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 _________, _________ _________