Ch 21: Absolute Monarchs in Europe
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Absolute Monarchy in Russia
wh07_te_ch04_s05_MOD_s.fm Page 168 Monday, March 5, 2007 12:28WH07MOD_se_CH04_S05_s.fm PM Page 168 Thursday, January 25, 2007 2:45 PM The palace (left) of Catherine the Great (far left) reflects both European and traditional Russian architectural styles. Step-by-Step SECTION Instruction 5 WITNESS HISTORY AUDIO A Foreign Princess Takes the Throne Objectives For twenty years, the German princess Catherine lived As you teach this section, keep students at the Russian court, enduring an unhappy marriage to focused on the following objectives to help the Russian heir apparent, who was widely considered them answer the Section Focus Question to be insane. She filled her time reading, studying and master core content. French philosophy, building alliances behind the scenes, and biding her time. When her husband ■ Explain how Peter the Great tried to became emperor in 1762, she called on her allies to make Russia into a modern state. act. Within a few months he had been deposed and ■ Identify the steps Peter took to expand Catherine proclaimed empress of Russia. Like Peter the Russia’s borders. Great before her, Catherine would rule with intelligence, a firm hand, and a mind set on ■ Describe how Catherine the Great modernization. strengthened Russia. Focus Question How did Peter the Great and Catherine the Great strengthen Russia and expand its territory? Absolute Monarchy in Russia Prepare to Read In the early 1600s, Russia was still a medieval state, untouched by Objectives the Renaissance or Reformation and largely isolated from Western Build Background Knowledge L3 • Explain how Peter the Great tried to make Russia into a modern state. -
Scientific Revolution Through Enlightenment Cheat Sheet
Scientific Revolution, Absolutism & Enlightenment Cheat Sheet Scientific Revolution Sir Isaac Newton, Bacon, Galileo and Johannes Kepler are all directly associated with the Scientific Revolution ● Knowledge should be based on experimentation and observation (Empiricism) ● Bacon: Scientific method was used to solve problems ● Kepler: Planets travel in ellipses and move faster as they approach the sun ● Newton: Gravity, Laws of Motion, Calculus ● Copernicus—Heliocentric model of universe ● Galileo— ● Agreed with Copernicus’ heliocentric model ● Invented first telescope ● Recanted (took back) his scientific beliefs because he feared that the Church might excommunicate him Absolutism—A system of government where a ruler has complete control over the lives of the people ● Divine right theory—belief that kings and queens had been given their power from God ○ This theory is similar to the term “Mandate of Heaven” used by dynastic rulers in China to justify their political power. ● Absolute monarchs sought (wanted) to centralize and maintain absolute power ● Absolute rulers determined government policies without the consent of their people ● Machiavelli believed that a wise ruler is one who does what is necessary to stay in power ● Monarchs gain power and Nobles lose power Example of Absolute Rule in Europe: France ● The Sun King—Louis XIV—“I am the State” (Best example of Absolute Power—strong monarchy with the king firmly in charge) o Has a large network of spies o Decreased the power of the nobles o Spends a lot -
Age of Absolutism
Age of Absolutism Unit Introduction The Hapsburg Monarchy / Dynasty: Time Period and Name: The time period of 1550 – 1800 was a time when The Hapsburg Monarchy had been in place well before the year of 1500, but the world saw the emergence of the “Absolute Monarch”, which is a king or during the age of Absolutism the Hapsburg Monarchy was Europe’s most queen who has complete control over a country. This time period was powerful royal family. The Hapsburg Empire included Spain, Portugal, the preceded by the Age of Exploration and will fade with the Enlightenment, Holy Roman Empire (present day Germany, Netherlands, Austria, ending with the Age of Revolutions. Absolutism originated in Spain when Netherlands, Belgium, Czech Republic, Slovenia, Slovakia Luxembourg, Philip II was in power, and it began to fade out after the rule of Catherine the Switzerland, Liechtenstein, and parts of Poland, France and Italy), and the Great in Russia. Because this 250-year period saw the rise and fall of many empire in the Americas created by the Conquistadors (present day Mexico, absolute monarchs, it is known as the “Age of Absolutism”. Southwestern United States, and Northern South America). Needless to say, at one point in the Hapsburg Empire covered almost half of the known world Absolute Monarch Ideology: The ideology that absolute monarchs follow is at that time. Ruling this huge empire was a tough task that some met and called “absolutism”. All of the mentioned absolute monarchs were others did not. successful because they all followed the ideology, or belief, of absolutism to perfection. -
Comparing Forms of Government Table Of
COMPARING FORMS OF GOVERNMENT SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). TABLE OF CONTENTS Lesson Summary ...................................................................................................................... 2 Suggested Student Activity Sequence .................................................................................... 3 Student Activity Sheets & Reading Materials ....................................................................... 4 Sources .................................................................................................................................... 14 Answer Keys ........................................................................................................................... 15 Civics Content Vocabulary ................................................................................................... 20 Essential Teacher Content Background Information ........................................................ 21 SS.7.C.3.1 – Updated 3/19 | 1 Lesson Summary Essential Questions What are forms of government? How do they compare to each other? NGSSS Benchmark SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy) Florida Standards LAFS.68.RH.2.4 LAFS.68.WHST.3.8 LAFS.68.WHST.3.9 MAFS.K12.MP.6.1 LAFS.68.WHST.4.10 LAFS.7.SL.1.1 LAFS.7.SL.1.2 LAFS.7.SL.2.4 Overview In this lesson, students -
Come to My Dinner Party
COMPARING ABSOLUTISM TO DEMOCRACY Learning Objective: The students will… 1. Analyze the functions and power of an absolute monarch. 2. Identify examples of monarchs exerting the power(s) of absolute monarchs. 3. Analyze how a democracy executes the functions of government. 4. Identify the advantages and disadvantages of each form of government. TEKS: WH 18B Materials Needed: Copies of Monarchy v. Democracy chart for each pair of students, copies of appropriate world history text, copies of the U.S. Constitution. Teaching Strategy: 1. Divide the students into pairs and give them a Monarchy v. Democracy chart. 2. Together, they should define the seven functions of a government ruled by an absolute monarch. 3. One student should review the age of absolute monarchs during the 15th to 18th centuries, finding two to three examples of monarchs for each function. The other student should review the U. S. Constitution for how a democracy handles each function. 4. After completing the chart, the pair should identify advantages and disadvantages for each government. Extension for GT/AP: Students can be asked to find specific examples of people in U.S. history handling the functions of government. © State Bar of Texas www.texaslre.org Absolute Monarchy v. Democracy Teacher Key 1. Listed below in the first column are the functions of an absolute monarch. For each, define or describe the power exerted by the function. 2. In the second column, give examples of absolute monarchs exerting the power described by each function. 3. In the third column, define how the U.S. democracy divides these duties between executive, legislative, and judicial branches, or relinquishes duties to delegates or other areas of society. -
The Monarchs of Europe in the Age of Absolu Sm
The Monarchs of Europe In the Age of Absolu6sm A Centers Inves6gaon, Comparison, & Predic6on Ac6vity ©A Michele Luck Creaon! Available at hDp://www.teacherspayteachers.com/Store/Michele-Lucks-Social-Studies Age of Absolu6sm A Period of rule by powerful monarchs in the 1500s and 1600s throughout Europe. Absolu6sm – absolute or Divine Right – the belief unlimited power in the that monarchs received hands of a monarch and their power from God, his or her advisors. An and therefore had absolute ruler would be absolute control over all granted their power things. Through divine through divine right and rule, one would create a would rule with complete beDer kingdom with and undoubted loyalty. harmony and efficiency. Age of Absolu6sm ATer years of chaos, confusion, and compeon across Europe, the monarchs of the 1500s worked to create stability for their kingdoms. To create this stability, kings and queens set out to unify territory, to establish effecve systems of government, and to create a sense of loyalty and obligaon among the people in their kingdoms. This would establish the leading countries of the world in the years between 1500 and 1600 in Europe. Europe during the Age of Absolu6sm Ac6vity Direc6ons • Visit each center as directed by your teacher. • Read the informaon cards, and view any images, quotes, or other primary sources provided. • Document the key facts onto your student handout, and discuss the staon ques6ons with your partners. • Once finished with all centers, return to your seat to complete the wrap-up ques6ons. • Be prepared to discuss all of the centers’ informaon with the class. -
Hegel on Sovereignty and Monarchy
Santa Clara University Scholar Commons Philosophy College of Arts & Sciences Fall 2015 Hegel on Sovereignty and Monarchy Philip J. Kain Santa Clara University, [email protected] Follow this and additional works at: https://scholarcommons.scu.edu/phi Part of the Philosophy Commons, and the Social Justice Commons Recommended Citation Kain, P. J. “Hegel on Sovereignty and Monarchy,” Idealistic Studies, 45 (2015): 265-77. This is the peer reviewed version of the following article: Kain, P. J. “Hegel on Sovereignty and Monarchy,” Idealistic Studies, 45 (2015): 265-77, which has been published in final form at http://doi.org10.5840/idstudies20169248. This Article is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in Philosophy by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Hegel on Sovereignty and Monarchy Philip J. Kain Santa Clara University Abstract Hegel is not a democrat. He is a monarchist. But he wants monarchy because he does not want strong government. He wants to deemphasize power. He develops an idealist conception of sovereignty that allows for a monarch less powerful than a president—one whose task is to expresses the unity of the state and realize the rationality inherent in it. A monarch needs to be a conduit through which reason is expressed and actualized, not a power that might obstruct this process. I. It must be admitted that Hegel is not much of a democrat. He relegates democracy to a past -
Monarchism, Religion, and Moral Philosophy Ludvig Holberg and the Early Northern Enlightenment
Monarchism, Religion, and Moral Philosophy Ludvig Holberg and the Early Northern Enlightenment Brian Kjær Olesen Thesis submitted for assessment with a view to obtaining the degree of Doctor of History and Civilization of the European University Institute Florence, 22 April 2016 ii European University Institute Department of History and Civilization Monarchism, Religion, and Moral Philosophy Ludvig Holberg and the Early Northern Enlightenment Brian Kjær Olesen Thesis submitted for assessment with a view to obtaining the degree of Doctor of History and Civilization of the European University Institute Examining Board Prof. Martin van Gelderen (EUI/ Lichtenberg-Kolleg, The Göttingen Institute for Advanced Studies, Supervisor) Prof. Ann Thomson (EUI, Second reader) Prof. Knud Haakonssen (University of Erfurt) Dr. Timothy Stanton (University of York) © Brian Kjær Olesen, 2016 No part of this thesis may be copied, reproduced or transmitted without prior permission of the author Researcher declaration to accompany the submission of written work Department of History and Civilization - Doctoral Programme I Brian Kjær Olesen certify that I am the author of the work Monarchism, Religion, and Moral Philosophy: Ludvig Holberg and the Early Northern Enlightenment I have presented for examination for the Ph.D. at the European University Institute. I also certify that this is solely my own original work, other than where I have clearly indicated, in this declaration and in the thesis, that it is the work of others. I warrant that I have obtained all the permissions required for using any material from other copyrighted publications. I certify that this work complies with the Code of Ethics in Academic Research issued by the European University Institute (IUE 332/2/10 (CA 297). -
THE FRENCH REVOLUTION Causes of the French
THE FRENCH REVOLUTION Causes of the French Revolution Absolute Monarchy – On the eve of the revolution, France had an absolute monarchy under Louis XVI. Under Louis, most people were denied basic rights and any say in government. Social Inequality – France had three social classes. The clergy were the First Estate. The titled nobility were the Second Estate. The Third Estate was made up of the rest of society including the bourgeoisie (middle class), poor city workers, and rural peasants (the largest group). The Third estate resented heavy taxes and lack of rights. Estate Percentage of Population Land ownership First 0.5 % 70 % Second 1.5 % 20 % Third 98 % 10 % Economic Injustices – By the late 1780s, the government with its lavish court and expensive wars spent more money than it earned (deficit spending). Taxes were raised on the Third Estate. In addition, there was a poor harvest in 1789 which caused food prices to rise. Many did not have enough to eat and began to riot demanding bread. Enlightenment – Enlightenment thinkers criticized France’s absolute monarch and the tax burden on the Third Estate. They also called for democratic reforms. English and American Examples – England’s Glorious Revolution provided an example of how an absolute monarch could be defeated by their own people. The American Revolution proved that it was possible to set up a government based on liberty and equality. Stages of the Revolution The Revolution Begins – As conditions worsened, demands for reform increased. In 1789, Louis XVI finally called the Estates General, a body made up of representatives of all three estates, into session. -
Century Russia
CHOSEN BY “ALL THE RUSSIAN PEOPLE” Articles CHOSEN BY “ALL THE RUSSIAN PEOPLE”: THE IDEA OF AN ELECTED MONARCH IN EIGHTEENTH- CENTURY RUSSIA CYNTHIA HYLA WHITTAKER Historians are accustomed to defining eighteenth-century Russia as an autocracy, an absolute monarchy with power so unlimited and alienating that it borders on the despotic. For instance, Richard Pipes, the eminent historian at Harvard University, characterizes the Russian form of government as a system that excludes “society from political decision-making,” and in which “a citizenry...as such does not exist at all...the people is the object of the ruling authority.”1 From this point of view, any suggestion that autocracy included an elective element must appear rather startling, if not downright bizarre. De- spite the apparent incongruity, an electoral process indeed played an essential political role during the succession crises of the post-Petrine monarchy. Successions in eighteenth-century Russia were unusual for an absolute monarchy. One peculiarity was their frequency. From 1725 to 1801, the throne changed hands nine times, much more often than in any other European state, the majority of which were also absolute monarchies. (One glance at the ac- companying chart will remind the reader of the many eighteenth-century Rus- sian monarchs; in contrast, in that time period, there were only two kings of France, three of Great Britain, and four of Poland, Prussia, and Spain). The accident of death, of course, played its role, but so did four coups d’état; and yet this was an era that celebrated absolute monarchy for its political stability and smooth transfer of power. -
Direct Democracy Representative Democracy Absolute Monarchy
Direct Democracy Advantages.' Increases political involvement (everyone votes) Corruption is reduced Disadvantages.' Impractical...modern populations are too large Minority rights are not guaranteed (ma)ority mles) Time (entire nation has to vote) Representative Democracy Advantages: Citizen representation Higli participation by voters Disadvantages: Slow decision making Majority rules Absolute Monarchy Advantages: Fast decision making Much less complicated Less corruption (only one person in charge) Disadvantages: Leadersliip doesn't change No cliecks or balances People have no say Constitutional Monarchy Advantages: It preserves liistory, culture, and tradition while balancing power Peoples voices are heard Monarch has the right to be consulted and advised Disadvantages: Slower decision making The monarcli camiot be removed It is expensive to maintain (many believe it is uru'iecessary, expensive, and obsolete) Dictatorship Advantages: No red tape (Dictators doesn't liave to do anytliing except making the laws) Very low crime rate (harsh and strict punishments for even the smallest of crimes) Fast decision making Disadvantages: No cliecks or balances No guaranteed riglits of tlie people Oligarchy Advantages: Decisions happen rapidly Women are able to ascend to positions of power Allow people to focus on tlieir daily lives Disadvantages: Average citizen has little say (free speecli can be taken away) Middle class is squeezed out (ridi become richer, poor stay poor) Theocracy Advantages: State is more unified under the same religious beliefs Decrease in crime Laws are based on religious teachings and do not change Disadvantages: Minority religions may be treated poorly Rights of women tend to be limited Little personal freedoms (speech, can't criticize gov't, little art & music) Anarchy Advantages: Freedom Individualism Disadvantages: Disorder, chaos No laws or consequences. -
Lexicon of International Politics
Lexicon of International Politics A. H. Rifai Berea College Dear Reader: This “Lexicon of International Politics” was compiled during the summer of 1987 and 1988, by A.H. Rifai, Professor of Political Science and two student assistants, Faye Napier and Lori Damron, both political science majors at Berea College. This reference work contains basic information on theories, concepts, treaties, organizations, acronyms, and names that are widely used in the field of International Politics. The collapse of the Soviet Union, the dynamics of European integration and the plethora of global changes over the past two decades made the revision of this work necessary. With the support of Berea College and the hard work and dedication of Patrick Lanham and Lisa Vaughn, both students of political Science, this task was realized during the summer of 1996. My thanks also to Aisulu Masylkanova for her help and hard work in 2004-2005 and to Matthew Young, my T.A. in 2015 for his suggestions and hard work. I would also like to express my appreciation to the Hutchins Library staff for their support and services and to Professor Michael Berheide for his encouragement and prodding. A.H. Rifai September, 2016 A Abdication: Renunciation of claim to a throne by a monarch. Absolute Monarchy: A system of government where all powers reside in the person of the monarch. The monarch’s will is the supreme source of law. Accidental War: A war resulting from either a technical failure or of a misperception in communication between parties. Accommodation: A process of conflict management where the actors involved recognize and appreciate each other’s demands.