EntranceStrengthening royal power in the 17th century. Presentation on the topic "Strengthening royal power in the 16th-17th centuries"
Strengthening the royal
power in the XVI-XVII centuries.
Absolutism in Europe
LESSON PLAN
Absolutism
One king - one country
Limitation of the role of class representation bodies
Centralization of the state
1. Formation of centralized states
At the beginning of the New Age, large states emerged in Europe.
How is it different from the Middle Ages?
England
France
Spain
Polish-Lithuanian Commonwealth
Russian state
1. Absolutism
“He who is born a subject must obey” is the meaning of absolutism. Absolutism is a form of government in which supreme power unrestrictedly belongs to one person - the monarch.
Absolutism developed at the end of the 15th – 16th centuries.
Creation of a nationwide administrative apparatus, a permanent professional army, a state tax system, a unified state legislation and administrative structure, a unified state economic policy, etc.
2. One king - one country
WHAT DOES THIS STATEMENT MEAN?
2. One king - one country
After the end of the Hundred Years' War in France, the old rights of the provinces (Normandy, Burgundy, etc.) were eliminated, they lost their independence and came under the authority of the king. In England, the king brought the remote northern counties and Wales under his authority (the Council of the North and the Council of Wales were created).
To prevent the outbreak of new feudal strife, lands were taken away from the old rebellious and wayward nobility, castles were destroyed, and detachments of feudal lords were disbanded. Restrictions on freedoms also affected cities that defended their ancient rights.
2. One king - one country
During the period of absolutism, the bodies of class representation (the English Parliament, the Spanish Cortes, the French Estates General) lose their importance. Kings seek to get rid of their influence.
During the 37 years of Henry VIII's reign, Parliament met only 21 times, and during the 45 years of the reign of his daughter Elizabeth - 13 times. The kings could not get rid of parliament completely, but they significantly limited their influence, thereby strengthening their absolute power.
3. Limitation of the role of class representation bodies
James I Stuart (1603-1625), who ascended the English throne after Elizabeth, fought against parliament throughout his reign, limiting its role in every possible way.
James I believed that parliament was harmful to the affairs of government. In his speech addressed to parliament in 1604, the king declared that he was the sovereign master of the entire country: “I am the head, and the island is my body, I am the shepherd, and the island is my flock.”
James I Stuart
Slide No. 10
3. Limitation of the role of class representation bodies
In France, an absolute monarchy began to take shape by the 16th century. King Francis I of Valois (1515-1547) single-handedly made all the most important decisions; on his decrees he wrote: “For it pleases us so.” The Estates General in France did not become a permanent body, but met only in cases of great need by decision of the king. From 1614 to 1789, the Estates General never met.
Francis I of Valois
Slide No. 11
4. Centralization of the state
In England, the central administrative and executive body was the Privy Council, whose members were appointed by the king. In France, under the king, there was a council, considered the government, but its members were also appointed by the king and carried out his will. The members of this government were princes of the blood, high clergy, financiers, lawyers, but the country had the personal rule of the king.
French
Estates General
in 1614
Slide No. 12
4. Centralization of the state
In England, most legal cases were conducted by two royal courts. Justice and the rebellious nobility were monitored by the Star Chamber. There were locally elected justices of the peace (from the old aristocracy and the new nobility), but they were elected under the control of the government and the Privy Council.
English lawyer of the 16th century.
Slide No. 13
4. Centralization of the state
In France, the limitation of royal power was the highest judicial bodies in the provinces - parliaments. They could appeal court and government decisions. Kings were in sharp conflict with parliaments. King Louis XIV, in a dispute with the Paris Parliament, declared: “The State is me!”
Louis XIV
Slide No. 14
4. Centralization of the state
The government of the country in both England and France was carried out by officials. Official positions were inherited and purchased. Personal merits did not play a role - what was important was the availability of money. Most officials did not receive payment from the state, but lived at the expense of the population (gifts, offerings, bribes).
Slide No. 15
2. Monarchy and nobility
In the emerging centralized states, this principle does not suit the monarchs. They strive for complete subjugation of all classes of society.
To this end, the feudal lords are gradually deprived of their privileges and influence. Kings recruit nobles (a new class whose position depends entirely on their service to the king) into their service.
The old aristocracy - feudal lords (dukes, counts, barons, marquises, baronets) resist these attempts in every possible way.
Slide No. 16
3. Absolutism
Monarchs strive for the maximum possible centralization of control, concentration of all levers of power in their hands - an ABSOLUTE MONARCHY.
Slide No. 17
3. Absolutism
To substantiate the king’s claims, the theory of ROYAL SOVEREIGNTY is put forward: the king does not share his powers and authority with anyone.
The king unites in his hands all branches of power EXECUTIVE LEGISLATIVE ADMINISTRATIVE JUDICIARY resolved all major issues of domestic and foreign policy
Sun King
Slide No. 18
3. “Bureaucratic” monarchy
Open page 79 and read the section “Bureacratic” monarchy"
1. What is bureaucracy? What functions does it perform?
2. Why were kings forced to endure the stubbornness and red tape of government officials?
3. What was the result of the strengthening of the bureaucratic apparatus in France?
Slide No. 19
4. Aristocratic opposition
Henry of Navarre
France became a model of absolutism. Henry IV restored religious peace, acting as supreme judge.
In 1610 he was killed by a religious fanatic. Power passed into the hands of Marie de Medici. Catholic aristocrats demanded the restoration of all their privileges. The Troubles began, which lasted 10 years.
Lesson 3. Strengthening royal power in the 16th – 17th centuries. Absolutism in Europe
Objectives: to characterize the features of absolutism as a form of government; consider various forms of European absolutism.
Planned results: compare the development of England and France, their political systems, management methods; evaluate the activities of historical figures of the era under study, give detailed characteristics of historical personalities; learn to justify your judgments; give definitions of concepts.; explain the studied provisions using specific examples.
Relationships, values, internal attitudes: assess the activities of historical figures of the era under study, the moral values that guided them; express your attitude towards the figures of the era in question.
Equipment: map “Europe in the 16th – 17th centuries”, multimedia equipment, package with test tasks.
Lesson type: lesson on discovering new knowledge.
Lesson progress
I. Organizational moment
II. Updating of reference knowledge
Student reports about the travels of Christopher Columbus and Ferdinand Magellan. Let's check how well you have mastered the material you have studied.
What was the significance of the Great Geographical Discoveries? When answering, use the plan in your notebook (students’ answers, completing test tasks)
III. Motivational-target stage
In the 19th century German Chancellor Otto von Bismarck said: “Absolutism requires from the ruler, first of all, impartiality, honesty, fidelity to duty, efficiency and modesty.” Did the kings of Europe really live up to this description? We'll find out during our lesson.
Topic: “Strengthening royal power in the 16th – 17th centuries. Absolutism in Europe."
Lesson plan:
One king, one country.
The monarch is God's anointed.
IV. Work on the topic of the lesson
“He who is born a subject must obey.”
Working from § 3 of the textbook (pp. 29, 30), write down the definition of absolutism and determine why subjects were ready to completely obey the king.
Writing in a notebook
Absolutism is a form of government in which supreme power belongs unlimitedly to one person - the monarch.
Absolutism assumed the cessation of internecine wars, the abolition of feudal lordships that constrained the development of industry and trade, and the formation of a single national state. All this met with the support of the peasantry, townspeople and nobility.
One king, one country.
Working with § 3 of the textbook (pp. 29-37), fill out the comparison page.
Signs of absolutism
Relations with representative bodies
The kings convened parliament, but tried to do this as rarely as possible. They had the right of veto - they could prohibit any decision of parliament.
The kings did not assemble the Estates General from 1614 to 1789, but were forced to reckon with the parliaments of large cities.
National administrative apparatus
Creation of the Privy Council (from 1 to 1.5 thousand officials).
Quartermasters, representatives of the king and a powerful apparatus of officials (from 8 to 46 thousand people).
Standing army
Small army, but strong navy.
The largest and most powerful land army in Europe.
State Army
Unified legislative system
Taxes were set by parliament, which did not give the king the opportunity to constantly increase them.
Laws were discussed in parliament and adopted by the king.
Constant growth of direct and indirect taxes.
The king believed that his signature was enough for his decrees to become law.
The Monarch is the Vicar of Christ on Earth
The Anglican Church, the spread of Protestantism.
Catholicism. The king was able to subjugate the church primarily to himself.
State economic policy
Mercantilism
Mercantilism.
Conclusion. Despite the peculiarities of development in both England and France, kings sought to strengthen personal power, believing that the right to command was given to them by God. They successfully tried to limit the influence of Parliament and the Estates General in the state.
The monarch is God's anointed.
The king's supreme power was manifested in the right to determine the religion of the state, administer a fair trial, declare war and make peace, appoint officials and grant nobility to commoners, legislate, mint coins, collect taxes, as well as the right to pardon.
Working with § 3 of the textbook (pp. 34-36) and additional material “Etiquette at the Court of Louis XIV” p. 38; 39, determine whether the King of France lived up to Bismarck's characterization of absolutism. Support your answer with examples from the text.
Louis XIV was not distinguished by modesty, “even the statues in the park were supposed to remind of his splendor - Jupiter was sculpted with the face of Louis XIV himself.” He was neither honest nor impartial - showering the courtiers with handouts, he sought to control their lives and prevent conspiracies.
Creation of nation states.
Working with the text on p. 37.38 textbook, map “Europe in the 16th – 17th centuries.” highlight the features of the resulting national states. Write the answer in your notebook.
Notebook entries
England and France became centralized monarchical states;
Germany and Italy retained feudal fragmentation, in the state formations of which local rulers actually turned into absolute monarchs;
Venice, Switzerland and the Netherlands became republics, which was very rare in those days.
V. Consolidation of the studied material
Let's check how well you have learned the new material.
Give definitions of the concepts “absolutism” and “mercantilism”. (Absolutism is a form of government that presupposes the supreme unlimited power of the monarch. Mercantilism is an economic concept based on the idea that economic well-being depends on the concentration of financial resources (precious metals)).
Name the reasons for the formation of absolutism in European countries. (Cessation of internecine wars, abolition of feudal lordships that constrained the development of industry and trade, and the formation of a single national state).
Why did the kings see the estate-representative bodies as a threat to their power? (The estate-representative bodies approved the amount of taxes in the country, thereby determining the size of the royal army, which was the pillar of the absolute power of the monarch).
How was the absolute power of monarchs ideologically justified? (God's anointed king, his authority is illuminated above).
Working with additional material, answer the questions.
VI. Summing up the lesson
The monarchs of Europe, while seeking and receiving absolute power in the country, at the same time could not establish despotic power (they could not imprison their subjects, deprive them of property, etc.)
Additional material
About why people, especially sovereigns, are praised or blamed
Now it remains to consider how a sovereign should behave towards his subjects and allies. Knowing that many have written about this, I am afraid that I might be considered presumptuous because, having chosen the same subject, I am more at odds with others in interpreting it. But, having the intention of writing something useful for people who understand, I chose to follow the truth, not imaginary, but real - unlike those many who depicted republics and states that no one in reality knew or saw. For the distance between how people live and how they should live is so great that he who rejects the real for the sake of what should be acts rather to his own detriment than to his good, since, wanting to profess goodness in all cases of life, he will inevitably perish , encountering many people who are alien to goodness. From which it follows that the sovereign, if he wants to maintain power, must acquire the ability to deviate from good and use this skill, depending on the need.
If we talk not about fictitious, but about the true properties of sovereigns, then it must be said that in all people, and especially in sovereigns who stand above other people, they notice certain qualities that deserve praise or blame. Namely: they say that one is generous, the other is stingy - if we take the Tuscan word, for the greedy in our dialect is also the one who wants to take away someone else's, and we call stingy the one who clings too much to his own - one is wasteful, the other is greedy; one is cruel, the other is compassionate; one is honest, the other is treacherous; one is tender and cowardly, the other is strong in spirit and brave; this one is condescending, that one is arrogant; this one is dissolute, that one is chaste; This one is wicked, that one is straightforward; This one is stubborn, that one is flexible; this one is frivolous, that one is sedate; this one is pious, that one is wicked, and so on. What could be more commendable for a sovereign than to combine all the best of the listed qualities? But since, by virtue of his nature, a person can neither have only virtues nor strictly follow them, then a prudent sovereign should avoid those vices that can deprive him of his state, and abstain from the rest to the best of his ability, but no more. And even let the sovereigns not be afraid of incurring accusations of those vices, without which it is difficult to remain in power, because, if we think about it, we will find a lot of things that at first glance seem to be a virtue, but in reality are detrimental to the sovereign, and vice versa: it looks like a vice , but in fact brings prosperity and security to the sovereign.
Machiavelli N. “The Prince”
Problem: Absolutism contributed to the formation of strong states and restrained wars of all against all. But at the same time, in the 16th–17th centuries. revolutions are taking place in Europe, one of the tasks of which is the destruction of the system of absolutism. Why was there a struggle against absolutism in society? Can power demand unconditional submission from an individual? 2
Members of corporations were equal and were responsible for each other. Their actions were based on the right given by God. Another source of law was ancient customs. 1. The concept of ABSOLUTISM.. Absolutism Unlimited supreme power The head of the state is the MONARCH Power belongs to one person form of government
Work on the table “Difference between a centralized state and a feudally fragmented state” 7 Questions for comparison Fragmented Centralized 1. Who owned the power in the country? Feudal lords to the king 1. Rights of the king: A) in relation to the feudal lords; B) in the state. A) B) A) B) 1.Sources of income of the king. 1.What military forces did the king have? 5. Court and laws. 6.Administrative management. 6. Cities in the state system.
Work on the table “Difference between a centralized state and a feudally fragmented state” 8 Questions for comparison Fragmented Centralized 1. Who owned the power in the country? Feudal lords to the king 1. Rights of the king: A) in relation to the feudal lords; B) in the state. A) First among equals. B) Formal law. A) The supreme right of the king (feudal lords are subjects of the king). B) Head of state. 1. Sources of the king's income. Royal domain. State treasury. 1.What military forces did the king have? Personal squad. Vassals. Standing army. 5. Court and laws. Each region has its own court and laws. Unified court and laws. 6.Administrative management. Governance bodies in each individual area. Local authorities are appointed and subordinate to the central authorities. 6. Cities in the state system. Residences of local rulers. Centers of craft and trade.
2. Characteristic features of absolutism 1. Creation of a national administrative apparatus consisting of officials; 2.Formation of a permanent professional army. 3.Creation of a state tax system; 4. Introduction of uniform legislation and administrative structure, uniform weights and measures; 5. Formation of a state church; 6. Carrying out a unified state economic policy. 10 Check your diagram
Text at 163 Add. material “Etiquette at the court of Louis XIV” Choose a source yourself 12 1. Compose an oral story What did the cult of the monarch - the anointed of God - consist of? Absolutism is a form of government in which power is unlimitedly vested in one person - the monarch. Monarch – “God’s anointed”
The English monarchs assigned Parliament. The French monarchs assigned the States General 14 Find out what place in the system of government... Henry VIII Tudor. King of England Elizabeth I Tudor. Queen of England of England James I Stuart. King of England and Scotland. Francis I of Valois. King of France
Unified management system (p.29-30) England Privy Council: 1. Foreign policy 2. Domestic policy 3. Finance 4. National defense. kingkingkingkinging FranceGovernment 1. Foreign policy 2. Domestic policy 3. Finance 4. National defense. kingkingkingkinging 15 Compare the activities of the state apparatus of England and France
Unified Judicial Power England Star Chamber judges magistrates judges 1. Conduct trials; 2.Expose conspiracies; 3.Suppress rebellions; 4.Chase tramps; 5.Collect taxes; 6.Collecting money for the poor. FranceParliaments 1.The right to appeal judicial and government decisions; 2. Appointment of a regent; 3. Review of contracts, decrees. 16
Local government England France Officials Salary + payment of the population for services 17 Means of livelihood?
22 Mercantilism is an economic policy based on the idea of the predominance of the export of goods over the import for the purpose of accumulating gold Protectionism - Protectionism is an economic policy of the state, which consists in purposefully protecting the domestic market from the flow of foreign-made goods.
Complete the sentences and write them down: 1. The population of European countries such as _____________________________________ in the era of absolutism develops national identity and centralized states are formed. 2. In Germany and Italy in the 16th – 17th centuries, centralized states did not develop, because there existed ___________________________________ 23
Lesson summary: Absolutism is a form of government in which power unlimitedly belongs to one person - the monarch. Features: 1.Creation of a national administrative apparatus consisting of officials; 2.Formation of a permanent professional army. 3.Creation of a state tax system; 4. Introduction of uniform legislation and administrative structure, uniform weights and measures; 5. Formation of a state church; 6. Carrying out a unified state economic policy. 24
Who owns the words? “I don’t understand how my ancestors could allow such an institution. I have to put up with what I can’t get rid of.” James I Stuart James I Stuart “In my person God has bestowed upon you a blessing. I am the husband, and the whole island is my lawful wife. I am the head, and the island is my body. I am the shepherd, and the island is my flock.” (from a speech at the first parliament). James I Stuart “Such is my good will, for so we desire” Louis XV. 25 “Did you think, gentlemen, that the state is you? You are wrong. The state is ME!” Louis XIV Louis XIV
Questions at the beginning of a paragraph
Question. In what centuries were class-representative institutions formed in England and France? What reasons contributed to their creation? What influence did these institutions have on the political life of states and on the position of the estates?
Estate-representative institutions were formed in England in the second half of the 13th century. (in 1265 Simon de Montfort convened the first unicameral parliament, and from 1295 Edward I began to regularly convene parliament), and in France at the beginning of the 14th century. (The Estates General was convened in 1302). The reason in England was the struggle between the king and the barons, the latter fought to preserve their liberties, and the king needed a body that would approve the introduction of new taxes. In France, the king also needed additional money, for the collection of which the king required the consent of the estates. These bodies to a certain extent limited the power of the king and forced him to listen to the opinion of the classes, especially the higher ones.
Questions in a paragraph
Question. Find and name the attributes of royal power in the engraving.
Crown, scepter, orb, sword
Questions at the end of the paragraph
Question 1. Write down the terms: a) characterizing political power; b) denoting various government bodies.
A) Absolutism is a form of government in which unlimited power belongs to the monarch. Mercantilism - economic policy
B) Parliament, states general, Cortes - representative bodies of power; Council of the North, Council of Wales - territorial government bodies that governed individual territories; The Privy Council is the central administrative and executive body of power that determines domestic and foreign policy; Star Chamber - judicial body
Question 2. Write down in your notebook the main signs of absolute royal power.
Large feudal lords lost their independence (knightly detachments were disbanded, the castles of the aristocracy were razed);
The liberties of large cities are limited;
Certain territories of the kingdom lost their independence (for example: the duchies of Normandy and Burgundy in France, the northern counties in England);
The king governs the entire territory of the country with the help of officials and the appointment of territorial authorities (For example, the Council of the North in England);
The role of representative bodies has decreased (Parliament and the States General meet less frequently; for example, Elizabeth I convened parliament only 13 times during the 45 years of her reign);
The idea spread that the king’s power comes from God, therefore it cannot be limited by anything: the monarch was considered the vicar of Christ on earth;
Judicial power was concentrated in the royal courts.
Question 3. How were the army, tax and economic policies organized under absolutism?
Army. Kings who strived for unlimited power disbanded feudal units of knights and created a regular mercenary army.
Taxes. Taxes were divided into two types: direct (tax on land and property and poll tax) and indirect (on salt). Everyone paid taxes except the upper classes.
Economy. In modern times, the economy was dominated by the doctrine of mercantilism, which proceeded from the fact that the basis of wealth is the abundance of valuable metals, therefore the state tried in every possible way to support trade according to the principle: export more goods than import
Assignments for the paragraph
Question 1. Prepare an oral story “The King and Parliament” using the text of the paragraph, additional literature and Internet resources.
Parliaments arose in the High Middle Ages. Parliaments expressed the opinions of all classes on the most important issues of the kingdom, especially taxes. For example, in England the king could not introduce new taxes without the encouragement of parliament. Kings guaranteed the rights and privileges of parliaments. But as royal power strengthened, monarchs began to feel burdened by class representation. Kings, who increasingly concentrated power in their own hands, sought to get rid of parliaments or reduce their role in the life of the kingdom. But the kings could not immediately stop the centuries-old tradition. Therefore, in England, the Tudors showed diplomacy in the 16th century and continued to convene Parliament, but less and less often. In the 17th century the new Stuart dynasty tried to largely free itself from the influence of Parliament: the kings did not even hide their opinion regarding the rights of Parliament, which could not limit the king’s divine right to govern the country. In France, the kings managed to stop the regular convening of the Estates General from 1614 to 1789.
Question 2. Explain how absolute monarchs exercised control over local and judicial authorities.
Control over local and judicial authorities was carried out through the transfer of functions to royal courts and officials. This undermined and weakened the power of local feudal lords. To combat the rebellious nobility, central bodies were created, such as the Star Chamber in England, which monitored the administration of justice.
Question 3. What role did religion play in strengthening royal power?
Religion made it possible to substantiate the divine origin of the monarch’s power and to instill the idea that the king is God’s anointed. The church played an important role in the life of a person of that time, so monarchs used church authority to strengthen their power. For example, during church services, priests prayed for the health and well-being of the monarch.
Question 4. Create and draw an emblem of absolute royal power. Prepare an electronic presentation of your work.
You can take the image of a lion, which symbolizes strength and greatness. It is no coincidence that the lion is considered the king among animals.
Sections: History and social studies
Lesson objectives: to summarize the prerequisites for the transition to an absolute monarchy, to reveal its characteristic features using the example of France and England; develop the ability to analyze historical phenomena and establish connections between them; show the attitude of an absolute monarchy towards its people.
Lesson type: learning new material.
New terms: absolutism, class representation.
Lesson Plan
- work with documents;
- vocabulary work.
- heuristic conversation;
- conclusion.
- working with textbook text;
- drawing up diagrams;
- comparison and conclusion.
(teacher's story).
- working with a textbook;
- drawing up a response plan.
VII. Homework p. 3, textbook “New History. 1500-1800.” Author A.Ya. Yudovskaya. Table “The meaning of establishing absolutism” for:
- states; 2) personalities.
I. Today, we will get acquainted with the form of the feudal state characteristic of a number of countries in Western Europe, the Early Modern period - absolute monarchy or absolutism.
Let us consider and compare the emergence of absolutism and royal power in the 16th–17th centuries. in England and France. It was in these states that it manifested itself most clearly.
Write down the topic of the lesson.
II. Definition of the concept “absolutism”.
What is absolutism or absolute monarchy? To find out, let's look at historical documents. (Appendix 1)
Assignment: 1) “What are we talking about?”
“What is absolutism?”
2) cite passages that talk about the establishment of the absolute power of the king.
Conclusion: absolutism is the power of one person in the state.
What do they say about absolute power in the dictionary? (Working with dictionaries)
Recording the definition of “Absolutism” in notebooks.
Absolutism is a form of government in which supreme power unlimitedly belongs to one person - the monarch and is inherited.
III. Consequences of absolutism.
Questions for conversation:
1) What do you think will be the position of the feudal nobility under absolutism? Will they maintain their independence? Why?
2) Absolutism and internecine wars, is their coexistence possible? Why?
3) How, in your opinion, should a monarch in the era of absolutism treat class representative bodies? Why?
Summarizing student responses and additional teacher story.
Indeed, under absolutism, the annexation of outlying territories continues and the attempts of the old feudal nobility to maintain their independence are suppressed.
For example, in France, the provinces of Normandy and Burgundy were subordinated to royal power.
In England, Henry VIII Tudor stripped the northern counties and Wales of their independence and subjected them to London.
To prevent the repetition of bloody events like the War of the Roses, the English kings disbanded the feudal troops and razed the castles of the rebellious feudal lords.
The strengthened monarchical power always sought to get rid of class-representative bodies.
Students draw a conclusion and then write it down in a notebook.
“The consequences of the strengthening of royal power in the 16th-17th centuries”:
- The independence of the feudal nobility is eliminated.
- Internecine wars stop.
- The activities of estate representative bodies are limited.
IV. Authorities in the XVI-XVII centuries. in England and France and their functions.
Let us consider the authorities in England and France that existed in the 16th - 17th centuries. (Figure 1, Figure 2)
Let's depict it in the form of diagrams for easy comparison.
- – the class is divided into 2 groups: “England” and “France”;
- “English” - work on pages 24-27;
– work with the text of the textbook;
– drawing up a diagram;
- writing in a notebook.
“French” - work on pages 28-29.
Figure 1. Authorities in the 16th-17th centuries. in England and their functions.
Figure 2. Authorities in the 16th-17th centuries. in France and their functions.
Compare and draw a conclusion.
- In which state was the king's power stronger? Why?
Conclusion: FRANCE.
COMPARISON:
- Parliament and Estates General:
a) powers;
b) when they were convened and how they were convened;
2) Privy Council - Council (government).
3) The judiciary of England and France;
4) Local government:
a) how you chose it;
b) powers.
Bottom line: from the diagrams you see that royal power stands above all powers: executive, legislative, judicial, and in France even legislative power was in the hands of the king.
In governing the state, monarchs relied on the army, police, and officials.
V. The monarch is God’s anointed.
In the 16th century, doctrines began to emerge that substantiated the need for absolutism.
The power of the king was proclaimed to be divine in origin. Religious teachings were also echoed by secular ones. In the 16th-17th centuries, the science of state and law was already developed in France, where the main provision was that the supreme legislative power was concentrated in the hands of the monarch.
In the 16th – 17th centuries, the cult of the king was highly developed. You can read about the life of the royal court, court service in Versailles, in France in the textbook (“Etiquette at the Court of Louis XIV”, p. 30).
VI. Absolutism and personality.
You and I have examined absolutism from the point of view of the state, whose interests it defended. Did absolutism protect the interests of people, individuals in the state?
Working with the textbook text, page 27.
We answer question 4, page 30. Did the strengthening of absolutism contribute to the strengthening of personal human rights in society?
VII. Homework item 3, table “The meaning of establishing absolutism” for:
- states; 2) personalities.
VIII. Result: conclusions of students and teachers; grading.