In the 1800s, how did the United States grow in the areas of A) territory, B) population, C) economy?

What brought about aggressive world powers and how were they defeated in World War II?

How was the defeat of Germany and Japan helped by government control of economic production?

How were the people who were conquered by Germany and Japan ruled? What contribution did it make to their hold on power?

Formulate an evaluative question about the cartoon.

Have a look at the maps in this chapter with an eye to the areas of the world that were not incorporated into a major empire. Pick one or more of them and do a little research as to what was happening there in the early modern era.

Which of the following is an analytical question you might ask the cartoonist?

A. What is the building in the grip of the octopus?

B. Why did you select the octopus as the main symbol of the cartoon?

C. Who are the people at the bottom?

D. When did you draw this cartoon?

What advances did women make in the workplace, and what problems still remained in the late 1800s?

Describe how the United States grew in each of these areas in the 1800s:

a) territory,

b) population,

c) economy.

How was a German invasion fended off by the people of Britain?

Like their counterparts in the Middle East and Asia, a number of European states in the early modern era also pursued the twin projects of imperial expansion abroad and political integration at home. But consolidating central authority was a long and difficult task. Obstacles to the ambitions of kings in Europe were many - the absence of an effective transportation and communication infrastructure; the difficulty of acquiring information about the population and resources; the entrenched interests of privileged groups such as the nobility, church, town councils, and guilds; and the division between Catholics and Protestants.

Perhaps the most well-known example of such European state-building efforts is that of France under the rule of Louis XIV (r. $1643-1715$). Louis and other European monarchs, such as those in Spain and Russia, operated under a set of assumptions known as absolutism, which held that kings ruled by "divine right" and could legitimately claim sole and uncontested authority in their realms. Louis's famous dictum "L'etat, c'est moi" ("I am the state") summed up the absolutist ideal. Source illustrates at least one way in which Louis attempted to realize this ideal.

Written by Louis himself, this document focuses on the importance of "spectacle" and public display in solidifying the exalted role of the monarch. The "carousel" described here was an extravagant pageant, held in Paris in June $1662$. It featured various exotic animals, slaves, princes, and nobles arrayed in fantastic costumes representing distant lands, as well as many equestrian competitions. Unifying this disparate assembly was King Louis himself, dressed as a Roman emperor, while on the shields of the nobles was that grand symbol of the monarchy, the sun.

What posture does Louis take toward his subjects in this document?

How was the cause of World War II helped by the peace settlement of World War I?

How was Germany defeated by the Allies?

What do these terms share in common: rotten borough; electorate; secret ballot; Queen Victoria; Benjamin Disraeli; William Gladstone; parliamentary democracy.