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Presentation Plus! Glencoe World History
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2. Splash Screen

3. 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.
Contents

4. Click the Speaker button to listen to the audio again.
Intro 1

5. 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.
Click the mouse button or press the Space Bar to display the information.
Intro 2

6. End of Intro

7. Explore online information about the topics introduced in this unit.
Click on the Connect button to launch your browser and go to 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
World History Online

8. Click any of the images on the left to 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. Click the Speaker Button to listen to the audio again.
World Literature 1

9. 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. Click the mouse button or press the Space Bar to display the answer.
World Literature 2

10. 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.
This feature can be found on pages 572–573 of your textbook. Click the mouse button or press the Space Bar to display the answer.
World Literature 3

11. Why is Candide punished
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.
This feature can be found on pages 572–573 of your textbook. Click the mouse button or press the Space Bar to display the answer.
World Literature 4

12. 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.
This feature can be found on pages 572–573 of your textbook. Click the mouse button or press the Space Bar to display the answer.
World Literature 5

13. This feature can be found on pages 464–467 of your textbook
This feature can be found on pages 464–467 of your textbook. Click the Speaker Button to listen to the audio again.
Special Report 1

14. This feature can be found on pages 464–467 of your textbook.
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.
Special Report 2

15. 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.
This feature can be found on pages 464–467 of your textbook. Click the mouse button or press the Space Bar to display the answer.
Special Report 3

16. 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.
This feature can be found on pages 464–467 of your textbook. Click the mouse button or press the Space Bar to display the answer.
Special Report 4

17. 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.
This feature can be found on pages 464–467 of your textbook. Click the mouse button or press the Space Bar to display the answer.
Special Report 5

18. This feature can be found on pages 464–467 of your textbook.
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.
Special Report 6

19. 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.”
This feature can be found on pages 464–467 of your textbook.
Special Report 7

20. This feature can be found on pages 464–467 of your textbook.
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.
This feature can be found on pages 464–467 of your textbook.
Special Report 8

21. This feature can be found on pages 370–371 of your textbook.
Looking Back 1

22. This feature can be found on pages 370–371 of your textbook.
Looking Back 2

23. This feature can be found on pages 370–371 of your textbook.
Looking Back 3

24. This feature can be found on pages 370–371 of your textbook.
Looking Back 4

25. 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.
This feature can be found on pages 370–371 of your textbook. Click the mouse button or press the Space Bar to display the answer.
Looking Back 5

26. Unit Time Line Transparency

27. Cause-and-Effect Transparency

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End of Custom Shows

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