The Absolute and Limited Monarchies
AGE OF ABSOLUTISM The 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)
Govt.2a Govt.2b The United States constitutional system incorporated ideas from the Magna Carta, the English Petition of Rights, and the English Bill of Rights.
Magna Carta Limited power of the government Fundamental rights Trial by Jury Due Process of the law
English Bill of Rights Limited power of the monarch No standing army in peacetime Free elections Right of petition Parliamentary checks on power
English Petition of Rights Early document supporting idea that men have rights and establishing concept of rule of law Included basic rights Guarantee of trial by jury Protection against marshal law Protection against quartering of troops Protection of private property
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.
_________ 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 _________, _________ _________
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)
Govt.2a Govt.2b The United States constitutional system incorporated ideas from the Magna Carta, the English Petition of Rights, and the English Bill of Rights.
Magna Carta Limited power of the government Fundamental rights Trial by Jury Due Process of the law
English Bill of Rights Limited power of the monarch No standing army in peacetime Free elections Right of petition Parliamentary checks on power
English Petition of Rights Early document supporting idea that men have rights and establishing concept of rule of law Included basic rights Guarantee of trial by jury Protection against marshal law Protection against quartering of troops Protection of private property
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.
_________ 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 _________, _________ _________
