This document provides an overview and discussion of key topics in 17th century European history, including absolutism, the scientific revolution, and the development of Russia. It discusses the rise of absolute monarchs like Louis XIV in France and how they centralized power. Alternatives to absolutism included constitutional monarchies like England and republics like the Dutch Republic. The document also touches on the scientific revolution spearheaded by figures like Copernicus and the expansion of Russia under rulers like Ivan the Terrible and Peter the Great.
This presentation discusses the impact Hitler had on the Jewish race during WWII and how he wanted to create a "museum" to provide a memory to the Jewish people.
This presentation discusses the impact Hitler had on the Jewish race during WWII and how he wanted to create a "museum" to provide a memory to the Jewish people.
Great themes during the 18th and 19th Century in Russia, list of Tsars. Time line of major events in World History. Examination of ties between the United States and Russia that are not well known.
The early Russians (the Russ) and the influence of the Byzantines and the Vikings upon their culture. Included is the Christianization of Kiev and some info about the Mongols and their conquering ways.
Great themes during the 18th and 19th Century in Russia, list of Tsars. Time line of major events in World History. Examination of ties between the United States and Russia that are not well known.
The early Russians (the Russ) and the influence of the Byzantines and the Vikings upon their culture. Included is the Christianization of Kiev and some info about the Mongols and their conquering ways.
Advances in sailing technology enable Europeans to explore other parts of the world.
Advances under the Ming and Qing dynasties left China
uninterested in European contact.
The Tokugawa regime unified Japan and began 250 years of isolation, autocracy, and economic growth.
Here, I share my Presentation about the Renaissance Age which i presented at the Department of English M.K.B.U.. It was the presentation for MA External Students of M.K. B.U. I tried my best to explain everything through this. It was my first experience to teach at the Department and it was Good. I m satisfied because they liked my teaching through this presentation. You all can see my hardwork through this presentation.
Royal AbsolutismI. Elements of Absolutism· Divine Right of K.docxjoellemurphey
Royal Absolutism
I. Elements of Absolutism
· Divine Right of Kings Theory: similar to the "Mandate of Heaven" concept from the Zhou Dynasty in China; the monarch was supposedly divinely appointed by God, thus the monarch was responsible to no one but God Himself; allowed for unlimited power for the monarch--a blank check for power
· Regulation of Religious Groups: monarch strongly believed in the promotion of one state church; often believed that policies of religious toleration were signs of weakness, thus religious minorities were either persecuted or expelled from the nation
· Civil liberties: there were no such things as individual freedoms and liberties in continental Europe until after the 18th century Enlightenment
· Legislative bodies: if a nation had a legislative body, the absolute monarch did his best to ignore or avoid summoning the legislature into session; the absolute monarch did not want to share powers with anyone, including a legislature, thus there were no avenues for the lower classes to become involved in the political process and have a voice in government
· Nobility: the nobility became the target of the monarchy--the absolute monarch wanted to keep the nobility as far away from politics and political power, and made every attempt to control their every move
· Fiscal policies: the absolute monarch made every attempt to control every and all fiscal policies, including the power of taxation; also relied heavily on the economic theory of mercantilism; this tight control is broken in the 18th century with the rise of capitalism and free market economies
· Rise of modern bureaucracies: these bodies were generally staffed by the growing middle class--the monarch did not want the nobility involved; these bodies grew rapidly throughout the 17th century and were quite extensive by the 18th century and eventually needed huge reforms to end corruption
· Modern Armies: the absolute monarchs were concerned with raising and maintaining large and professionally trained armies; in the 17th century modern uniforms were developed and the use of regimental flags became important; these large armies eventually became a significant section in the national budgets
· Secret Police: these feared and hated people became the eyes and ears of the absolute monarch; they were a separate part of the civilian government and spied on all classes of citizens; they remained part of European governments well into the 20th century
Versailles in the early 18th Century
II. Louis XIV (1643-1715)
· In addition to his nickname, "The Sun King," Louis was also known as "The Gift From God;" he was born 23 years into his parents' marriage--they had concluded that they would remain childless
· His father died when he was five, and his mother and Cardinal Mazarin ruled as his regents
· Grew up hating the nobility because of the political intrigues that surrounded the court; became very secretive and trusted few people--his standard reply to direct questions:" ...
A brief tour through the geography and history of Europe, based on chapters 9 and 10 from National Geographic's World Geography text for the seventh grade.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
"Protectable subject matters, Protection in biotechnology, Protection of othe...
1312 Absolutism and its Alternatives, the Scientific Revolution, and Russia
1. Today:
• Touch on Chapters 18 and 19
• Absolutism and Alternatives
• Scientific Revolution
• The Development of Russia
• Next Time:
• The Enlightenment
• Chapter 17: The Islamic World
Who is this?
2. Background: 17th Century Crisis
• https://www.youtube.com/watch?v=cmKHYpC_jVs&list=PL8dPuuaLjX
tMsMTfmRomkVQG8AqrAmJFX&index=12
3. What is Absolutism?
• What is “divine right?”
• Was power absolute?
• What factors might impact this?
• Absolutism in Spain
• Philip IV and the Americas
• What is Spain bringing back from the colonies?
• How does that make things worse?
• What else contributed to Spain’s decline?
• In the end, Spain loses control of the Dutch Republic and of Portugal
4. Absolutism: Louis XIV of France
• Background
• Henry IV (Louis’ grandfather) had reformed France’s infrastructure and
economy, and granted freedoms to protestants
• When he died, Cardinal Richelieu became First Minister and ruled on behalf
of, then as advisor to, Henry’s son, Louis XIII
• They used Intendants to collect information and taxes across France, rather
than relying on the local nobles, this weakened the nobility
• Louis XIV inherited the throne at age 4
• His mother, Anne of Austria (she was actually daughter of the Spanish king),
and Cardinal Mazarin ruled on his behalf until he was 14
• The regency period saw many revolts, including one major uprising known as
the Fronde, and opposition by the “Robe Nobles”
5. Absolutism: Louis XIV of France
• When he takes the throne at age 14, he claims to rule France by
divine right, as God’s representative in France
• To be an absolute ruler, however, he had to quell the nobility
• He did this by moving his residence and permanent court to Versailles (15
miles outside of Paris)
• This massive palace complex with many adjacent chateaus would become a
symbol of Louis’ power as a ruler
• The palace itself could house 15000, while the complex and surrounding chateaus could
house many more
• The importance of a given noble would be highlighted by their proximity to the king
• Residence in the palace, size of chateau, when they had an audience with the king
• Times of highest significance were when the king was dressing in his nightclothes, and
when he used the bathroom
• This focus on hierarchy, pomp, and the throwing of lavish balls and events allowed Louis’
intendants and civil service to run the country and overseas holdings with little
interference by the nobility
6. Absolutism: Versailles
What does a
palace like this
represent?
What does it
project to the
nobles?
To the common
people?
Who is paying for
this?
7. Absolutism: Hall of Mirrors
What do you
notice about
this room?
What is it
meant to
project?
Do you know
anything
about glass
making back
then?
8. Absolutism: Economics and Other Kingdoms
• Mercantilism – Developed by Jean-Baptiste Colbert, controller general of
finance under Louis XIV
• Regulation of economic activities by and for the state
• All trade, holdings, etc. should benefit the state
• Trade should bring in gold and silver, and export more than it imports
• Austria
• Habsburgs in Austria/Central Europe began consolidating power, similar to Louis XIV,
after the end of the Thirty-Years War
• Eventually begin expanding into Ottoman territory, taking Hungary and part of
Croatia
• Russia
• Peter the Great would also reign as an absolute monarch while expanding and
modernizing Russia
9. Alternatives: Constitutional Monarchy
• England
• After Queen Elizabeth I died in 1603 (end of the Tudors), her cousin James I
took the throne (Stuarts)
• James I, and Charles I (his son) both wanted to be absolute monarchs
• Refused to call parliament to session, eventually leading to a civil war (1642-1649)
between parliamentary forces and forces raised by Charles I.
• Oliver Cromwell (a Puritan member of parliament) defeated and captured the king
• Charles I was tried, convicted, and beheaded
• Cromwell lead the country until his death in 1658 (no king, called the Protectorate)
• In 1660 Charles I’s son was crowned King Charles II, Parliament was restored, as was the
Anglican Church
• James II (Charles II’s brother) inherited the throne in 1685, but was overthrown by his
daughter, Mary, and her husband, William of Orange (they were protestant, James was
Catholic)
• William and Mary agreed to a constitutional monarchy, with all law-making power in
Parliament, and a separate judiciary
• Relied heavily on the ideas of John Locke (life, liberty, and property), though it was only a
partial democracy
10. Alternatives: Republic
• The Netherlands
• After gaining independence from Spain in 1648 the Dutch rejected an
outright monarchy
• Each region had its own leadership which handled domestic affairs, while the
central government only handled foreign policy and war (which still had to be
approved by each regional government).
• In practice, the House of Orange retained large amounts of power, leading multiple
regions at any given time, though they were checked by other regions and never
became a monarchy
• The wealthiest region, Holland, used its financial power to dominate the other six
regions
• All that being said, The Netherlands experience growth and prosperity during
this time and its people were better off than most elsewhere in Europe
• This prosperity was reinvested in ship-building and trade, which supplanted
Portuguese trade dominance in the Indian Ocean, and rivaled British,
Portuguese, and Spanish trade across the Atlantic
12. The Rise of Russia
• Muscovy began as a city-state in the time of Kievan Rus’
• Mongols overtook Kievan Rus’ and many other East Slavic
principalities
• Mongol leaders rarely got involved in the actual control of the region,
relying on local leaders to collect and bring them tribute
• The Princes of Moscow were very good at doing this, and gained power
under Mongol rule, subjugating Moscow’s main competition, Novgorod
• Ivan III (Ivan the Great) stopped paying tribute to the Khan in 1476 and
held off Mongol forces in 1480, gaining independence
• He also married a Byzantine Princess (Sophia), solidifying the place of
Moscow in Eastern Christianity after the fall of Constantinople to the
Ottomans
• First ruler to occasionally call himself a “Tsar,” though his official title
was Grand Prince, or Grand Duke
13. Kievan Rus’ around 1000 AD
In relation to the rest of Europe
Center of power, and the Dynasty of Chernigov
The red shaded areas were all controlled by Slavic princes, except Novgorod (blue
circle, a republic). Novgorod and Pskov were major trade cities in the north.
Moscow (yellow circle) was a minor trade outpost until the late Mongol period.
15. The Rise of Russia
• Ivan III and his son, Vasily III, diminished the power of the
Russian nobles (Boyars)
• Boyars gained more power after Vasily III dies, leaving his three
year old son as heir
• When his son (Ivan IV, the Terrible) took the throne at age 16 he
began to take power back, declaring himself Tsar of all Rus’
• After the death of his wife, he began killing anyone who opposed him
• Like, not just killing them, but also their families…
• And their friends, and servants, and serfs that lived on their estates…
• He replaced these nobles with people loyal to him
• And further restricted the movements of serfs and city-dwellers
• Ivan the Terrible allied himself with Cossacks and took the last
few Mongol areas in European Russia
16. Through the end of Ivan
IV’s (the Terrible) reign
• Expanded from the darker brown
areas into the lighter tan
• Primarily contested with the
Swedish Empire (lime green) and
the Polish-Lithuanian
Commonwealth (darker purple)
• Alliance with the Cossacks helped
in conquest of Northern Caucasus
17. The Rise of Russia
• When Ivan the Terrible died, he left the throne to his second son
(having *probably* killed his first son in a fit of rage)
• Fyodor I had no interest in politics or rule, and died in 1598,
without an heir
• 1598-1613 is called the Time of Troubles, during which there was
instability and fighting for succession, with much domestic and foreign
influence (including occupation by Polish-Lithuanian forces for a time)
• In 1613, the nobility of Russia led an army to overthrow Polish forces,
then elected Mikhail Romanov to be Tsar (he was 16, and related to the
previous dynasty by marriage)
• The next few monarchs would counterbalance Polish dominance
to the west and Swedish dominance to the northwest,
expanding Russia further into Siberia and Ukraine
• By 1682 Peter I the Great was crowned Tsar
18. The Rise of Russia
• Peter the Great
• Elected to inherit the throne because his elder brother died without an heir
• Since he was third in line, he was forced to co-rule with his half brother Ivan V (who
was mentally and physically disabled), and his half sister Sophia (who held the title of
Regent)
• After becoming sole ruler, he wanted to continue to expand Russia and
looked to Western Europe for inspiration
• He quickly took Azov, an Ottoman sea port on the Black Sea and began developing a
navy
• He traveled throughout Europe for a year and half, sometimes incognito, to learn
about ship-building and navigation, and to hire experts to return to Russia
• He reformed everything from styles of dress, to civil service, to architecture, aligning
Russia with European standards of the time
• Built Saint Petersburg as a European capital and Baltic port
• He goes to war with Sweden, eventually defeating them and expanding territory in
the Baltics, by the end of his reign, Russia stretched from the Pacific to the Black and
Baltic Seas
19. St. Petersburg
The city was built in a marshland and resulted in the
deaths of 30-100k people over the 18 years it was built.
20. Final Thoughts
• What do you know about the
Enlightenment?
• For next time:
• Be sure to finish Chapters 19 and 17.
