, rich farmland, and rising industry and commerce. Britain had a smaller population, but a prosperous middle class, greater liberty than elsewhere in Europe, and overseas colonies.

c;-~~~~~~~~~-9

Throughout "Old Regime" Europe, society was aristocratic. People of noble birth felt they were a race apart - superior to everyone else. Nobles owned the most land, served as officers in the army, became bishops in the Church, and held most high gov­ernment positions.

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206 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL TO PHOTOCOPY

THE SCIENTIFIC REVOLUTION The roots of the Scientific Revolution can be found in the Renaissance with the work of Copernicus, Galileo, Harvey, and other scientists. The Scientific Revolution continued through the 17th and 18th centuries. It rejected traditional authority and church teach­ings in favor of the direct observation of nature. The revolution in science was based on the new scientific method - in which people observed nature, made hypotheses (educated guesses) about relationships, and then tested their hypotheses through experi­ments. Galileo, for example, conducted tests on the motion of objects to find general prin­ciples of physics. Scientists began to discover that the motions of objects could be predicted by mathematics.

The Irish chemist Robert Boyle (1627-1691) is sometimes known as the "Father of Chemistry." Boyle conducted experiments on gases at different temperatures and pres­sures. He found gas pressure increased as the volume of the gas decreased. He also dis­tinguished mixtures from compounds. Boyle was one of the first scientists to perform controlled experiments and to publish his work in detail.

The most influential thinker of the Scientific Revolution was Sir Isaac Newton. His book Principia Mathematica connected, the speed of falling objects on Earth to the movements of planets. New­ton reduced all these patterns to a single formula: the law of gravity. Newton's discovery raised hopes that all of the uni­verse acted according to certain fixed and fundamental laws. It seemed that all sci­entists had to do was to apply observa­tion, experimentation, and mathematics.

Sir Isaac Newton experime11ti11g by directing light through a prism.

THE ENLIGHTENMENT The Enlightenment refers to an important movement in 18th century European thought. The spark for the Enlightenment came from the progress made by the Scientific Revolution. Enlightenment thinkers believed that by applying reason and scientific laws, people would be better able to understand both nature and one another. They applied the new scientific method to society and its problems. At the core of the Enlightenment was a questioning of traditional institutions, customs, and morals. In particular, they questioned the divine right of kings, the hereditary privileges of the nobility, and the power of the Catholic Church.

Enlightened philosophers believed that nature and society operated according to certain basic universal principles, which they referred to as "natural laws." They further believed that people could use their reason to discover these laws and then apply this knowledge to improve the quality of life.

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UNLAWFUL To PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 207

THE ENLIGHTENMENT AND THE ROOTS OF DEMOCRATIC-REPUBLICAN GOVERNMENT Many of the Enlightenment thinkers were French. They were influenced by earlier French Prot­estants who, following John Calvin, had argued that citizens could challenge the actions of an "ungodly" king. They were also impressed by the ideas of John Locke, who had written that each of us is born as a "blank slate." Our experiences then shape our personalities. This might mean that a peasant could be just as good as a nobleman if he had the same experiences.

Enlightenment thinkers were also influenced by the earlier Wars of Religion: to avoid senseless killing, they favored religious toleration. They opposed torture in judicial pro­ceedings. Many practices in France - its privileged nobility, powerful Church, and abso­lutist king - seemed irrational to these thinkers.

Voltaire (1694-1778) poked fun at traditional authority in society, government, and the church. His views on religious toleration and intellectual freedom influenced the leaders of the American and French Revolutions.

Jean.Jacques Rousseau (1712-1778) believed a government should express the "general will" of the people. His book, The Soda[ Contract, helped to inspire the democratic ideals of the French Revolution.

KEY THINKERS OF THE ENLIGHTENMENT I Baron de Montesquieu (1689-1755) argued for a separation of powers in government as a check against tyranny. His book, The Spirit of Laws, encouraged the development of a system of checks and balances later in the U.S. Constitution.

Adam Smith (1723-1790) described capitalism in his book, The Wealth of Nations. Smith explained how competition and the division of labor help to guide a free-market economic system based on self-interest. He argued that government should follow a laissez­faire, or "hands off," policy towards the economy.

Enlightenment ideas were applied by Thomas Jefferson in the American Declaration of Independence. The Declaration recognized the existence of natural rights such as the right to life, liberty, and the pursuit of happiness. It stated that the purpose of government was to protect these rights. This demonstrated the strong influence of Locke on colonial thinking.

ENLIGHTENED DESPOTISM Enlightened despots were absolute monarchs who tried to use Enlightenment ideas to reform their societies "from above." They often came from countries without a strong middle class. They felt it was up to the ruler to introduce positive changes. They instituted religious tolerance, established scientific academies, and promoted social reform, but they rarely supported a greater sharing of politi­cal power. Catherine the Great of Russia, Frederick the Great of Prussia, and Joseph II of Austria were examples of enlightened despots.

Catherine the Great of Russia.

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208 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL To PHOTOCOPY

APPLYING WHAT YOU HAVE LEARNED

Select one of the people you read about in this chapter and explain the effect of his or her ideas on later generations.

~ ... LEARNING WITH GRAPHIC ORGANIZER [iliJ] Complete the graphic organizer below by describing the accomplishments or beliefs of some of the people you learned about in this chapter.

King Louis XIV

John Locke

Peter the Great

MONARCHS AND ENLIGHTENED THINKERS

Thomas Hobbes

Baron de Montesquieu Jean-Jacques Rousseau

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UNLAWFUL To PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 209

CHAPfER SfUDV CARDS ·------------------------------9------------------------------~

Commercial Revolution * Mercantilism. Rulers increased their power by amassing gold and silver through con­quest, taxes, trade, and obtaining colonies. * Colonies. Spain, Holland, Portugal, France, and England developed overseas empires. * Free Enterprise (Capitalism). • Merchants developed new methods to fi­

nance large business ventures. • Used borrowing and joint-stock companies

to raise the large amounts of capital needed for these ventures.

Absolute Monarchy * Factors leading to growth of royal power: • Kings increased sizes of their army. • Kings raised more taxes among their subjects. • Kings subdued nobility. • Royal authority based on "reason of state"

- need for order, or divine right. * A Case Study in Absolute Monarchy -King Louis XIV of France: • His will was law. • He permitted no criticism of his rule. • Built Versailles Palace to house nobles. • Developed a large and powerful army.

I I I I I I I

~

~------------------------------+------------------------------~ Limited Monarchy in England * Traditional checks on English king's power:

• Magna Carta (1215) limited kings' power. • English Parliament (legislature) . * Henry VIII and Elizabeth I ruled with Par­liament. * James I favored divine right. His son, Charles, tried to rule without Parliament. * English Civil War. Parliament defeated and executed Charles I (1649). * Glorious Revolution. James II was overthrown. * English Bill of Rights. Stated supremacy of Parliament and the rights of subjects. * John Locke justified Glorious Revolution. Locke stated that subjects have a right to rebel against an oppressive government. * William Blackstone summarized English law.

Scientific Revolution * Changed ways of thinking: • New ways of scientific investigation. • Rejected traditional teachings of Church. • Robert Boyle. Investigated gases. • Isaac Newton. Laws of gravity.

Enlightenment * Applied human reason to society. • Questioned role of Catholic Church. • Rejected traditional teachings of Church. • Opposed hereditary privileges. • Sought to reform society. * Leading Enlightenment thinkers: • Voltaire • Baron de Montesquieu • Jean-Jacques Rousseau

CHECK IN& YOUR UNDERSf ANDIN& Directions: Put a circle around the letter that best answers the question.

1 The illustration on the right most closely reflects the goals of which economic system? A mercantilism ( Hist 7(F) )

B free enterprise system C feudalism D barter system

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210 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL To PHOTOCOPY

First, £XAMINE the question. This question tests your ability t o interpret an illustration. The illustration shows a treasure chest that is overflowing with gold and silver. The treasure chest is marked "Mother Country's Treasury." JSECALL what you know about collecting gold and silver. You should recall that mercantilists believed that a nation's real wealth and power were based on accumulating as much gold and silver as possible. APPLY what you know. Choices B, C, and D are economic systems whose goal is not based solely on the acquiring of gold and silver. Therefore, the best answer is Choice B.

Now try answering some additional questions on your own.

2 Which sources of knowledge were most central to the Scientific Revolution? F tradition and reliance on Church teachings (--H-ist_B_(_A)~)

G observation and experimentation H classical learning and travel J divine wisdom and Biblical texts

3 Jean-Jacques Rousseau and John Locke both agreed that a government should be based on the-A separation of nationalities ( Govt 2o(C) )

B religious values of the people C equal distribution of wealth D consent of the governed

Use the passage below and your knowledge of social studies to answer the following question.

"Rulers act as the ministers of God and as his lieutenants on earth. It is through them that God exercises his empire .... It appears from all this that the person of the king is sacred, and that to attack him is sacrilege .... The royal power is absolute. The prince needs [to] account for his acts to no one. Without this absolute authority, the king could neither do good nor repress evil. It is necessary that his power be such that no one can escape him, and the only protection of individuals against the public authority should be their inno­cence .... The prince, as prince, is not regarded as a private person: he is a public person, all the state is in him; the will of all the people is included in his."

- Bishop Jacques Bossuet (1627-1704)

4 With which statement would Bishop Bossuet most likely agree? F People have the right to overthrow an oppressive ruler. ( Govt t9(B))

G Kings should govern to maximize their own pleasure. H Kings represent God's will on Earth. J Kings derive their power from a social contract with their subjects.

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UNLAWFUL To PHOTOCOPY CHAPTER 13: The Old Regime: Absolutism and Enlightenment 211

Use the table and your knowledge of social studies to answer the following question.

Philosopher Central Idea

John Locke Natural rights - life, liberty, property

Baron de Montesquieu Separation of Powers

Voltaire Freedom of thought, expression, and religion

5 Which movement is most closely associated with the major ideas of these philosophers? A Scientific Revolution C Reformation (Govt ~O(A)) B Renaissance D Enlightenment

Use the discussion and your knowledge of social studies to answer questions 6 to 8.

Speaker A: Although I spread serfdom in my country, I tried to modernize our society by adopting aspects of western technology.

Speaker B: I promoted culture with my support of the arts. Unfortunately, I drained my country's treasury by building my palace at Versailles and involving my country in costly wars. I

Speaker C: I gained much wealth from my overseas empire in the Americas. I waged war against the Protestants and lost.

Speaker D: I inherited the throne and imprisoned my foes without a trial. I dissolved Par­liament because I did not want to consult with them when I increased taxes.

6 Which speaker represents the view of King Louis XIV of France? F - Speaker A H , Speaker C (Go~ i9(B)) G Speaker B J Speaker D

7 Which nation was most likely governed by Speaker D? A Russia C Spain (Govt 20(A) )

B France D England

8 Which type of government is most closely associated with all of these speakers? F limited monarchy H absolute monarchy 0-G9_vt_2_o_(A-))

G democratic republic J direct democracy

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness .... "

9 This statement most closely reflects the philosophy of-A Adam Smith C Thomas Hobbes (Govt 20(C). ) B Galileo Galilei - D John Locke

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212 MASTERING THE TEKS IN WORLD HISTORY UNLAWFUL TO PHOTOCOPY

10 Philip II of Spain, Louis XIV of France and Peter the Great of Russia were all consid-ered absolute rulers because they -F broke from the Roman Catholic Church ( Govt t9(B) ) G helped feudal lords build secure castles H instituted programs that gave more power to their parliaments J made government decisions without the consent of their people

11 Philosophers of the Enlightenment believed that society could best be improved by -A relying on faith and divine right ( Govt 20(A) )

B borrowing ideas from ancient Greece and Rome C applying reason and the laws of nature D following royal commands

12 The heliocentric model, the development of inductive reasoning, and the work of Robert Boyle are all associated with which revolution? F Commercial Revolution H Financial Revolution ( Hist t(E) )

G Agricultural Revolution J Scientific Revolution

13 What was a common effect of the Magna Carta, the English Civil War, and the English Bill of Rights? A limits on the powers of English monarchs ( Govt 2o(A) )

B laws protecting the rights of Catholics C the creation of England's colonial empire D limits to the abuses of Parliament

14 Which quotation would most likely have been made by an absolute monarch? F "It is the parliament that must make the laws." (,,....Go_vt_t_9_(B ...... ) )

G "The government must be based on a sound constitution." H "The rights and prohibitions of the nation are joined with my b0,dy 8pd reside in

my hands alone. Public order in its entirety comes from me." J "People in a state of nature are solitary, poor, nasty, brutish and short."

Use the passage and your know ledge of social studies to answer the following question.

"I suppose men to have reached the point where the obstacles to their survival in the state of nature have a resistance that cannot be overcome by the forces each individual has at his disposal. Men now have only one way of preserving themselves: [to join with others] to surrender [their] rights to the whole community."

- Jean Jacques Rousseau, The Social Comract

15 Based on this passage, Rousseau would most likely agree that -A people should submit to the will of the community B political authority should be hereditary C monarchs owe their power to the will of God D the main goal of government is to protect individual rights

( Govt 20(C) )

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UNlf 4 REvlEW PULLING IT ALL TOGETHER

In this unit you learned about several scientific advances. Select two scientific advances and explain the impact of each on the world.

1. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Select one of the Essential Questions explored in this unit by checking the box that identifies it. Then answer that question below.

0 What events contributed to the end of the Middle Ages?

0 What was the Renaissance and why did it happen?

0 Would a Protestant Reformation have occurred without Martin Luther?

0 What were the major characteristics of the Maya, Inca, and Aztec civilizations?

0 How did the voyages of Christopher Columbus forever change the world?

0 What effect did the Commercial Revolution have on people's standards of living?

0 How did Europe's rulers achieve absolute power?

0 How did the Scientific Revolution change people's view of the natura l world?

0 How modern was the Enlightenment?

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Leonardo, da Vinci,

Michelangelo

ARTS: MORE

REALISTIC

ARCHITECTURE: BASED ON CLASSICAL

STYLES

CAUSE: REDISCOVERY OF CLASSICAL

TEXTS AND ART

HUNDRED YEARS' WAR

STRENGTHENED KING'S POWER

GREAT FAMINE

END OF MEDI EVAL

EUROPE

BLACK DEATH: DECLINE IN

SERFDOM

HELPED ENRICHED

LIFE

JOINT STOCK

COMPANIES

INCREASED TRADE

WEAKENED NOBILITY

Thomas Hobbes

King's Will Was Law

Peter the Great

UNlf 4 CONCEPf MAP

GUTENBERG'S PRINTING

PRESS

INTRODUCED NEW

PRODUCTS

FREE ENTERPRI SE

SYSTEM

GREAT SCHISM

CONNECTING HEMISPHERES 1450-1750

English Civil War

"Middle Passage"

ROBERT BOYLE

Split Avignon vs. Rome

AZTEC

Andes

INCA

COLUMBUS' ENCOUNTER

WITH AMERICAS

Corn, Potatoes

African Captives Sent

to America

Experiments on Gases

Rousseau

Catherine the Great

Frederick the Great

Experiments on Gravity

Emperor

Human Sacrifices

Used Knots on Rope

for Records

Chocolate, Beans

Cortez Defeats Aztecs

Pizarro Defeats Incas

Encomienda System

COLONIAL LATIN

AMERICA

Conversion of Natives to

Christianity

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