rise of austria and prussia - keyport public schools€¦ · chapter 4 section 4 163 section...

Chapter 4 Section

4

163

SECTION

Vocabulary Builder

4

4

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Outline causes and results of the Thirty Years’ War.

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Understand how Austria and Prussia emerged as great powers.

■

Describe how European nations tried to maintain a balance of power.

Prepare to Read

Build Background Knowledge

Ask students to recall what they know about the Holy Roman Empire and the German states under Charles V. Ask them to predict how religious divisions would affect the region.

Set a Purpose

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WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

War Rages in Germany

Ask students to describe living under such conditions for 30 years. Then have them name some of the factors that would make it difficult for a society to recover from this level of devastation.

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Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 4 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the table with details about the emergence of Austria and Prussia.

Reading and Note Taking Study Guide,

p. 70

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 1,

p. 68;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

aspire, p. 165

v.

to be ambitious, seekShe

aspired

to become the student body president.

L3

L3

Rise of Austria and PrussiaObjectives• Outline causes and results of the Thirty Years’

War.• Understand how Austria and Prussia emerged as

great powers.• Describe how European nations tried to maintain

a balance of power.

Terms, People, and PlaceselectorFerdinandmercenarydepopulationPeace of WestphaliaMaria Theresa

War of the Austrian Succession

PrussiaFrederick William IFrederick II

Reading Skill: Identify Supporting Details Asyou read this section, use a table like the one below to record details about the emergence of Austria and Prussia as European powers.

The Thirty Years’ War took a terrible toll on the people of the Ger-man states. Finally, two great German-speaking powers, Austriaand Prussia, rose out of the ashes. Like Louis XIV in France, theirrulers perfected skills as absolute monarchs.

The Thirty Years’ War Ravages EuropeBy early modern times, as the French philosopher Voltaire laterobserved, the Holy Roman Empire was neither holy, nor Roman,nor an empire. Instead, by the seventeenth century it had becomea patchwork of several hundred small, separate states. In theory,these states were ruled by the Holy Roman emperor, who was cho-sen by seven leading German princes called electors. In practice,the emperor had little power over the many rival princes. Thispower vacuum contributed to the outbreak of the Thirty Years’War. Religion further divided the German states. The north hadbecome largely Protestant, while the south remained Catholic.

A Brutal War Begins The Thirty Years’ War was actually aseries of wars. It began in Bohemia, the present-day Czech Repub-lic. Ferdinand, the Catholic Hapsburg king of Bohemia, sought tosuppress Protestants and to assert royal power over nobles. InMay 1618, a few rebellious Protestant noblemen tossed two royalofficials out of a castle window in Prague. This act, known as theDefenestration of Prague, sparked a general revolt, which Ferdi-nand moved to suppress. As both sides sought allies, what beganas a local conflict widened into a general European war.

War Rages in GermanyThe conflict known as the Thirty Years’ War ravaged the German states of central Europe for much of the first half of the seventeenth century. A German family Bible contained this entry describing the war’s end:

“ They say that the terrible war is now over. But there is still no sign of a peace. Everywhere there is envy, hatred, and greed: that’s what the war has taught us. . . . We live like animals, eating bark and grass. No one could have imagined that any-thing like this would happen to us. Many peo-ple say that there is no God.”

Focus Question How did the two great empires of Austria and Prussia emerge from the Thirty Years’ War and subsequent events?

Rise of Austria

• Austrian ruler keeps title of Holy Roman Emperor.•

Rise of Prussia

• Hohenzollern rulers take over German states.•

Flemish artist Pieter Snayers painted several battles during the Thirty Years’ War, including this one fought near Prague in 1620.

WITNESS HISTORYWITNESS HISTORY AUDIO

This silver flask held musket powder in the Thirty Years’ War.

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164

The Age of Absolutism

Solutions for All Learners

Teach

The Thirty Years’ War Ravages Europe

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask what Catholic rulers

aspired

to do in Europe.

(to eradicate Protestantism)

■

Teach

Display

Color Transparency 98: The Holy Roman Empire, About 1618.

Ask students why the empire was difficult to rule and vulnerable to war. Point out that it really looked like a patchwork quilt. Then ask

What happened in the Defenestration of Prague?

(Protestant nobles tossed royal officials out the window.)

Why did the war spread through Europe?

(The continent was divided by religion and shifting political alliances.)

What were the results of the war in German states?

(One third of the population died; German lands were divided into 360 mostly small, independent states.)

Color Transparencies,

98

■

Quick Activity

Have students access

Web Code nbp-1641

to take the

Geography Interactive Audio Guided Tour

and then answer the map skills questions in the text.

Independent Practice

Have students fill in the Outline Map

Europe After the Peace of Westphalia.


p. 75

Monitor Progress

Circulate to make sure students are fill-ing in their Outline Maps accurately. Administer the Geography Quiz.


p. 77

Answers

Map Skills

1.

Review locations with students.

2.

(a) Austrian Hapsburgs (b) Spain, Milan, Sar-dinia, Sicily, southern Italy, Spanish Nether-lands, and other territories in the Holy Roman Empire

3.

The map shows that areas within the Holy Roman Empire were ruled by several different powers, including Prussia and Spain.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Help students use word roots and associations to learn definitions.

Elector,

like

elect,

comes from the Latin word

electus,

“chosen.”

Defenestration

comes from the Latin

fenestra,

or “window.”

Depopulation

comes from the Latin

populus,

“people,” as does the word

popular.

Have students write a definition of each word using a root or related word.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 70

■

Adapted Section Summary, p. 71

L3

FRANCEAUSTRIA

HU

NG

ARY

PORT

UG

AL

TRANSYLVANIA

O T T O M A N

ENGLANDIRELAND

DENMARK

WESTPHALIA

SAXONY

Alsace

Lorraine

SpanishNeth.

DutchNeth.

Silesia

Bohemia

BAVARIA

SWISSFED.

PapalStates

SPAIN

POLAND

Corsica

Sardinia

SicilyCrete

SCOTLAND

E M P I R E

RUSSIASWEDEN

NORWAY

BRANDENBURG

PRUSSIA

Prague

Vienna

London

Madrid

Berlin

Naples

Rome

Paris

Milan

Constantinople

Baltic

Sea

B l a c k S e a

N o r t hS e a

M e d i t e r r a n e a n S e a

O c e a n

A t l a n t i c

40°N

50°N

10°E

10°W 0° 20° E Controlled bySpanish HapsburgsControlled byAustrian HapsburgsItalian city-statesControlled by PrussianHohenzollernsBoundary of HolyRoman Empire

N

S

EW

2000 400 mi

2000 400 km

Conic Projection

Paris

Berlin

Vienna

Warsaw

Moscow

London

MadridRome

Prague

Stockholm

FRANCE

AUSTRIA

POLAND

R U S S I A

SWEDEN

S PA I N

P R U S S I AENGLAND

ALPS

PYRENEES MTS.

Danube R.

Rhine R.

Dnieper R.

Vistula

R.

Balt

icS

ea

N o r t hS e a

M e d i t e r r a n e a n S e a

Black Sea

O c e a n

A t l a n t i c

40°N

50°N

60°N

10°E

10°W 0° 20°E

Major European monarchy

2000 400 mi

2000 400 km

Conic Projection

N

S

EW

Europe After the Thirty Years’ War (1648)For: Audio guided tourWeb Code: nbp-1641

Map Skills After the Thirty Years’ War, the Peace of Westphalia redrew the map of Europe.1. Locate (a) Poland (b) Sweden

(c) Spanish Netherlands (d) Westphalia

2. Regions (a) Who controlled Bohe-mia in 1648? (b) What lands did the Spanish Hapsburgs control?

3. Drawing Conclusions How can you tell from the maps that the Holy Roman Empire was not a strong, uni-fied state?European Nation-States, 1700

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Chapter 4 Section

4

165

Solutions for All Learners

Hapsburg Austria Changes its Focus

Instruct

■

Introduce

Have students locate the territory controlled by Hapsburg Aus-tria on the map on the previous page. Have them compare it with the map of Europe in the back of the book and name modern countries that were once part of Hapsburg Austria.

■

Teach

Use the Numbered Heads strat-egy (TE, p. T23) and ask

What chal-lenges did the Hapsburgs have in governing?

(diverse peoples, lan-guages, and cultures)

Why was there doubt about the Austrian Succes-sion?

(The only heir was a young woman.)

How did Maria Theresa rally support?

(with a powerful speech to the Hungarian assembly)

What were Maria Theresa’s successes?

(strengthening and centralizing power, easing the burden of peasants)

■

Quick Activity

Have students study and analyze the portrait of Maria Theresa on the next page. Then have them write and read aloud a brief speech from Maria Theresa to the Hun-garian assembly, asking them to defend her empire. Take a vote on the best speech.


Viewpoints

To help students better understand the reign of Maria Theresa, have them read the selection

Empress Maria Theresa

and complete the work-sheet.


p. 74

Monitor Progress

As students fill in their tables, circulate to make sure they understand how Aus-tria emerged as a major power. For a com-pleted version of the table, see

Note Taking Transparencies,

131

Answer

France gained land, the Hapsburgs lost land, the Netherlands and Swiss Federation gained independence, and the German lands were even more divided.

L4

Gifted and Talented L4

Advanced Readers

Rivals Maria Theresa of Austria and Frederick II of Prussia both emerged from unpromising beginnings to become great and powerful rulers. Both loved the arts. Both came to power in 1740; she was 24, and he was 28. One of his first acts was to invade the Haps-burg province of Silesia, which Maria Theresa called “the rape of Silesia.” Frederick defended his action by

saying “the passions of rulers have no other curb but the limits of their power.” To his surprise, Maria Theresa vigorously defended her domain, although she never regained Silesia. In grudging respect, Fred-erick began to refer to her as “that man in Vienna.” Have students research these two rivals and write a report comparing their lives and their reigns.

L3

The following year, Ferdinand was elected Holy Roman Emperor. Withthe support of Spain, Poland, and other Catholic states, he tried to rollback the Reformation by force. In the early stages of the war, he defeatedthe Bohemians (who had rebelled when he became emperor) and theirProtestant allies. Alarmed, Protestant powers like the Netherlands andSweden sent troops into Germany. Before long, political motives out-weighed religious issues. Catholic and Protestant rulers shifted alliancesto suit their own interests. At one point, Catholic France joined LutheranSweden against the Catholic Hapsburgs.

A Terrible Loss of Life The fighting took a terrible toll. Roving armiesof mercenaries, or soldiers for hire, burned villages, destroyed crops,and killed without mercy. Murder and torture were followed by famineand disease. Wolves, not seen in settled areas since the Middle Ages,stalked the deserted streets of once-bustling villages. The war led to asevere depopulation, or reduction in population. Exact statistics do notexist, but historians estimate that as many as one third of the people inthe German states may have died as a result of the war.

Peace at Last Finally, in 1648, the exhausted combatants accepted aseries of treaties, known as the Peace of Westphalia. Because so manypowers had been involved in the conflict, the treaties aspired both tobring about a general European peace and to settle other internationalproblems. Among the combatants France emerged a clear winner, gain-ing territory on both its Spanish and German frontiers. The Hapsburgswere not so fortunate. They had to accept the almost total independenceof all the princes of the Holy Roman Empire. In addition, the Nether-lands and the Swiss Federation (present-day Switzerland) won recogni-tion as independent states.

The Thirty Years’ War left German lands divided into more than 360separate states—“one for every day of the year.” These states stillacknowledged the rule of the Holy Roman emperor. Yet each state had itsown government, currency, church, armed forces, and foreign policy. TheGerman states, potentially the most powerful nation in Europe if theycould be unified, thus remained fragmented for another 223 years.

What were some effects of the Peace of Westphalia?

Hapsburg Austria Changes its FocusThough weakened by war, the Hapsburgs still wanted to create a strongunited state. They kept the title “Holy Roman emperor,” but focused theirattention on expanding their own lands. To Austria, they would soon addBohemia, Hungary, and, later, parts of Poland and some Italian states.

Challenges to Unity Uniting these lands proved difficult. Not onlywere they divided by geography, they included a number of diverse peo-ples and cultures as well. By the 1700s, the Hapsburg Empire includedGermans, Magyars, Slavs, and others. In many parts of the empire, peo-ple had their own languages, laws, political assemblies, and customs.

The Hapsburgs did exert some control over these diverse peoples.They sent German-speaking officials to Bohemia and Hungary and set-tled Austrians on lands they had seized in these provinces. They also putdown revolts in Bohemia and Hungary. Still, the Hapsburgs never devel-oped a centralized governmental system like that of France.

Vocabulary Builderaspired—(uh SPY urd) v. aimed; sought


History Background

166

The Age of Absolutism

Hohenzollern Prussia/The Rivalry of Great Powers

Instruct

■

Introduce

Read aloud the words of Frederick William that “nothing else in the world can confer upon a prince such fame and honor as the sword.” Discuss with students whether this was true during this period and whether other absolute rulers would agree.

■

Teach

Explain that as Prussia emerged as a strong power, the concept of a balance of power among European nations took on greater urgency. Ask

How did the Hohenzollern consoli-date power?

(by seizing lands between their scattered holdings and setting up a central bureaucracy)

What were the five main European powers?

(Aus-tria, Prussia, France, Britain, Russia)

Then have students look at the map titled European Nation-States, 1700, two pages back. Ask them to predict where war would break out next in Europe and explain their reasoning.

■

Analyzing the Visuals

Have stu-dents analyze the picture of young Fre-derick on the next page. Ask students to contrast this image of Frederick with the description in the text of Freder-ick’s military prowess.


Read aloud the quote that “Prussia is not a state which possesses an army, but an army which possesses a state.” Tell stu-dents that Frederick William once sav-agely beat a soldier for having a button missing. Then have them write a short essay comparing Prussia and Sparta.

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

Maria Theresa’s succession to the throne and Frederick II’s invasion of Silesia.

PRIMARY SOURCE

Sample: determination, leadership, ability to judge character and to delegate, and good communication skills

L3

Frederick William

King Frederick William of Prus-sia led a militaristic lifestyle that was impassioned, and at times, bizarre. In public, he always wore his military uniform. Like a good soldier, he regularly began his work day at five or six in the morning. At 10, he usually reported to the parade ground to drill or inspect the troops. Any lapse in military discipline

might trigger his violent temper. Frederick William had an unusual admiration for tall soldiers, whom he regarded as possesing superior strength and stamina. Like a fanatical basketball coach seeking the champi-onship, he sent scouts throughout much of Europe. Their mission was to entice, buy, and even kidnap the tallest soldiers for service in the Prussian army.

BIOGRAPHYBIOGRAPHY

A Woman Emperor Takes the Throne In the early 1700s, a newchallenge threatened Hapsburg Austria. Emperor Charles VI had nomale heir. His daughter, Maria Theresa, was intelligent and capable,but no woman had yet ruled Hapsburg lands in her own name. Charlespersuaded other European rulers to recognize his daughter’s right to suc-ceed him. When he died, however, many ignored their pledge.

The War of the Austrian Succession Shortly after Charles’s deathin 1740, Frederick II of Prussia seized the rich Hapsburg province ofSilesia. This action sparked the eight-year War of the AustrianSuccession. Maria Theresa set off for Hungary to appeal for militaryhelp from her Hungarian subjects. The Hungarians were ordinarilyunfriendly to the Hapsburgs. But she made a dramatic plea before anassembly of Hungarian nobles. According to one account, the nobles roseto their feet and shouted, “Our lives and blood for your Majesty!” Sheeventually got further help from Britain and Russia, who did not wantPrussia to upset the balance of power by gaining new lands.

Maria Theresa never succeeded in forcing Frederick out of Silesia.Still, she did preserve her empire and win the support of most of her peo-ple. Equally important, she strengthened Hapsburg power by reorganiz-ing the bureaucracy and improving tax collection. She even forced noblesand clergy to pay taxes and tried to ease the burden of taxes and laborservices on peasants. As you will read, her son and successor, Joseph II,later extended many of her reforms.

What caused the War of the Austrian Succession?

Hohenzollern PrussiaWhile Austria was molding a strong Catholic state, a region calledPrussia emerged as a new Protestant power. In the 1600s, the Hohen-zollern (HOH un tsahl urn) family ruled scattered lands across north Ger-many. In the century following the Peace of Westphalia, ambitiousHohenzollern rulers united their holdings, creating Prussia.

Creating a Bureaucracy Hohenzollerns rulers set up an efficient cen-tral bureaucracy. Frederick William I was a Prussian ruler who came topower upon the death of his father in 1713. He cleverly gained the loyalty ofthe Prussian nobles, called Junkers (YOON kerz), by giving them positions inthe army and government. His tactic reduced the nobles’ independence andincreased his own control. Frederick also placed great emphasis on militaryvalues and forged one of the best-trained armies in Europe. One Prussianmilitary leader boasted, “Prussia is not a state which possesses an army, butan army which possesses a state.” By 1740, Prussia was strong enough tochallenge its rival Austria.

A Crown Prince Learns the Art of War Frederick William madesure that, from an early age, his son Frederick was trained in the art ofwar. He wrote,

Primary Source

“His tutor must take the greatest pains to imbue my son with a sincere love for the soldier’s profession and to impress upon him that nothing else in the world can confer upon a prince such fame and honor as the sword.”

Maria TheresaWhen Maria Theresa (1717–1780)became Hapsburg empress at theage of 23, her chances of remainingin power seemed very slim. She latersaid, “I found myself all at oncewithout money, without troops, andwithout advice.” A decade after hercrowning she wrote, “I do not thinkanyone would deny that historyhardly knows of a crowned headwho started his rule undercircumstances more grievous thanthose attending my accession.”

But the determined empresssurvived. She appointed superbadvisors and was able to maintaincontrol of her empire. During her 40-year reign, Vienna became a centerfor music and the arts.

Maria Theresa had one thing incommon with most women of herday—being a mother. She gavebirth to a total of 16 children—11girls and 5 boys. Among them werefuture emperors Joseph II andLeopold II and Queen MarieAntoinette of France. What traitsdid Maria Theresa need to stay inpower?


Chapter 4 Section

4

167

L1

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 66

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

70

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 155

Adapted Reading and Note Taking Study Guide,

p. 155

Spanish Reading and Note Taking Study Guide,

p. 155

Extend

The European Union (EU) today is a loose confederation of many independent states. Have students research the EU and write an essay comparing it with the Holy Roman Empire and predicting whether or not the EU is likely to be more successful and why.

L2

L4

L2

L1 L2

Answers

He controlled the Junkers, created an efficient bureaucracy, and established a strong army.

England and France; Austria and Prussia

Caption

Sample: compassion, fair-mindedness, cultural literacy

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

After war decimated the Holy Roman Empire, strong rulers Maria Theresa, Fre-derick William, and Frederick II consoli-dated power and territory to build their empires.

3.

The war depopulated the German states and weakened their unity, resulting in the emergence of many small indepen-dent states.

4.

Austria and Prussia; both sought to con-solidate power, build a strong state, and extend their territory.

5.

European nations maintained a balance of power through wars and shifting alliances.

●

Writing About History

Thesis statements should be appropriate for development in a persuasive essay and express a clear opinion.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-1641.

L3

L3

44

In fact, young Frederick II preferred playing theflute and writing poetry. His father despised thesepursuits and treated the young prince so badly thathe tried to flee the country. Discovering these plans,Frederick William put his son in solitary confine-ment. Then he forced the 18-year-old prince to watchas the friend who had helped him was beheaded.

Frederick’s harsh military training had an effect.After becoming king in 1740, Frederick II lost no timein using his army. As you have read, he boldly seizedSilesia from Austria, sparking the War of the Aus-trian Succession. In several later wars, Frederick con-tinued to brilliantly use his disciplined army, forcingall to recognize Prussia as a great power. His exploitsearned him the name Frederick the Great.

How did Frederick William increase his power?

The Rivalry of Great PowersBy 1750, the great European powers included Aus-tria, Prussia, France, Britain, and Russia. Thesenations formed various alliances to maintain the bal-ance of power. Though nations sometimes switchedpartners, two basic rivalries persisted. Prussia battled Austria for con-trol of the German states, while Britain and France competed to developtheir overseas empires.

On occasion, these rivalries resulted in worldwide conflict. The SevenYears’ War, which lasted from 1756 until 1763, was fought on four conti-nents. Prussia, Austria, Russia, France, and Britain battled in Europe.Britain and France also fought in India and Africa. In North America,where the conflict is known as the French and Indian War, Native Amer-ican groups took sides with the French or the British. The Treaty of Parisending these wars gave Britain a huge empire, thus changing Europe’sbalance of power for the next hundred years.

What were the two main rivalries after 1750?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1641

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Supporting Details Use your completed table to answer the Focus Question: How did the two great empires of Austria and Prus-sia emerge from the Thirty Years’ War and subsequent events?

Comprehension and Critical Thinking

3. Recognize Cause and Effect Whatimpact did the Thirty Years’ War have on the German states?

4. Compare What two major powers emerged in Europe at the end of the Thirty Years’ War? How were the goals of these two nations similar?

5. Make Generalizations How did European nations maintain a balance of power?

● Writing About History

Quick Write: Write a Thesis StatementSelect a topic from the section that you might use as the subject of a persuasive essay—for example, whether Austria or Prussia was more successful at developing a strong nation-state. Then write a thesis statement that summarizes your opinion on this topic.

Petitioning a KingFrederick the Great, strolling in his gardens, receives a petition from a common person. What characteristics of Frederick does the artist hint at in the painting?

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