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142

The Age of Absolutism

Vocabulary Builder

1

1

SECTION

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.

■

Describe the empire that Charles V inherited.

■

Analyze how Spanish power increased under Philip II.

■

Explain how the arts flourished during Spain’s golden age.

Prepare to Read

Build Background Knowledge

Ask students to predict how the trading empires built by European nations in Asia, Africa, and the Americas affected Europe’s monarchs. Ask them to predict what European monarchs might do with their increased wealth.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

A Working Monarch

Ask

What were the advantages and drawbacks of Philip “keeping an eye on everything”?

(Sample: He could make sure government was run-ning the way he wanted it to, but this created a situation where the nation depended too much on one person.)

■

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 1 Assessment answers.)

■

Preview

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

■

Reading Skill

Have students use the

Reading Strategy: Compare and Con-trast

worksheet.

Teaching Resources, Unit 1,

p. 69

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


p. 68;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

cumbersome, p. 143

adj.

hard to handle because of size, weight, or many partsThe refrigerator was extremely

cumbersome

to move upstairs into a second-floor apartment.

L3

L3

11

Spanish Power GrowsObjectives• Describe the empire that Charles V inherited.• Analyze how Spanish power increased under

Philip II.• Explain how the arts flourished during Spain’s

golden age.

Terms, People, and PlacesHapsburg empireCharles VPhilip IIabsolute monarch

divine rightarmadaEl GrecoMiguel de Cervantes

Reading Skill: Identify Main Ideas and Supporting Details As you read about how Philip II extended Spanish power, create an outline to record details that support the main ideas in this section. This example will help you get started.

By the 1500s, Spain had shaken off its feudal past and emergedas the first modern European power. Queen Isabella and KingFerdinand had unified the country, enforced religious unity, andcommanded the Spanish conquest of the Americas.

Charles V Inherits Two CrownsIn 1516, Ferdinand and Isabella’s grandson, Charles I, becameking of Spain, and thereby ruler of the Spanish colonies in theAmericas as well.

Ruling the Hapsburg Empire When his other grandfatherdied in 1519, Charles I also became heir to the sprawlingHapsburg empire, which included the Holy Roman Empire andthe Netherlands. As ruler of this empire, Charles took the nameCharles V. Historians now usually refer to him by this title.

Ruling two empires involved Charles in constant warfare. As adevout Catholic, he fought to suppress Protestantism in the Ger-man states. After years of religious conflict, however, Charles wasforced to allow the German princes to choose their own religion.

Charles also faced the Muslim Ottoman empire, which wasbased in Turkey but stretched across the Balkans. Under Sule-iman, Ottoman forces advanced across central Europe to the wallssurrounding Vienna, Austria. Although Austria held firm duringthe siege, the Ottomans occupied much of Hungary following theircrushing victory at the Battle of Mohács. Ottoman naval forcesalso continued to challenge Spanish power in the Mediterranean.

Philip II wears royal dress. In the background, his Armada heads to England.

A Working Monarch“It is best to keep an eye on everything,” Philip II of Spain often said—and he meant it. As king of the most powerful nation in Europe, he gave little time to pleasure. Instead, he plowed through a mountain of paperwork each day, making notes on even the most trivial matters. But Philip’s determination to “keep an eye on everything” extended far beyond trivia. It helped him build Spain into a strong centralized state. By the late 1500s, he had concentrated all power in his own hands. Over the next 200 years, other European monarchs would pursue similar goals.

Focus Question How did Philip II extend Spain’s power and help establish a golden age?

I. Charles V Inherits Two Crowns A. Ruling the Hapsburg Empire 1. Spain 2. Holy Roman Empire and Netherlands B. Charles V abdicates

A late 1500s Spanish coin commemorates Philip’s rule.

WITNESS HISTORYWITNESS HISTORY AUDIO

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Chapter 4 Section

1

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Solutions for All Learners

Teach

Charles V Inherits Two Crowns

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Then direct their attention to the map. Ask them why it would be

cumbersome

for one person to rule the Holy Roman Empire and the Spanish Hapsburg possessions.

■

Teach

Ask

With whom did Charles V go to war?

(German states and the Ottoman Empire)

What were the main reasons for these wars?

(reli-gion and competition for territory)

■

Analyzing the Visuals

Direct stu-dents’ attention to the map. Have stu-dents compare this map to the map of religions on page 70. Then ask stu-dents which of the battles shown on the map on this page occurred on the boundaries between two religions.

(all of them)

Independent Practice

Have students access

Web Code nbp-1611

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions in the text.

Monitor Progress

Ask students what specific difficulties Charles faced in ruling two empires.

(lengthy communication delays, problems defending so many borders, differences in language and religion)

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students create an outline with information about Spain under Philip II.

Reading and Note Taking Study Guide,

pp. 63–64

Answers

It was too difficult for one person to rule effectively.

Map Skills

1.

Review locations with students.

2.

the Netherlands revolts

3.

Spain did not want the Ottomans to control the Mediterranean.

L1

Special Needs L2

English Language Learners L2

Less Proficient Readers

Assign students to work in pairs. Have one student scan the text and read out the names of places. Have the other student locate each place named on the map. When they reach the Infographic, have students trade places. Then ask students to explain, using the map, why Philip’s plan to invade England was likely to encounter difficulties.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

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Adapted Note Taking Study Guide, pp. 63–64

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Adapted Section Summary, p. 65

L3

B a l ti c

Se

a

N o r t hS e a

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

Lepanto

B l a c k S e a

A t l a n t i cO c e a n

40°N

50°N

10° E

10°W 0°

20° E

2000 400 mi

2000 400 km

Conic Projection

Netherlandsrevolts(1572–1581)

Battle of Lepanto

(1571)

Defeat of the SpanishArmada (1588)Paris

Prague

Vienna

Milan

Warsaw

London

Madrid NaplesRome

Berlin

Constantinople

FRANCE HU

NG

AR

Y

VEN ICE

PORT

UG

AL

ENGLAND

IRELAND

SCOTLAND

DENMARK

NETH.

AUSTRIA

SWEDEN

PAPALSTATES

SWITZ.

SPAIN

POLAND

Lithuania

Bavaria

Naples

Bohemia

TRANSYLVANIA

BRANDENBURG

O

T T OM

A N

E M P I R E

RUSSIA

Corsica

Sardinia

Sicily

ALPS

PYRENEES MTS.

Rhine R.

Vistula

R.

Danube R.

English Channel

Spanish HapsburgpossessionsBoundary of HolyRoman EmpireBattle site

N

S

EW

Map Skills Phillip II waged war to increase Spanish power and defend Roman Catholicism.1. Locate (a) Spain (b) Madrid

(c) Ottoman Empire (d) Strait of Lepanto (e) Netherlands (f) English Channel.

2. Region Which battles shown on the map took place in a territory ruled directly by Spain?

3. Analyzing Information Why do you think Spain joined Venice and other Italian states in defending the Strait of Lepanto?

The Wars of Philip II, 1571–1588For: Audio guided tourWeb Code: nbp-1611

Charles V Abdicates The Hapsburg empire proved to be too scatteredand cumbersome for any one person to rule effectively. Exhausted anddisillusioned, Charles V gave up his titles and entered a monastery in1556. He divided his empire, leaving the Hapsburg lands in centralEurope to his brother Ferdinand, who became Holy Roman emperor. Hegave Spain, the Netherlands, some southern Italian states, and Spain’soverseas empire to his 29-year-old son Philip, who became Philip II.

Why did Charles V divide the Hapsburg Empire?

Philip II Solidifies PowerDuring his 42-year reign, Philip II expanded Spanish influence,strengthened the Catholic Church, and made his own power absolute.Thanks in part to silver from Spanish colonies in the Americas, he madeSpain the foremost power in Europe.

Centralizing Power Like his father, Philip II was hard working,devout, and ambitious. Unlike many other monarchs, Philip devotedmost of his time to government work. He seldom hunted, never jousted,and lived as simply as a monk. The King’s isolated, somber palace out-side Madrid, known as the Escorial (es kohr YAHL), reflected his charac-ter. It served as a church, a residence, and a tomb for the royal family.

Vocabulary Buildercumbersome—(KUM bur sum) adj. hard to handle because of size, weight, or many parts

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144


History Background

Philip II Solidifies Power

Instruct

■

Introduce: Key Terms

Ask students to find the key terms

absolute monarch

and

divine right

(in blue) in the text and explain their meanings. Ask

What groups might resist an absolute monarch?

(Sample: feudal lords, religious officials, a parliament or legislative body, ministers)

Discuss how belief in divine right might affect how a monarch governed.

■

Teach

Trace the rise and decline of Spain’s power. Ask

What was Philip’s main military victory?

(defeat of the Ottoman fleet)

What were his two major defeats?

(loss of the northern provinces of the Netherlands and the defeat of the Spanish Armada)

Discuss whether he was more successful overall than his father had been. Ask

How did Spain’s colonies in the Americas lead to its economic decline?

(Riches from the colonies led to neglect of farming and commerce and soaring inflation. Also, the government taxed and weakened the middle class.)

■


Have groups of students examine and discuss the Infographic on this page. Ask groups to list the strengths and weaknesses of each strategy Philip II used to solidify power. Then use the Numbered Heads strategy (TE, p. T23) to have groups share their responses with the class.


Ask students to write a paragraph explaining why the defeat of the Spanish Armada was such an important event of the period.

Monitor Progress

As students create their outlines, circu-late to make sure they identify the main events of Philip’s rule. For a completed version of the outline, see

Note Taking Transparencies,

128

Answers

Thinking Critically

1.

They could cement alliances, prevent war, and bring wealth, land, or power.

2.

They provided great wealth that helped to finance Spain’s wars in Europe, but this wealth also caused inflation and undermined Spain’s economic strength.

The Divine Right of Europe’s Monarchs

Since the Middle Ages, Europe’s monarchs had struggled to assert power over feudal lords. Some early monarchs were elected, but over time Europe’s royal families retained power by making monarchy hereditary—passed down within families. They also developed an ideology to support their claims to absolute power. It reached its height in the 1600s when Jacques-Bénigne

Bossuet, a French bishop who admired Louis XIV, formu-lated the concept of the divine right of kings. Bossuet argued that monarchs were chosen by God and therefore should be obeyed absolutely. This idea allowed European kings and queens to bring all aspects of government, trade, and religion under their rule.

L3

Thinking Critically1. Apply Information What various

purposes could royal marriages serve during the age of absolutism?

2. Understand Cause and Effect Howdid Philip’s colonies in the Americas affect his goals for Spain?

Philip surpassed Ferdinand and Isabella in making every part of thegovernment responsible to him. He reigned as an absolute monarch, aruler with complete authority over the government and the lives of thepeople. Like other European rulers, Philip asserted that he ruled bydivine right. That is, he believed that his authority to rule camedirectly from God. Philip therefore saw himself as the guardian of theRoman Catholic Church. The great undertaking of his life was to defend

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Chapter 4 Section

1

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Solutions for All Learners

Spain’s Golden Age

Instruct

■

Introduce

Display

Color Transpar-ency 97: Spanish Tapestry.

Ask stu-dents what sort of scene is shown and what it says about the

Siglo de oro

. Ask who might have commissioned the tapes-try, given the enormous labor and cost.

Color Transparencies,

97

■

Teach

Ask

What were the key themes of

Siglo de oro

painters and writers?

(religion, nobles, royalty)

How did the writer Cervantes chronicle the end of feudalism?

(He satirized chivalry and those who pursued it.)

■


Direct stu-dents to the El Greco painting on the next page. Ask

How do El Greco’s themes, atmosphere, and artistry reflect the age of Philip II?

(They are both intensely religious, somber, exquis-itely precise.)


Have students research a

Siglo de oro

painter or writer and write a letter to a Spanish king praising that person’s work and recommending that the king provide the artist with royal support. Have stu-dents read their letters to the class.

Monitor Progress

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

L4

Gifted and Talented

L3

Scholars have studied the defeat of the Spanish Armada extensively. According to one scholar, a newly found letter reveals that the Ottomans, at England’s request, kept much of Spain’s fleet busy in the Medi-terranean. Another scholar, analyzing evidence found on Spanish ships, argues that the Spanish carried shot that did not fit their cannons. Others say Spanish ships

were built for traditional naval battles, involving grap-pling and boarding. New, lighter, faster English ships evaded boarding while shooting with longer-range guns. Have students research and write an essay tak-ing a position on the reasons for the defeat of the Armada and illustrate their essay with maps and dia-grams. Then conduct a debate on the subject.

L4

Advanced Readers

the Catholic Reformation and turn back the rising Protestant tide inEurope. Within his empire, Philip enforced religious unity, turning theInquisition against Protestants and other people thought to be heretics.

Battles in the Mediterranean and the Netherlands Philip foughtmany wars as he attempted to advance Spanish Catholic power. In theMediterranean, the Ottoman empire continued to pose a threat to Euro-pean control of the region. At the Battle of Lepanto in 1571, Spain and itsItalian allies soundly defeated an Ottoman fleet off the coast of Greece.Although the Ottoman Empire would remain a major power in the Medi-terranean region for three more centuries, Christians still hailed thebattle as a great victory and a demonstration of Spain’s power.

During the last half of his reign, Philip battled rebels in the Nether-lands. At the time, the region included 17 provinces that are today Bel-gium, the Netherlands, and Luxembourg. It was the richest part of Philip’sempire. Protestants in the region resisted Philip’s efforts to crush theirfaith. Protestants and Catholics alike opposed high taxes and autocraticSpanish rule, which threatened local traditions of self-government.

In the 1560s, riots against the Inquisition sparked a general uprisingin the Netherlands. Savage fighting raged for decades. In 1581, thenorthern, largely Protestant provinces declared their independence fromSpain and became known as the Dutch Netherlands. They did not gainofficial recognition, however, until 1648. The southern, mostly Catholicprovinces of the Netherlands remained part of the Spanish Empire.

The Armada Sails Against England By the 1580s, Philip sawEngland’s Queen Elizabeth I as his chief Protestant enemy. Firstsecretly, then openly, Elizabeth had supported the Dutch against Spain.She encouraged English captains such as Francis Drake, known as seadogs, to plunder Spanish treasure ships and loot Spanish cities in theAmericas. To Philip’s dismay, Elizabeth made the pirate Drake a knight.

To end English attacks and subdue the Dutch,Philip prepared a huge armada, or fleet, to carry aSpanish invasion force to England. In 1588, theSpanish Armada sailed with more than 130 ships,20,000 men, and 2,400 pieces of artillery. The Span-ish were confident of victory. “When we meet theEnglish,” predicted one Spanish commander, “Godwill surely arrange matters so that we can grappleand board them, either by sending some strangefreak of weather or, more likely, just by depriving theEnglish of their wits.”

This prediction did not come to pass. In the EnglishChannel, lumbering Spanish ships were outmaneu-vered by the lighter, faster English ships. Strongwinds favored the English, scattering the Armada.After further disasters at sea, the tattered remnantslimped home in defeat.

An Empire Declines The defeat of the Armadamarked the beginning of the end of Spanish power.Throughout the 1600s, Spain’s strength and prosper-ity decreased. One reason for this decline was thatPhilip II’s successors ruled far less ably than he had.

Spain Loses TerritoryThe Treaty of Munster, signed in 1648, recognized the independence of the Netherlands’ Protestant provinces.

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L1 L2

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 63

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

67

Reteach

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

Reading and Note Taking Study Guide,

p. 65

Adapted Reading and Note Taking Study Guide,

p. 65

Spanish Reading and Note Taking Study Guide,

p. 65

Extend

Have students choose two non-European countries that have a history of rule by monarchs. Have them research their countries’ histories and write an essay addressing whether the monarch in each country claimed a divine right to rule or the backing of a god or gods.

Answers

advancing Catholicism and increasing Spain’s power

Caption

Sample: A church tower points to the sky; a heavenly light bathes the city.

It was a golden century of Spanish arts and lit-erature, from 1550 to 1650.

Section 1 Assessment

1.

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

2.

Philip II asserted absolute power, waged war, and supported the arts, all to extend Spain’s power and prestige.

3.

Both sought to ensure absolute power and strengthen Catholicism, but Philip was more determined and successful.

4.

Costly wars, inflation, bad economic choices, and faulty leadership caused Spain’s decline.

5.

It was a period of unusual brilliance in the arts and literature.

●

Writing About History

Each thesis statement should address a valid topic and be suitable for development in a persuasive essay. Students should take positions on two opposing sides of the topic and explain those positions clearly in their thesis statements.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-1611.

L3

L3

L2

L2

L4

L1

11

Economic problems were also to blame. Costly overseas wars drainedwealth out of Spain almost as fast as it came in. Treasure from the Amer-icas led Spain to neglect farming and commerce. The government heavilytaxed the small middle class, weakening a group that in other Europeannations supported royal power. The expulsion of Muslims and Jews fromSpain deprived the economy of many skilled artisans and merchants.Finally, the influx of American gold and silver led to soaring inflation.

As Spain’s power dwindled in the 1600s and 1700s, Dutch, English, andFrench fleets challenged—and eventually surpassed—Spanish power bothin Europe and around the world.

What were Philip II’s motivations for waging war?

Spain’s Golden AgeThe century from 1550 to 1650 is often referred to as Spain’s Siglo de Oro(SEEG loh day OHR oh), or “golden century,” for the brilliance of its artsand literature. Philip II was an enthusiastic patron of the arts and alsofounded academies of science and mathematics.

Among the famous painters of this period was a man called El Greco,meaning “the Greek.” Though not Spanish by birth, El Greco is consid-ered to be a master of Spanish painting. Born on the Greek island ofCrete, El Greco had studied in Italy before settling in Spain. He pro-duced haunting religious pictures and striking portraits of Spanishnobles. El Greco’s use of vibrant colors influenced the work of DiegoVelázquez (vuh LAHS kes), court painter to King Philip IV. Velázquez isperhaps best known for his vivid portraits of Spanish royalty.

Spain’s golden century produced several outstanding writers. Lope deVega (LOH pay duh VAY guh), a peasant by birth, wrote more than 1,500plays, including witty comedies and action-packed romances. Miguel deCervantes (sur VAN teez) was the most important writer of Spain’s goldenage. His Don Quixote, which pokes fun at medieval tales of chivalry, is con-sidered to be Europe’s first modern novel. Although Don Quixote mocksthe traditions of Spain’s feudal past, Cervantes depicts with affection boththe foolish but heroic idealism of Don Quixote and the unromantic, earthyrealism of his sidekick, Sancho Panza.

What was the Siglo de Oro?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1611

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 Main Ideas and Supporting Details Use your completed outline to answer the Focus Question: How did Philip II extend Spain’s power and help establish a golden age?

Comprehension and Critical Thinking

3. Compare and Contrast How were Charles V and Philip II alike and differ-ent in their goals of ensuring absolute power and strengthening Catholicism?

4. Synthesize Information Why did Spanish power and prosperity decline?

5. Summarize Why is the period from 1550 to 1650 considered Spain’s golden age?

● Writing About History

Quick Write: Generate ArgumentsChoose a topic from this section that could be the subject of a persuasive essay—for example, whether England was really a threat to Spain. Then write two thesis statements, one arguing each side of your topic. Make sure that the arguments clearly explain opposite or differing opinions on the topic.

View of ToledoEl Greco’s painting shows the Spanish city of Toledo, where he lived for 40 years. This is El Greco’s only landscape painting. How does El Greco express religious themes in this painting?

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History Background

LITERATURE

Don Quixote

by Miguel de Cervantes

Objectives

■

Understand a key piece of literature from Spain’s golden age.

■

Describe the characters and themes of

Don Quixote

and its portrayal of medi-eval chivalry.

Build Background Knowledge

Ask students to recall what they know about the period of medieval chivalry. Then ask them to recall what they know about Spain during the time of Philip II. Have them list the features that stayed the same in European society and those that changed between the two time peri-ods. Then have students predict how these factors might have affected Cer-vantes’s writing.

Instruct

■

Ask

What values do stories about knights and chivalry embrace?

(individual heroism, Christian faith, and a spirit of adventure and travel)

Where else were these values expressed during the time of Philip II?

(in Spain’s colonial expan-sion and in its religious wars)

■

Ask

In Don Quixote’s mind, what are his motives for attacking the “giants”?

(to prove his bravery, to gain riches, and to engage in a “righteous war”)

What qualities in Don Quix-ote does Cervantes seem to admire?

(his courage, his desire to bat-tle evil)

What qualities in Don Quix-ote does Cervantes seem to mock?

(his inability to see the obvious and to live in the present)

Monitor Progress

Share with students the History Back-ground note about Cervantes’ life. Ask students to write a paragraph exploring how Cervantes’ own background shaped his writing of

Don Quixote.

Have stu-dents include specific quotations from the selection in their paragraph.

Miguel de Cervantes

As a young man, Cervantes fought in the battle at Lepanto; he was shot three times, his left hand permanently crippled. Returning from war, he was enslaved by Algerian pirates for five years. Although he returned a war hero, he was quickly forgotten. He wrote perhaps thirty unsuccessful plays. Desperate, he took a job provisioning the Spanish Armada but was charged with embezzling funds and

jailed. Past fifty and wretchedly poor, Cervantes created his masterpiece,

Don Quixote,

a popular satire. With its lively and highly original characters and narrative, it is viewed today as the first modern European novel. Cer-vantes is often ranked with Shakespeare, his contempo-rary, as one of literature’s most important writers.

Thinking Critically

1.

the desire to prove his courage and prowess in battle, the desire to combat evil

2.

He shows both sides by having Don Quixote voice his noble intentions while Sancho Panza points out the foolishness of Don Quixote’s actions.

L3

Don Quixote by Miguel de Cervantes

Although the age of chivalry had long passed, stories about knights-errant were still popular in the early 1600s. The heroes of these stories were brave knights who traveled far and wide performing noble deeds. Miguel de Cervantes’s novel Don Quixote satirizes such romances. His hero, the elderly Don Quixote, has read too many tales of chivalry. Imagining himself a knight-errant, he sets out across the Spanish countryside with his practical servant, Sancho Panza. In this famous excerpt, Don Quixote’s noble motives give dignity to his foolish battle with the windmills.

� Miguel de Cervantesust then they came in sight of thirty or forty windmills that rise fromthat plain, and no sooner did Don Quixote see them than he said to his

squire: “Fortune is guiding our affairs better than we ourselves could havewished. Do you see over yonder, friend Sancho, thirty or forty hulkinggiants? I intend to do battle with them and slay them. With the spoils weshall begin to be rich, for this is a righteous war. . . .”

“What giants?” asked Sancho Panza.“Those you see over there,” replied his master, “with the long arms;

some of them have them well-nigh1 two leagues in length.”“Take care, sir,” cried Sancho. “Those over there are not giants but

windmills, and those things that seem to be armed are their sails, whichwhen they are whirled around by the wind turn the millstone.”

“It is clear,” replied Don Quixote, “that you are not experienced inadventures. Those are giants, and if you are afraid, turn aside and praywhilst I enter into fierce and unequal battle with them.”

Uttering these words, he clapped spurs to Rozinante, his steed, withoutheeding the cries of his squire, Sancho, who warned him that he was notgoing to attack giants, but windmills. But so convinced was he that theywere giants that he neither heard his squire’s shouts nor did he noticewhat they were, though he was very near them. Instead, he rushed on,shouting in a loud voice: “Fly not, cowards and vile caitliffs2; one knightalone attacks you!” At that moment a slight breeze arose and the greatsails began to move. . . .

He ran his lance into the sail, but the wind twisted it with suchviolence that it shivered the lance in pieces and dragged both rider andhorse after it, rolling them over and over on the ground, sorely damaged.

J� An illustration from Don Quixote

shows Sancho Panza shouting after his master, who is battling windmills.

1. well-nigh (wel ny) adv. nearly2. caitliff (KAYT lif) n. cowardly person

Thinking Critically1. Synthesize Information What values of chivalry

motivate Don Quixote’s attack on the windmills?2. Analyze Literature How does Cervantes show

both sides of Don Quixote—the noble and the foolish—in this excerpt?

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