Questions at the beginning of a paragraph

Question. In what centuries did estate-representative institutions form in England and France? What reasons contributed to their creation? What influence did these institutions have on the political life of the states, on the position of the estates?

Class-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 convene parliament regularly), and in France at the beginning of the 14th century. (in 1302 the States General were convened). The reason in England was the struggle of 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 needed the consent of the estates. These bodies to a certain extent limited the power of the king, forced him to listen to the opinion of the estates, especially the higher ones.

Questions in a paragraph

Question. Find on the engraving and name the attributes of royalty.

Crown, scepter, orb, sword

Questions at the end of the paragraph

Question 1. Write out the terms: a) characterizing political power; b) denoting various organs state power.

A) Absolutism is a form of government in which unlimited power belongs to the monarch. Mercantilism - economic policy

B) Parliament, states general, Cortes - representative authorities; Council of the North, Council of Wales - territorial bodies of state power that controlled individual territories; Privy Council - the central administrative and executive authority that determined domestic and foreign policy; Star Chamber - judicial body

Question 2. Write down in a notebook the main features of absolute royal power.

Large feudal lords lost their independence (chivalric detachments were disbanded, the castles of the aristocracy were demolished);

The liberties of large cities are limited;

Separate 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, the General States gather less frequently, for example, Elizabeth I only convened Parliament 13 times in 45 years of her reign);

The idea spread that the power of the king comes from God, so 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. As in the conditions of absolutism were organized by the army, tax and economic policy?

Army. The kings, striving for unlimited power, disbanded the feudal detachments 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). Taxes were paid by everyone 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, so the state tried its best to support trade on the principle: to export goods more than to import

Tasks 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 era of the High Middle Ages. Parliaments expressed the opinion of all estates on the most important issues of the kingdom, primarily on tax issues. For example, in England the king could not impose new taxes without the encouragement of Parliament. The kings guaranteed the rights and privileges of the parliaments. But as the royal power increased, the monarchs began to be burdened by estate representations. The kings, who increasingly concentrated power in their 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 in the XVI showed diplomacy and continued to convene Parliament, but less and less often. In the 17th century the new Stuart dynasty tried to free itself to a large extent from the influence of Parliament: the kings did not even hide their opinion regarding the rights of Parliament, which could not limit the divine right of the king in governing the country. In France, the kings managed to stop the regular convocation States General from 1614 to 1789

Question 2. Explain the ways in which absolute monarchs exercised control over the local and judicial authorities.

Control over the local and judicial authorities was carried out through the transfer of functions to the 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 power of the monarch, to inspire 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 the 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. Think up and depict the 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 of the beasts.

Features of the fief system, due to the conquest of the military-political dominance of the central government, determined the formation of new powers of the crown, significant strengthening the state position of royal power.

In addition to the powers transferred from the Anglo-Saxon ancient monarchy to land grants (now free from the consent of the Hutans) and to legislation, the Norman kings during the 11th - 12th centuries. secured significant new rights. The king became the bearer of the highest military power: the fief militia-militia was in the position of the king's squad, he single-handedly determined the time of convocation and the number of militias; in this respect also the ancient rights of the Anglo-Saxon kings as a military leader were revived on a new basis. The judicial supremacy of the king was established - not only in the form of rights to his own royal court, but also to determine all the judges in the kingdom in general, to review the decisions of lower courts, even those related to communal traditions. The administrative and police supremacy of the crown became especially significant: the authorities conducted mandatory censuses and audits of the lands and population, prohibited or restricted the movement of the population for these purposes, offenders were taken on bail on behalf of the crown, which freed them temporarily or permanently from liability, the representatives of the king began to take mandatory participation in the investigation of crimes on the ground, and from the XIII century. there were commissions of inquiry under the authority of the vice-count (a commissioner appointed by the king). The financial rights of the crown appeared already as an organizer of state taxation: the Normans introduced direct taxes, the king had the right to special fees from his vassals, the right to redemption from military service, to customs fees; additional income to the crown was provided by income from royal domains and from nationwide forests (this was also recognized as a royal prerogative), from minting coins. Finally, there was dominance over the church (in place of the former patronage of the Anglo-Saxon times): the kings approved church decrees, the church’s land ownership was transferred only as royal grants, from which the clergy were obliged to bear military service and other duties.

Under the first Norman kings revived feudal assemblies(gatherings of Whitans), however, they became irregular and more numerous (at one of the meetings of the 11th century, all the landowners of England were present - up to 60 thousand people), their significance for the authorities was small. played an incomparably greater role royal court(curia regis). Here was the true center of the military, judicial, police, financial and ecclesiastical supremacy in the country, despite the fact that its institutionalization was still weak. The court also existed as a collection of vassals close to the king, as court congresses (it was believed that the laws of the country could change only with the consent of the representatives of the country); from the 12th century The General Council of the King, consisting of 20-36 of his closest servants and stewards, operates non-periodically. Courtyard by the middle of the 12th century. became the central administrative body of the country. The only stable institution in its composition so far was only the treasury of two departments: Accounts and Reception. The Treasury was located in a special hall of the Palace of Westminster. It was headed by a permanent treasurer who had professional officials at his disposal. At the court there were special judicial commissions, where royal justice was administered. Finally, from instructions to the persons of the royal court, special management functions gradually began to take shape - both palace and national. Among such persons, the first place belonged to the governor-general, or justiciar of all England. The affairs of the court were in charge of the seneschal and the mayor, and other court ranks and ranks arose. The Lord 1st Chamberlain ruled the royal household. The command of the permanent part of the army was given to the constable; in addition, there was also the title of Marshal of England. Diplomatic and special administrative affairs were led by the chancellor, usually from among the clergy. Other officials or institutions periodically arose and disappeared (for example, the Chamber of the "chessboard" in the 12th century to collect revenues), whose administrative powers also stemmed mainly from the domain rights of the king. Many offices and institutions traced their origins to the Frankish monarchy and the Duchy of Normandy. central authority local government was also subordinated. The position of ealdorman (earl) turned into a supreme governorship or military rank. The main burden of local government (in the counties) passed to the vice-count, or sheriff; he was both the military administrator of the king, and the chairman of the local justice, and the policeman official, and managing domain holdings.

Reforms of Henry II.

The growth of the importance of royal power, and at the same time a centralized state court and administration, was facilitated by the transformations undertaken during the reign of the king Henry II (1154 - 1189). A whole series of reforms gave the fief monarchy a special look, different from similar institutions in continental Europe.

At the beginning of his reign, Henry II, relying on the support of cities, petty knights and free holders, suppressed numerous civil strife among the magnates; many detachments of large landowners were disbanded, their castles were torn down. The king removed most of the sheriffs who belonged to the local nobility, appointing his own nominees. Ensuring the independence of the crown from feudal squads and militias became the main motive military reform, culminating in the issuance of a special law (assises) "On weapons" (1181). basis military organization became a militia of all free people (and not just feudal feudal lords) who possessed the corresponding land holdings. It was strictly forbidden to call the non-free into the militia, and therefore to have weapons for them. All citizens and free holders of land were obliged to have special, albeit simple, weapons; knights who possessed a land allotment or had an appropriate income and property had to acquire a rider's weapon or heavy defensive weapons. This military equipment it was forbidden to sell, it became, as it were, inalienable hereditary property. Large feudal lords were charged with the obligation to field armed warriors according to the number of "knightly feuds" in his possessions. Those who did not want to personally serve could pay off with a special tax - "shield money". The king thereby received a significant financial source for the formation of a permanent mercenary army. The feudal lords turned into ordinary landowners without specific fief rights and obligations, and quantitatively the main force of the militia began to be made up of townspeople and petty holders, who were inferior to chivalry in military training, but more connected with the king.

In the course of the ecclesiastical reform enshrined in the Clarendon Constitutions (1164), the royal power attempted to legally secure the supremacy of the crown over the church. The filling of vacant ecclesiastical positions was to be held under the control of the royal court through an election of several candidates, with the king having final approval. Clerics who received fief grants from the crown partially lost their immunity: they were obliged to bear all duties from the possessions, answered to the royal court and administration in all cases related to these possessions. The king declared himself the supreme judge for church courts, without his consent the bishops could no longer excommunicate anyone from the church. The clergy themselves had to unquestioningly appear in the court of the king. Constitutions to a large extent contradicted the dogmas of the church. They were opposed by the head of the English Church, Thomas Becket, the Archbishop of Canterbury. And although he was killed at the direction of Henry, the opposition of the church and the support of the Pope significantly reduced the state results of the reform.

The judicial reform carried out by Henry II formed the institution of royal judges (see § 35), an area of ​​\u200b\u200bspecial royal jurisdiction and secured the right to appeal to the royal court against decisions of local communal courts. It also helped to strengthen the centralizing role of royal power.

In the second half of the 12th century, including beginning to feel the need for free land holdings, the English kingdom began a slow, centuries-long conquest of neighboring Ireland. Lands were taken away from the conquered clans, which were then redistributed into private knightly awards. The beginning of the capture of Ireland significantly expanded the territory of the then English state, which traditionally included the duchies of northern France.

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LESSON PLAN

• Absolutism
• One king - one country
• Restriction of the role of estate representation bodies
• State centralization

1. work with documents;
2. vocabulary work.

1. heuristic conversation;
2. conclusion.

1. work with the text of the textbook;
2. drawing up schemes;
3. comparison and conclusion.

(teacher's story).

1. work with the textbook;
2. plan a response.

VII. Homework p. 3, textbook “New History. 1500-1800". Author A.Ya.Yudovskaya. Table "The meaning of the establishment of absolutism" for:

1. states; 2) personality.

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.

Consider and compare the emergence of absolutism and royal power in the XVI-XVII centuries. in England and in France. It was in these states that it manifested itself most clearly.

II. Definition of the term "absolutism".

What is absolutism or absolute monarchy? To find out, let's turn to historical documents. (Annex 1)

Task: 1) “What is it about?”

"What is absolutism?"

2) cite passages that speak of the establishment of the absolute power of the king.

Conclusion: absolutism is the power of one person in the state.

Recording in notebooks definitions "Absolutism".

Absolutism is a form of government in which the supreme power 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 retain their independence? Why?

2) Absolutism and internecine wars, is their coexistence possible? Why?

3) How, in your opinion, should the monarch in the era of absolutism treat estate-representative bodies? Why?

Summarizing the answers of students and an additional story of the teacher.

Indeed, under absolutism, the annexation of outlying territories continues and the attempts of the old feudal nobility to maintain their independence are suppressed.

So, for example, in France, the provinces of Normandy and Burgundy were subordinated to the royal power.

In England, Henry VIII Tudor took away the independence and subjected London to the northern counties and Wales.

In order to prevent the repetition of bloody events like the war of the Scarlet and White Roses, the English kings disbanded the feudal troops, razed the castles of the rebellious feudal lords to the ground.

The strengthened monarchical power has always sought to get rid of estate-representative bodies.

Students make a conclusion and then write it in a notebook.

“Consequences of the strengthening of royal power in the XVI-XVII centuries.”:

1. The independence of the feudal nobility is being liquidated.
2. Internecine wars stop.
3. The activities of class-representative bodies are limited.

IV. Authorities in the XVI-XVII centuries. in England and France and their functions.

Consider the authorities in England and France that existed in the XVI - XVII centuries. (Figure 1, Figure 2)

Let's represent in the form of schemes, for convenience of comparison.

1. – the class is divided into 2 groups: “England” and “France”;

– work with the text of the textbook;

- drawing up a diagram;

- writing in a notebook.

2. "English" - work on pages 24-27;

“French” - work on pages 28-29.

Figure 1. Authorities in the XVI-XVII centuries. in England and their functions.

Figure 2. Authorities in the XVI-XVII centuries. in France and their functions.

Compare and draw a conclusion.

1. In which state the power of the king was stronger. Why?

Conclusion: FRANCE.

COMPARISON:

1. Parliament and Estates General:

a) powers;

b) when they were convened and how they were convened;

2) Privy Council - Council (government).

3) The judicial authorities of England and France;

4) Local authorities:

a) how was it chosen?

b) authority.

Bottom line: according to the diagrams, you see that royal power is above all powers: executive, legislative, judicial, and in France even, the legislative power was in the hands of the king.

In governing the state, the monarchs relied on the army, police, and officials.

V. The monarch is the anointed of God.

In the 16th century, doctrines began to take shape that substantiated the need for absolutism.

The power of the king was proclaimed divine in origin. Religious teachings were echoed by secular ones. XVI-XVII centuries in France, the science of state and law had already been developed, where the main provision was the provision 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 on your own in the textbook (“Etiquette at the court of Louis XIV”, p. 30).

VI. Absolutism and personality.

We, with you, considered absolutism from the point of view of the state, whose interests it defended. But did absolutism protect the interests of people, individuals in the state.

Working with the text of the textbook, page 27.

We answer question 4, page 30. Did the strengthening of absolutism contribute to the strengthening of individual human rights in society?

VII. Homework item 3, table "The meaning of the establishment of absolutism" for:

1. states; 2) personality.

VIII. Outcome: conclusions of students and teachers; grading.