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| the study of change over time, how things progress/regress |
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| an imagined community, not necessarily a gov’t in place, shared commonalities, leads to Nationalism, nation-state is the realization of the goal of nationalism |
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| Why was printing press a big part of Reformation? |
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transmit ideas
rise in literacy
widespread use of paper |
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| How many autonomous units were in "germany"? |
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| paid taxes, but allowed to determine their own internal politics |
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| States that division of Christian territories, recognized that ruler of each land (prince, fife, etc.) would be able to determine the religion of their lands, Lutherans could keep the lands that they had seized during their attacks |
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| Who was the key Jesuit and what did the Jesuits teach? |
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| Ignacious Loyola – teach good Catholics to deny themselves and submit themselves to higher authority |
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| internal reform of Catholic church, no concession made to Protestants |
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| Edict of Nantes and who revokes it later |
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| Allows Huguenots to create quazi-state – create armies, banned from city of Paris, can’t dictate political affairs. Louis XIV revokes it later |
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| Four phases of 30 years war |
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| Bohemian, Danish, Swedish, French/Dutch |
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• took away Edict of Restitution
• reasserted the main features of Peace of Augsburg
• gave Calvinists recognition
• independence of Swish confederacy, always remained neutral
• Dutch gain independence from Spanish
• Brandenburg Prussia – emerges as strongest power of 360 German territories
• France/Sweden meddle in German affairs in order to enforce Treaty
• Allowed Protestants access to office |
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| Edict of Restitution and who issued it? |
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| Ferdinand issues Edict of Restitution, which was the retaking of ALL church land that Lutherans had acquired, affirms that Calvinism is illegal |
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| o Economic theory that asserts an economic nationalism, power of state is in direct correlation with monetary wealth and domination of the market. o States sought to maximize exports and accumulate precious metals. England, France, Dutch in direct competition, led to creation of Atlantic System |
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| Atlantic System - who gave what to who? |
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| o Western European countries bought slaves from Africa, exploit tribal conflicts…slaves were taken to Americas, sold in south, Caribbean that worked on plantations…bought the sugar, tobacco, cotton, coffee and brought into Europe |
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| Invented a telescope, used to see stars, mountains on the moon, spots on the sun, moons on Jupiter |
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| o All objects in universe have attraction to each other, or gravity. |
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| o That Scholastic thinkers paid too much attention to tradition and ancient history, fellow westerners should have confidence in themselves and not rely on the past |
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“I think therefore I am”
everything else is open to inquiry, except conviction of own reason |
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| • Proposed solution in Leviathan |
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• A near civil war between king and nobility, which had aid of Spanish and Prussia.
• Convinced king that they had to be subtle in their navigation to absolutism.
• Did heavy damage in economy, convinced Louis to move his court to Versailles, outside of Paris |
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| system of gov’t which a ruler shares power with parliaments, made up of elected representatives, operating on a contract (Constitution) which the king/leader will be held to |
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• 7 prominent officials invited William of Orange and Mary to take over her father’s crown
No bloodshed, king flees to France |
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Made impossible for king to do without parliament, couldn’t dissolve the Parliament
Parliament makes laws/taxes, cannot be opposed/dissolved, standing armies could only be raised with consent of Parliament
Gov’t based on rule of Law
Based on freely elected parliament |
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Each province sent deputies where a unanimous vote was required for declaring war, levying taxes, ratifying treaty. (not a lot of things got done)
Political power lay in wealthy merchants and bankers, served as advisors.
No nobility in Dutch republic |
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(theoretical foundation for Constitutionalism)
• Humans live in state of equality and freedom, but certain inalienable rights to life, liberty and property.
• Since no impartial judge in nature, people established a gov’t to protect their natural rights. |
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Gov’t would protect the rights of people
While people would act reasonably with the gov’t
If gov’t failed this agreement, then the people should overthrow the gov’t and takeover. |
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| • Nine Years’ War (1688-1697) |
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| o English, Dutch, Austrians, Swedish, Spanish in Coalition against France |
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| French Indian war, how did it contribute to the eventual American Revolution? |
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• American Colonies went from state of peace to invasion of foreign soldiers.
• Created a concept of being a community outside of Europe, a separate identity |
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Term
| • War of Spanish Succession |
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Definition
o Began when HRE refused to accept the successor to the Spanish throne (Phillip II), which was Louis XIV’s grandson.
o Goes to war against France/Spain over the title, lasts until 1713
o Leopold finally accept Phillip as the king.
IDKK IF ITS PHILLIPPPP!!!!! |
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| o Treaty of Utrecht (1714) |
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• Spain and France are now united, dynasties between two countries are now the same.
• New king of Spain had to cede several territories in Italy and Netherlands to Austria
• Renounce any claim to throne in France, can’t join and become one freedom.
• French gave Nova Scotia, Hudson Bay to England, thus diminishing its power in Europe. |
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| who was Russia's absolute monarch? |
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Peter the Great
• Westernization of Russia, only for upper class |
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