Post on 16-Jul-2020
AGE OF ABSOLUTISMThe Absolute and Limited Monarchies
OBJECTIVES
Students will identify the rise of absolute monarchies in Europe in the 17th century.
Students will describe reasons for Civil War and redefinition of government in England.
VOCABULARY I
absolute monarchy: ruler with complete authority over the government and lives of the people he or she governs
divine right: belief that a ruler’s authority comes directly from God
Versailles: royal French residence and seat of government established by King Louis XIV
VOCABULARY II
oligarchy: government in which ruling power belongs to a few people
limited monarchy: government in which a constitution or legislative body limits the monarch’s powers
constitutional government: government whose power is defined and limited by law
Peace of Westphalia: series of treaties that ended the Thirty Years’ War
SPAIN: FIRST _________ _________
Under _________ II, _________ grows in power and _________ from American _________ and _________; _________: _________ and _________
Drive out _________ from _________
Phillip II total _________ - _________ and holdings; Established as _________ _________
Attempting to drive out _________ _________ and especially in the _________; _________ Armada
http://www.youtube.com/watch?v=stCVOZJUdrw
_________: SEARCHING OUT THE ______________
Late _________: _________ upheaval rocks _________: _________ vs. _________
King _________ IV centralize _________ under _________ rule; _________
_________-year-old _________, _________ _________ inherits the _________
_________ _________ serves as chief _________; uses _________
1643 - Louis _________ - 5 year-old _________, _________ _________ inherits the _________
_________: RISE OF THE _________ _________
_________ XIV - _________ the “_________ _________”; a new _________
Established _________ _________ by _________ _________
_________ XIV ruled from _________ - 1710
_________ _________ home at _________
French _________ fall over _________ to act as _________ at Louis _________
ENGLAND: _________ OF _______________
_________ long term _________ of _________ rule by _________ in _________
Since _________ _________ (1215) - _________ split amongst the _________ and small _________ of _________ ☞ _________ emerges
Under _________, _________ were made by the _________, but through the _________ and _________ of _________ (_________)
_________ died _________ in 1603
Closest _________ was James _________ in _________ - inherits the _________ (_________ I)
_________ I tries to _________ an absolute _________ - _________, _________, _________
_________ wants to _________ - _________ by _________ I
ENGLAND: ____________ & _____________
_________ - _________ group that _________ to growing _________ influence in the _________ of _________
_________ is not _________ for many _________, but when _________ I takes the _________ needs _________ - calls _________ back into _________ in 1625
Before they _________, they demand that _________ I sign the _________ of _________, limiting the _________ power and giving _________ to _________
He _________ it, but in 1629 _________ _________ and rules as he _________
ENGLAND: _________ _________
When _________ has to put down a _________ in _________, calls _________ back into session in 1640
_________ revolts against _________ and _________ attacks _________
1642-51 - _________ _________ _________
_________ - those nobles that _________ Charles I
_________ - forces of _________, the common people and _________ _________
Led by _________ _________
After several _________ _________, Charles is _________ by Cromwell in 1647
_________ is given a _________ for being “a _________, _________, _________ and public _________”
_________ in 1649
http://www.youtube.com/watch?v=qjoDZaARDSw
ENGLAND: _________After Charles _________ - House of _________ in _________ _________ the _________, the House of _________ and the _________ _________ of _________
_________ a _________ under _________ _________
_________ influence is strong
_________ are set aside by the _________ for _________ _________
Strict _____________ (no tolerance for _________)
Allowed _________ and other _________ in _________
_________ TO GLORIOUS _________
Oliver _________ _________ in 1658
Most people _________ of _________ _________ rule and wanted a _________ of the _________
_________ invited _________ II back to the _________ in 1660; avoided _________ _________
1685 - _________ II (brother) _________ the throne - not as _________ as _________ (_________)
1688 - _________ to _________; Parliament invites _________ (his daughter) and _________ to become _________ and _________
First _________ and demand that they _________ _________ _________ of _________ (1689)
The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by:
b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights.
Govt.2a
The United States constitutional system incorporated ideas from the Magna Carta, the English Petition of Rights, and the English Bill of Rights.
Govt.2b
Magna Carta
Limited power of the government
Fundamental rightsTrial by Jury
Due Process of the law
English Petition of Rights
Early document supporting idea that men have rights and establishing
concept of rule of law
Included basic rightsGuarantee of trial by jury
Protection against marshal lawProtection against quartering of
troopsProtection of private property
English Bill of Rights
Limited power of the monarchNo standing army in peacetime
Free electionsRight of petition
Parliamentary checks on power
_________ OF THE _________ OF THE _________
Collectively _________ _________, _________ of _________ and English _________ of _________ establish a _________ monarchy
Will _________ into a _________ government - one that is _________ and _________ by law
_________ rises to be the pre-_________ _________ in England with it’s _________ (two house) make up and _________ process
_________ is far _________
Still _________ small _________ of _________ holding _________ - forming an _________
Rise of the _________ class
_________ AND __________________ _________ War ravages much of _________ Europe
Leads to _________ _________
1648 - _________ _________ are forced to accept _________ of _________; series of _________
_________ will go through a _________ of _________ to unify, but will eventually become _________ _________ in central _________
______________ family will begin to _________ individual _________ established by Peace of _________ into _________ state of _________
By 1750, many states of _________ Europe unified in _________ and _________
_________: JOINING THE _________
_________ the _________: Leads _________ into more _________ age in late 1600s
Attempting to _________ by adopting _________ ideas
Also looking for _________-water _________; St. _________
Expanded _________ to the _________
After _________ died in _________, chaos; until _________ - _________ the _________ comes to _________ (_________ coup)
_________ embraced _________ ideas and student of _________ thinkers
But also established a _________, _________ _________