Suleyman Peter the Great Akbar - Websglobalhistory10.webs.com/Blank Global...

Name____________________________________________ Mr. Fiege, Global 10, Room 103

Divine Right Louis XIV Parliament sultan

Absolute Monarch Palace of Versailles Petition of Right Suleyman

Phillip II Peter the Great habeas corpus janissaries

Reconquista Westernization Glorious Revolution Akbar

Spanish Armanda Warm Water Port Constitutional Monarchy Sikhs

Global 10 Calander for Unit 1 and Pink Packet

September and First Week October Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6

7

8

9 A

School Starts

Global II Introduction

10 B

School Starts

Global II Introduction

11 12

13 C

Receive books & packet

Explain project, read about

absolute rule and the

Spanish Empire,

Homework for next class:

Reading 2

14 D

Receive books & packet

Explain project, read about

absolute rule and the

Spanish Empire,

Homework: Reading 2

15 A

Absolutism in Spain

Artwork on Asia/Spanish

America

Homework: Reading 3

16 B

Absolutism in Spain

Artwork on Asia/ Spanish

America

Homework: Reading

3

17 C

Review Reading 3

Tour the Palace of Versailles

DVD: Building an Empire

Homework: Reading

4

18 19

20 D

Review Reading 3

Tour the Palace of Versailles

DVD: Building an Empire

Homework: Reading

4

21 A

Peter the Great: Positive and

Negatives

DVD: on Peter the Great

Documents on Peters rule

Homework: Reading 5

22 B

Peter the Great: Positive and

Negatives

DVD: on Peter the Great

Documents on Peters rule

Homework: Reading 5

23 C

Absolutism in England

Play and Movie on Oliver

Cromwell

Homework Challenge

Homework: Reading 6

24 D

Absolutism in England

Play and Movie on Oliver

Cromwell

Homework Challenge

Homework: Reading 6

25

Home-

Coming

26

27 A

Absolutism in Asia: Ottoman

Empire

Reading on Ottoman Empire,

DVD on the Ottoman Empire

prayer matt

Homework: Reading 7

28 B

Absolutism in Asia: Ottoman

Empire

Reading on Ottoman Empire,

DVD on the Ottoman Empire

prayer matt

Homework: Reading 7

29 C

Absolutism in Asia: Mughal

Empire

DVD: Mughal Dynasty &

Story of India web work

Homework: Presentations

for absolute ruler advice

30 D

Absolutism in Asia: Mughal

Empire

DVD: Mughal Dynasty &

Story of India web work

Homework: Presentations

for absolute ruler advice

October 1 A

Presentations on Absolute

ruler advice

Essay Review

Homework: Test on

Absolutism

2 3

4 B

Presentations on Absolute

ruler advice

Essay Review

Homework: Test on

Absolutism

5 C

Test on Absolutism

20 MC and 1 thematic Essay

Homework: 1st

reading in

new packet

6 D

Test on Absolutism

20 MC and 1 thematic Essay

Homework: 1st

reading in

new packet

7 A

Introduction on the

Enlightenment

8 B

No School

9 10

3

Name_______________________ Date___________

Global Studies 10

Unit I- Absolutism in Europe and Asia

Purpose: Global 10 focuses on world history from the 1500’s to modern times. The

events, people and beliefs which occurred at this time period has shaped the way you

live today and how you will live in the future. Four main historical themes which

significantly influenced this time period as well as help historians understand the past,

present and future are; revolutionary ideas, individuals, nationalism and conflict.

Specifically, it is the role of leaders and the interaction of different cultures which

helped to shape revolutionary events which positively or negatively changed the way

people lived. To help get a better understanding of Global 10, your first unit will look at

the form of government known as absolutism. This is a method of leadership and state-

building in which a region or nation is under control of one or two rulers who in some

cases believe they have been blessed by God to rule. These individuals have the

authority to make policies which impact the political, cultural and economic well being of the nations and

regions he or she governs. Absolutism allowed for the establishment of powerful nations and empires like the

Ottoman Empire, Great Britain, Russia and France. Absolutism is also the reason for the development of radical

government, economic and cultural structures which will appear throughout the 18th-21

st centuries. By analyzing

case studies of absolutism and comparing the styles of different leaders and the impact of those styles, one can

see different styles of absolute rule, one which leads to triumph for a nation or region and one which leads to the

decline of a nation or region. By looking at these styles you can see patterns in the way people lead and make

predictions as to how these leaders will shape your history.

Part I- What you should know by the end of the unit.

Directions: By the end of the end you should be able to answer the following questions. You will

gather information to answer these questions by completing your homework using the book Modern

World History; Patterns of Interaction. While you read you will need to be generating the definitions for key vocabulary words as well as answering focus questions. Both of these are found in this packet. You will also

gather information by the in-class activities. Your homework will be reviewed and new information will be

shared in class.

1- Who are the absolute rulers for Spain, France, Russia, England, Ottoman Empire, and the

Mughals?

2- What impact did these absolute rulers have nationally and globally? When finding information

to explain this question look at how the absolute ruler helped or hurt the culture, politics, social

structure, or economics of his or her country.

3- Compare absolutism in Europe with non-European countries. What are the common traits or

patterns of absolute rulers between these regions? For example how did they come to power?

How did they keep their power and what do they do with their power?

4

Part II- Advice for the Absolutes Purpose: Though absolutism faded out of existence, there are still rulers today

who have the power of an absolute ruler. There actions significantly impact the lives of the people in their nations but also the rest of the world. During the

Renaissance, absolute rulers sought out advice on how to rule and maintain

power. Niccolo Machiavelli wrote the book The Prince as a guide for leadership

during the Renaissance. Machiavelli examined the history of the Romans and other civilizations to determine the patterns of effective and ineffective

leadership. Machiavelli tended to side with the idea that it was better to be

“feared than loved”, “to keep your friends close but your enemies closer” and “the end justifies the means”. For some absolute rulers, the advice worked and

for others it didn’t. The “absolute rulers” today could use some advice since

many of them are making mistakes the early absolute rulers are making.

Directions: Your assignment is to create a “part II” for The Prince but address your advice to modern day

leaders. You will pick one modern day leader and learn about some of their policies and actions towards their

people and other nations. Based on that information you will generate a written response providing advice to this leader based on the policies and actions of the absolute rulers we study in class.

In addition to the written response, you will be sharing out to the class a summary of your written response. At the end of your summary, be prepared to answer any questions from students or Mr. Fiege about your advice.

Modern day leaders to choose from:

• Iran- Mahmoud Ahmadinejad • Venezuela- Hugo Chavez (extra credit will be given if additional information is found about Chavez)

Grading Guidelines:

An “A” looks like: -Two pages, typed (double spaced) with no grammatical or spelling errors.

-First paragraph provides a summary of the modern day leader’s policies and actions.

-Second paragraph provides five comparisons between the modern day leader and three absolute monarchs.

-Third paragraph provides a summary of what happened to the absolute monarchs, their nation and other societies as a result of their leadership.

-Fourth paragraph provides your advice to the modern day leader, incorporating appropriate historical evidence

from the absolute monarchs.

Written responses with less information will be graded accordingly.

The in-class presentation should be between 3-5 minutes. After five minutes, you will be cut off. You will be

graded on eye contact, voice level, attempts to engage the audience and your ability to answer the questions

asked of you.

5

Biographical Information on the Modern “Absolute Rulers”

Iran- Mahmoud Ahmadinejad Early

Years

Political leader. Mahmoud Ahmadinejad was born Mahmoud Saborjhian on October 28, 1956, in the village of Aradan, near Garmsar, in north-central Iran, 82 miles southeast of Tehran. Mahmoud was the fourth of seven children whose father was a blacksmith. In 1957, the family moved from Aradan to the Narmak district of Tehran in search of better economic conditions. During this time, his father, Ahmad, changed the family name from Saborjhian (which translates to "thread painter," the lowliest job in Iran's traditional carpet-weaving industry), to the more religious Ahmadinejad ("race of Muhammad" or "virtuous race"). Mahmoud Ahmadinejad grew up in an Iran dominated by Western influence. Three years before he was born, the U.S. CIA aided in a coup to install the pro-Western Shah Mohammed Reza Pahlavi as head of state. Many Iranians, led by the country's Islamic clerics, resented the Western incursion into Iran's politics. Ahmadinejad held no interest in politics as a young boy. It wasn't until he attended Iran University that Ahmadinejad became politically active. Though the Shah's regime repressed all political activism and descent, Ahmadinejad secretly produced and distributed an anti-Shah propaganda magazine called Jiq va Dad (Scream and Shout). He joined the Islamic Association of Students in the Science and Technology University, a faction of the Office for Strengthening Unity between Universities and Theological Seminaries.

Beliefs

and

actions as

a political

leader

In 2003, Ahmadinejad was appointed mayor of Tehran by the city council. He was little known outside of Iran at this time, but his charisma and political skills became quickly evident. As mayor, Ahmadinejad began repealing reforms put in effect by the moderates, and imposed new cultural restrictions favored by the mullahs—Iran's religious leadership—including the closing of Western fast-food restaurants and the covering of billboards with Western references. He advocated gender-segregated elevators in municipal buildings and turned many of the cultural centers into prayer halls during the Islamic holy month of Ramadan. He also ordered all male city employees to have beards and wear long sleeves. In 2005, Mahmoud Ahmadinejad ran for president of Iran with the full support of conservative leaders. Populist in his approach, Ahmadinejad promised to address the poverty and social injustices in Iran, and to work to end corruption. He campaigned on the slogan, "We can do it," and was the only presidential candidate to speak out against improving relations with the United States. Ahmadinejad won the election by a landslide, collecting 17 million of the 27 million votes cast.

Whether a masterful politico or an honest broker, Mahmoud Ahmadinejad developed a strong bond with Tehran's deeply religious working class. Ahmadinejad wanted to continue to live in his own house after being elected president, until security advisors forced him to move. He took out the expensive furniture and rugs in the presidential palace and replaced them with less expensive furnishings. He refused the VIP seat on the presidential plane and eventually replaced it with a cargo plane. He also spoke in blue-collar colloquialisms in his speeches and presentations. While Tehran's political elite ridiculed him for his mannerisms, the behavior played well with many Iranians, who saw their president as "one of them."

After his presidential win, Ahmadinejad became an imposing international figure. His hard-line stance on Iran's right to develop nuclear power heightened tensions with the U.S. In a September 2005 speech before the United Nations, Ahmadinejad professed his desire to pursue Iran's

6

Source: biography.com

nuclear technology program, which he claimed was for peaceful purposes. At the same time, he condemned the United States for not only proliferating weapons of mass destruction, but also sowing a "climate of intimidation and injustice." He issued a veiled threat that "if some try to impose their will on the Iranian people...we will reconsider our entire approach to the nuclear issue." From May 2006 to March 2007, the United Nations Security Council passed a series of resolutions requiring Iran to terminate its nuclear enrichment programs. It imposed sanctions on nuclear material and technology entering Iran, and also placed further restrictions on imports and exports with the exception of development and humanitarian aid. The Iranian leader remained defiant.

Ahmadinejad also fanned the flames of confrontation with his anti-Israeli rhetoric in public speeches. In addition to questioning the realities of the Holocaust, the Iranian leader showed his distaste toward Israel in October 2005, at the World Without Zionism Conference in Tehran. He spoke of an epic battle between Islam and the "World of Ignorance," a West led by Israel and the Zionist movement. Following the conference, he was also quoted as saying that Israel should be "wiped off the map." Ahmadinejad stated in a news conference on January 14, 2006, that the meaning of his statements had been exaggerated and misinterpreted.

Problems

to Solve

Ahmadinejad was less successful in fulfilling many of his economic campaign promises. Despite possessing the world's 4th largest oil reserves, Ahmadinejad was unable to stop the squandering of Iran's oil profits. Iran had to import gasoline in 2007, as it did not possess the capabilities to refine enough crude oil to meet domestic demand. Although sources disagree, Iran's unemployment rate seemed to rise only slightly during Ahmadinejad's tenure in office. However, many claim that this was accomplished by implementing highly inflationary public programs and subsidies. Ahmadinejad was also unable to address the crushing increase in inflation, which was estimated to be between 20 and 30 percent.

All these issues—the sagging economy as well as the political crackdowns—came to a head during the June 2009 presidential elections. Iran's crippling inflation rate, high unemployment, and the question of how its oil revenue was being spent were at the top of Iranian voters' minds. Three candidates surfaced to challenge Ahmadinejad: Mir-Hossein Mousavi, a pro-reform candidate, Mohsen Rezaee, a conservative, and Mehdi Karroubi, a career politician and reformist cleric. On June 12, 2009, Iranian citizens turned out in record numbers with 85 percent of Iran's 46 million voters casting their ballots. The next morning the Islamic Republic News Agency, Iran's official news service, announced that with two-thirds of the votes counted, Ahmadinejad had won the election. At first, the protests were very large and generally peaceful. But the government remained steadfast in its insistence of Ahmadinejad's victory. On June 15, a crowd of somewhere between 100,000 and 3 million protestors jammed the streets of Tehran to see opposition candidate Mousavi make his first post-election appearance. As the government increased its crackdown on civil disobedience, Ahmadinejad tried to reassure the Iranian media that the protesters were inconsequential, comparing the lively demonstrations to the exuberance of a soccer game. But as the protests moved into their second week, cell phone and digital cameras recorded the unprecedented demonstrations and leaked them to the world. On June 20, 2009, citizen journalism captured the on-camera slaying of Neda Agha-Soltan, a young college graduate who went with a friend to paricipate in one of the protests. When she stepped out of her car, she was struck in the chest with a single bullet which pierced her heart, killing her. The images of Neda's death traveled to hundreds and then thousands of cell phones, and computers sent the story to millions of viewers. Her death became a symbol of Iranian government oppression

7

Biographical Information on the Modern “Absolute Rulers”

Source: biography.com

Venezuela- Hugo Chavez Early

Years

Politician, president of Venezuela. Born Hugo Rafael Chávez Frías on July 28,

1954, in Sabaneta, Venezuela. The son of schoolteachers, he is known for his

reform efforts and his strong opinions. Chávez attended the Venezuelan military

academy and graduated in 1975 with a degree in military sciences and arts. He

went on to serve as an officer in an army paratrooper unit.

In 1992, Chávez, along with other disenchanted members of the military,

attempted to overthrow the government of Carlos Andrés Peréz. The coup failed

and Chávez spent two years in prison before being pardoned. He then started

the Movement of the Fifth Republic, a revolutionary political party

Beliefs

and

actions as

a political

leader

Chávez ran for president in 1998, campaigning against government corruption and promising economic

reforms. After taking office in 1999, Chávez set out to change the Venezuelan constitution, changing the

powers of congress and the judicial system. As a part of the new constitution, the name of the country was

changed to the Bolivarian Republic of Venezuela.

Throughout his presidency, Chávez has been outspoken, refusing to hold back on any of his opinions or his

criticisms. He has insulted oil executives, church officials, and other world leaders. He has particular

hostility for the United States, which he believes was responsible for the failed 2002 coup against him.

Chávez also objected to the war in Iraq and thinks that the United States has abused its powers. He

considers President George W. Bush to be an evil imperialist.

Relations between the United States and Venezuela have been strained for some time. Since taking office,

Chávez has sold oil to Cuba—a longtime adversary of the United States—and resisted U.S. plans to stop

narcotics trafficking in nearby Colombia. He also helped guerrilla forces in neighboring countries. Over the

years, Chávez has threatened to stop supplying oil to the United States if there is another attempt to

remove him from power. He did, however, donate heating oil to help the victims of Hurricane Katrina and

Hurricane Rita, which destroyed numerous fuel processing facilities.

No matter the state of Venezuela's relationship with the United States, Chávez has leveraged his country's

oil resources to form connections to other nations, such as China and Angola. In 2006 he helped create the

Bolivarian Alternative for the Americas, a socialist free-trade organization. Fidel Castro, president of Cuba,

and Evo Morales, president of Bolivia. Chávez is also an active member of the Non-Aligned Movement, a

group of more than 100 countries, including Cuba, Iran, and several African nations.

Problems

to Solve

As president, Chávez has encountered some challenges both at home and aboard. His efforts to tighten his

hold on the state-run oil company in 2002 stirred up controversy and led to numerous protests. Chávez

found himself removed from power briefly in April 2002 by military leaders. The protests continued after his

return to power and led to a referendum on whether Chávez should remain as president. The referendum

vote was held in August 2004 and a majority of the voters decided to let Chavez complete his term in office.

9

Advice to Absolute Rulers Presentation Summary

Directions: Throughout the presentations please complete the chart below. This will be collected for a

grade.

Presenter Name

Modern Day Absolute Ruler

Two

similarities

and or

differences

between rulers

Advice given

Presentation quality 1 Strength or Area of Improvement Eye contact 1 2 3

Voice level 1 2 3 Engage the audience 1 2 3 Ability to answer questions 1 2 3

Presenter Name

Modern Day Absolute Ruler

Two

similarities

and or

differences

between rulers

Advice given

Presentation quality 1 Strength or Area of Improvement Eye contact 1 2 3

Voice level 1 2 3 Engage the audience 1 2 3

Ability to answer questions 1 2 3

11

Part III- Unit Exam Thematic Essay Question

You may choose from the following leaders from Global history; Phillip the II, Louis XIV, Peter

the Great, Akbar, Suleyman, Charles I. (August, 2005)

13

Name__________________________ Date__________

Unit I- Absolutism in Europe and Asia Reading 1, pages 160-161 “Absolutism in Europe”

Directions: Using the information from the readings to create definitions and complete the focus questions.

Absolute monarch

Divine right Review: feudalism

1. Describe the goal of an absolute ruler.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. Explain how the following led to the growth of monarch power after the Middle Ages.

Actions/ Events How it increased absolute power

Decline of feudalism, rise

of cities, growth of national

kingdoms

Growing middle class

Use of colonies

The Reformation

Religious and territorial

conflicts

Using the chart on page 160, summarize the effects of absolutism in Europe.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

14

Name_________________ Date___________________

Unit I- Absolutism in Europe and Asia Internal and External Impact of Spanish Absolutism

Purpose: Absolutism in Spain has had a dramatic impact not only for Spain but for other societies. After looking over the

documents determine the internal and external impact of Spanish absolutism.

Directions: Working with a partner, complete the documents.

Document 1: Text Book Reading Directions: Using your prior knowledge and/or the textbook, explain how the following terms connect to Spanish

absolutism. Use pages 119-125.

Christopher Columbus

Colonies Herando Cortes

Conquistadors

Francisco Pizarro Atahualpa

Mestizo

Encomienda Bartolome de Las Casas

Video Clip from Millennium

Question: Describe how Spanish rule impacted the indigenous cultures of Central America.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

__________________________________________________________________________________________________

17

Based on the account from Antonio Vazquez de Espinosa, identify one way the Potosi silver mine has

impacted Spain and one way it has impacted another society.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Source: Antonio Vazquez de Espinosa, a Spanish priest, Compendium and Description of the

West Indies, 1620’s.

The ore at Potosi silver mine is very rich black flint, and the excavation so extensive that more than

3,000 Indians worked away hard with picks and hammers, breaking up that flint ore; and when they

have filled their little sacks, the poor fellows, loaded down with ore, climb up those ladders or

rigging, some like masts and others like cables, and so trying and distressing that even an empty-

handed man can hardly get up them.

So huge is the wealth that has been taken out of this range since the year 1545, when it was

discovered, up to the present year of 1628 that merely from the registered mines, according to most

of the accounts in the Spanish royal records, 326,000,000 silver coins have been taken out.

This does not count the great amount of silver taken secretly from these mines to Spain, paying no

20% tax or registry fee, and to other countries outside Spain, including the Philippines and China.

18

Directions: In the following documents, underline/highlight the impact China’s desire for silver had on China the Spanish

empire and other societies.

Source: Tomas de Mercardo, Spanish scholar, Manual of Deals and Contracts, Seville, Spain 1571

High prices ruined Spain as the prices attracted Asian commodities and the silver currency flowed

out to pay for them. The streets of Manila in the Spanish territory of the Philippines could be paved

with granite cobblestone brought from China as ballast (weight used for stability in ships) in

Chinese ships to get silver for China.

Source: He Qiaoyuan, Ming dynasty court official, report to the emperor on the possibility of repealing the 1626

ban on foreign trade, 1630

The Spanish have silver mountains, which they mint into silver coins. When Chinese merchants

trade in Southeast Asia and the Indian Ocean, they trade the goods we produce for the goods of

others. But when they go to Luzon (Philippines) they only return with silver coins. Chinese silk

yarn worth 100 bars of silver can be sold in the Philippines at a price of 200 to 300 bars of silver

there. Moreover, porcelain from the official pottery works as well as sugar and fruit from my native

province, are currently desired by the foreigners (Spanish).

20

• Identify the types of actions the Spain Empire was involved with. Cite the documents that helped to

answer this.

• Identify the different societies these actions affected. Cite the documents that helped to answer this.

• Explain how the actions of the Spanish Empire affected the groups you identified in the second bullet.

Provide specific information from the documents to support your idea.

• Based on the evidence, determine who the Spanish empire impacted the most, moderate and least.

Have a reason, supported with evidence for each ranking.

• Once you have completed this, design a piece of art which represents the interaction of the Spanish

Empire with others societies. Your piece of art must demonstrate the answers to the previous bullets.

Name____________________________ Date________________

Absolutism in Spain: Internal and External impact

Historical Background:

Directions: Complete the tasks listed below using information from the documents in order to create your own

Asian/Spanish American Art.

During the sixteenth century Spain established an extensive connection with Asia through its port at Manila in the

Philippines. Asian merchants brought their trade goods to Manila where they were purchased by Spanish traders.

Loaded onto galleon ships, they made the journey across the Pacific to Mexico and the Spanish Americas. A

large number of goods were shipped to Spain, but many objects remained in the Americas where they inspired

local artists in many media. Asian immigrants, including artists, also made the long journey to the Americas in

search of lucrative professions. A major industry for export goods to Europe and the Americas developed in Asia–

Chinese porcelains, Japanese lacquers, printed cottons from India, and ivory carvings of Christian saints from

China, Goa, and the Philippines. In exchange, silver coinage was sent to Asia, where it was used for currency.

http://exhibits.denverartmuseum.org/asianart/curator_past_06.html

22

Name__________________________ Date__________

Unit I- Absolutism in Europe and Asia Reading 2, pages 155-159 “Spain’s Empire”

Directions: Using the information from the readings to create definitions and complete

the focus questions.

Phillip II

Reconquista Spanish Armada

El Greco

Don Quixote inflation

1. The actions and beliefs of King Phillip II as well as other events helped and hurt the Spanish Empire. Explain the impact of the following events by describing how they either helped or hurt Spain.

Event or Belief of

King Phillip II

Explain how the event impacted Spain by how it either helped or hurt it.

Inherits Portugal

and all of its colonies

Being a devote

Catholic

Invasion of

England

Inflation and lack

of Taxes

Increase in taxes

Use of Guilds

24

Name__________________________ Date__________

Unit I- Absolutism in Europe and Asia Reading 3, pages 162-168 “The Reign of Louis XIV”


Henry IV

Edict of Nantes Cardinal Richelieu

Skepticism

essay Rene Descartes

Louis XIV

Mazarin intendants

Jean Baptiste Colbert

Palace of Versailles War of the Spanish Succession

1. The actions and beliefs of King Louis XIV helped and hurt France, describe how the following events either

helped or hurt France.

Event or Belief of King Louis

XIV

Explain how the event impacted France by how it either helped or hurt it.

Gave power to governmental

officials

Cancelling the Edict of Nantes

Expansion of France’s borders

Construction of the Palace of

Versailles

Patronage of the Arts

25

Using examples from the rule of Henry the IV, Cardinal Richelieu and Louis XIV, decide how France was impacted by their

leadership (how was it positive and negative?).

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

26

PALACE OF VERSAILLES-

TRENCH WARFARE-

CANAL DU MIDI-

D V D : EN G IN EE RIN G A N E M P IRE:

F RA N CE

W hile w atch ing the c l ip:

D ete rm ine ho w the Pa lace of V ersail les , tre nch w ar fare an d th e C a na l du Mid i

streng th ene d th e pow er o f K in g Lou is th e XIV.

28

Name__________________________ Date__________

Unit I- Absolutism in Europe and Asia Reading 4, pages 174-177 “Absolute Rulers of Russia”


Ivan IV

Boyars czar

Romanov dynasty

Czar Peter serfs

Warm-water port

“Grand Embassy” westernization

2. Explain how Ivan IV’s “bad period” is an example of absolute rule.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. Compare life in Russia with life in Western Europe

Category Russia Western Europe

Labor

Religion

Geography

Summarize why Russia was so different than the rest of Europe.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

29

4. The actions and beliefs of Czar Peter helped and hurt Russia, describe how the following events either helped or

hurt Russia.

Event or Belief of

Czar Peter

Explain how the event impacted Russia by how it either helped and/or hurt it.

Goes on the

“Grand

Embassy”

“For you know

yourself that

though a thing be

good and

necessary, our

people will not do

it unless forced to

do it”

Westernizing

Russia

Building St.

Petersburg

5. Using examples from the rule of Ivan IV and Czar Peter, decide how Russia was impacted by their leadership (how was

it positive and negative?).

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

32

Name_____________________ Date________

Unit I- Absolutism in Europe and Asia

Peter the Great of Russia

___________________________________________________________

Purpose: To better understand what life was like for people under absolute rule you will either take

on the role of a boyar or landowning noble, a serf or a merchant living in Russia during the time of

Peter the Great.

Directions: Citing information from at least four of the documents provided as well as additional

information from your notes, create a new document which explains your feelings about Peter the

Great. Use the chart below to determine how you will express your ideas.

Boyar Serf Merchant

Your family has been wealthy

landowners in Russia for centuries. The reign of Peter the Great has

brought changes to your life. You

do not want to offend anyone with

your opinions so you decide to express your ideas in the forma of a

journal entry or a painting filled

with symbols which express your ideas.

Your family has been serfs for

many years. Recently you have been forced to move to St.

Petersburg to work on the

construction of the city. Before you

leave you decide to speak with your local Russian Orthodox patriarch

(priest) to express your thoughts

about this move and the actions of Peter the Great. Some serfs were

able to write down their thoughts

while others had to communicate them orally. You may decide

which way to communicate your

ideas.

You have sold furs and traditional

Russian clothing for many years and have become very wealthy as a

result of that. The actions of Peter

the Great have significantly

impacted your life. You decide to either create a political cartoon or

a letter to your fellow businessmen

to explain your opinions about Peter the Great.

36

Name__________________________ Date__________

Unit I- Absolutism in Europe and Asia Reading 5, pages 180-183 “Parliament Limits the English Monarchy”

Directions: Using the information from the readings to create definitions and complete the focus questions

Queen Elizabeth I

Parliament King James I

Charles I

Petition of Right English Civil War

Oliver Cromwell

Commonwealth Habeas corpus

Glorious Revolution

Constitutional Monarchy Bill of Rights

1. Use the chart to list the causes of each monarch’s conflicts with Parliament.

Monarch Main reason this monarch had conflicts with Parliament

Queen Elizabeth I

James I

Charles I

James II

Summarize the pattern which exits between absolute rulers and Parliament.

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2. Explain how the English Civil War and the leadership of Oliver Cromwell helped and hurt England.

How English Civil War Helped England How English Civil war Hurt England

3. Explain how the following items limited the power of absolute rule in England.

Items limiting power How they limited power

Petition of Right in 1628

Hapeas corpus in 1679

Bill of Rights in 1689

4. Using page 183 Connect to Today, which 2 government reforms of England most influenced the representative

democracy created in the United States.

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Unit I- Absolutism in Europe and Asia Reading 6, pages 73-77 “The Ottomans Build a Vast Empire”


ghazis

Ottomans sultan

Mehmed II

Selim the Grim Suleyman the Lawgiver

Devshirme

janissaries Mosque of Suleyman

1. Describe the accomplishments for the three main absolute rulers of the Ottoman Empire and explain the impact

these accomplishments had on the Ottoman Empire.

Ruler Accomplishment Impact

Mehmed II

Selim the Grim

Suleyman I

Defend this statement by using a fact to support each part of the statement; “The Ottoman Empire was successful because

of its leaders, its military and its geographic location”.

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Short Answer Response- Ottoman Empire Directions: Use complete sentences to answer the question listed below.

Explain how the Ottoman Empire was successful because of it leaders, military and its geographic location. Your response must include information from at least 2 rulers of the Ottoman Empire, regions the empire conquered and examples of military technology and tactics. ______________________________________________________________________________________

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Unit 1 Absolute Rule in Asia: Ottoman Empire

Purpose: The Ottoman Empire was ruled by Muslim sultans as a result Islam became a main influence on their rule. Part of being a Muslim is praying 5 times a day on your prayer mat. These mats all have a basic geometric design but they all have meaning. Directions: Using the picture of the prayer mat below, design a new rug which explains how the Ottoman Empire was successful because of it leaders, military and its geographic location. Your response must include information from at least 2 rulers of the Ottoman Empire, regions the empire conquered and examples of military technology and tactics.

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Unit I- Absolutism in Europe and Asia Reading 7, pages 82-87 “The Mughal Empire in India”


Mughals

Delhi Sultanate Babur

Akbar

Nur Jahan Sikhs

Shah Jahan

Taj Mahal Aurangzeb

1. Describe what the five main absolute rulers of the Mughal Empire accomplishments and explain the impact these

rulers had on India.

Ruler Known For Impact on India

Babur

Akbar

Nur Jhan

Shah Jahan

Aurangzeb

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2. Decide if absolute rule was a positive and /or negative style of government for the people of India. Provide four

reasons from the reading to support your answer.

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Unit I: Absolutism in Europe and Asia

Akbar the Great, Creating a New Belief for the Empire in India

Purpose: You have been called here by the sultan Akbar to the capital city of Fatephur Sikri

to share your expertise on your faith. Each faith represented here is practiced in the Mughal

Empire. The sultan wants to learn as much as he can about each belief so can create a new

belief that will unite and guide the people of India.

Directions: Complete the worksheet by following the directions on the front of the folder at

your table. You are only to research the belief system identified on your folder.

When told to do so your group will break apart and form a new group made up of people from

other beliefs. You will then share your beliefs with one another to try and determine what

parts of each belief could be used to make up the new belief desired by Akbar.

Your New Belief for Akbar the Great Once you have met with the other beliefs, use the space below to come up with your new belief

system which combines the basic beliefs and practices of the 5 main beliefs of India.

Your New Belief Name: _______________________________________

1. List the names of the major gods and / or goddesses and founder for this belief system (remember

this religion is for Akbar).

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2. List and describe any scared books used with this belief system.

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3. Explain at least three major beliefs or practices of this belief system.

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Belief: Hinduism

1. List the names of the major gods and/ or goddesses and founder for this belief system.

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2. Explain why this belief is practiced in India.

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Comparing the Beliefs of India

Hinduism Buddhism Jainism Islam Sikhism

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Belief: Buddhism 4. List the names of the major gods and / or goddesses and founder for this belief system.

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Belief: Jainism 1. List the names of the major gods and / or goddesses for this belief system.

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Belief: Islam 1. List the names of the major gods and / or goddesses and founder for this belief system.

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Belief: Sikhism 5. List the names of the major gods and / or goddesses and founder for this belief system.

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