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Presentation Plus! Glencoe World History
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The Period in Perspective
Beginning in the late fifteenth century,
Europeans engaged in a vigorous period of
state building. The result was the creation of
independent monarchies in western and central
Europe that formed the basis of a new European
state system. These European states then
began to expand into the rest of the world.
Also during this period, two great new Islamic
empires, the Ottomans in Turkey and the
Safavids in Persia, arose in Southwest Asia. A
third Islamic empire–the Mogul Empire–unified
the subcontinent of India. Least affected by the
European expansion were the societies of East
Asia: China and Japan.
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Unit Objectives
After studying this unit, you should be able to: 
• explain the achievements of the Renaissance
and the effects of the Protestant Reformation. 
• trace the growing power of monarchs and the rise
of absolutism in Europe. 
• examine the Ottoman, Safavid, and Mogul
Empires in Asia and India. 
• explain how the Scientific Revolution and
Enlightenment changed the way people viewed
their world. 
• compare the causes and evaluate the effects of
the English, French, and American Revolutions.
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Explore online information about the topics
introduced in this unit.
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the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
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listen to the excerpt on
pages 572–573 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on pages 572–573 of your textbook.
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Why do the men choose Candide
to kidnap into the army?
Candide is chosen because he is
the right size.
This feature can be found on pages 572–573 of your textbook.
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Explain the irony of the soldiers’
statement, “your fortune is made
and your future assured.”
Soldiers were poorly paid, and their
future was most likely death in battle.
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Why is Candide punished? How does
this relate to the philosophy of the
Enlightenment?
Candide is punished for running away,
thinking he has free will. The concept
of free will is a central ideal of the
Enlightenment.
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Critical Thinking What is Voltaire’s attitude
toward the “King of the Bulgars”?
The king is modeled on Frederick the Great, at
whose court Voltaire lived for some time. The
fact that he recognizes Candide’s action as a
mistake only a metaphysician (philosopher)
would make is a dig at Frederick, who was not
as enlightened as he liked to think himself; for
example, he did not free the serfs because to
do so would have angered the nobility, on
whom he relied to lead his army.
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This feature can be found on pages 464–467 of your textbook.
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Read the excerpt
on pages 464–467
of your textbook.
Then answer the
questions on the
following slides.
This feature can be found on pages 464–467 of your textbook.
Why was Süleyman known as the Lawgiver?
What kind of ruler was he?
Süleyman was known as the Lawgiver
because he was considered to be a just and
fair ruler; he reorganized the government so
that corruption ended, regulated the laws of
the empire, and saw that the laws were fairly
enforced.
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What were Süleyman’s main accomplishments?
Süleyman’s main accomplishments included
governmental and legal reform, bringing
prosperity to his people, and greatly increasing
the size of the Ottoman Empire.
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What factors contributed to the decline of the
Ottoman Empire after Süleyman’s death?
Chief among the factors that contributed to the
decline of the Ottoman Empire was the struggle
for a successor. Süleyman left a number of
male heirs but did not appoint any one of them
to serve as sultan. The heir who emerged alive,
Selim, was known as the Drunkard, and he
proved to be an incapable administrator.
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• Charles V, the Holy Roman emperor, who ruled
from 1519 to 1556, was a contemporary of
Süleyman. Charles viewed the Ottomans as a
major threat to his power. Charles’s concern with
the Ottoman advance (as well as war with
France) kept him from stopping the spread of
Luther’s ideas in his realms.
This feature can be found on pages 464–467 of your textbook.
• One European visitor had this to say about
Süleyman: “His dignity of demeanor and his
general physical appearance are worthy of the
ruler of so vast an empire.”
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• Süleyman was responsible for building a bridge
linking two parts of the Bosnian town of Mostar.
The bridge lasted until November 9, 1993, when
it was destroyed by Croatian artillery.
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This feature can be found on pages 370–371 of your textbook.
This feature can be found on pages 370–371 of your textbook.
This feature can be found on pages 370–371 of your textbook.
This feature can be found on pages 370–371 of your textbook.
Political and intellectual revolutions changed
the way people thought about established
ideas and institutions. How did this change
in perception eventually lead to the American
view of government today?
The ideals of equality and liberty for all
citizens are evident in the belief that all
people should have a voice in choosing
leaders and in making laws. Also, if all men
and women are created equal, we do not
believe in the “divine” right to rule.
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