Economic Depression and Authority of Parliament Multiple Choice Dissertation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Economic Depression and Authority of Parliament Multiple Choice Dissertation
Multiple Choice
- The economic challenge of the sixteenth century was
- economic depression
- high unemployment among the middle classes
- free peasants becoming unfree serfs
- inflation resulting from the importation of silver from the Americas
- In France, the concept of absolutism meant the
- power of the aristocracy to rule
- king’s authority was limited by the Estates General
- king ruled by the will of God
- theory of divine right was not supported by the bourgeoisie
- James I tried to rule as an absolute monarch and soon ran into difficulties with
- London’s merchant class
- France’s expansionist ambitions
- the growing authority of Parliament
- printing the King James Bible in 1611
- The English legislative session that pushed through many reforms over the will of Charles I was known as the
- Grand Remonstrance
- Short Parliament
- Militia Ordinance
- Long Parliament
- The English Civil War that began in 1642 witnessed the conflict between
- Cavaliers and Roundheads
- Scottish kirk/church and Parliament
- Puritans and French invaders
- Parliament and gentry
- The end of the English kings’ attempts to restore absolutism culminated in the
- adoption of Magna Carta
- Test Act
- Glorious Revolution
- Triumphal Act of 1694
- The advisor to Louis XIII who built France into a powerful centralized nation-state was
- Marie de Medici
- Cardinal Richelieu
- Cardinal Mazarin
- Queen Anne
- The antithesis of absolutism is a system of government that emphasizes
- autocracy
- collective security
- aristocracy
- civil liberties
- The absolute monarchs of the 17th and 18th centuries should never be confused with the totalitarian dictators of the 20th century because
- the Old Regime rulers were usually hard-working public servants
b; totalitarian dictators used more technology to control their societies
- the landed nobility always supported the kings
d; Hitler and Stalin used secret police to enforce their rule
- The concept of absolutism includes all of the following except
- centralized royal government
- refusal to raise taxes
- large armies and navies
d; the codification of law codes
- The motto that best expressed the rule of Louis XIV is
- might make right
- one king, one law, one religion
- support of the Fronde
- no more wars
- Both Louis XIII and Louis XIV demonstrated which important quality of leadership?
- led their armies in person
- built large palaces for the nobility
- tolerated religious dissent
- appointed able and talented ministers
- Louis XIV revealed his intolerant religious views when
- Louis repealed he Edict of Nantes
- the king supported Spain against the wars with the United Provinces of the Netherlands
- he enforced royal power over the parliaments
- Louis supported the famous Académie Francoise
- All of the following are associated with the increased liberties among Englishmen exceptthe
- Declaration of the Rights of Man and Citizen
- Magna Carta
- writ of habeas corpus
- Glorious Revolution of the 1688-89
- Isaac Newton’s Laws are based on the concept that the universe is
- chaotic
- operates in an orderly but mysterious way
- operates in an orderly and knowable way
- unintelligible
- The War of the Spanish Succession was brought on by
- English attempts to gain Spanish colonies
- Austria’s attempt to reunite with Spain
- the murder of Spain’s Charles II
- Louis XIV’s attempts to gain control over Spanish territories
- The most dominant cultural figure of the seventeenth and early eighteenth century was
- Oliver Cromwell
- Louis XIV
- William of Orange
- England’s Charles II
- The main reason absolutism failed in England was
- the length of the regencies
- financial difficulties
- religious conflict
- the power of Parliament
- Absolutist rulers and thinkers considered representative assemblies as
- essential to royal power
- obstacles to stability
- solutions to financial problems
- important for legal reform
- Cardinal Richelieu sought
- a free trade economic policy for France
- a strong royal government for France
c, a strong Roman Catholic religious influence in France
- religious freedom for the Huguenots
- By the 1700s, the language of diplomacy was
- Latin
- French
- English
- German
- The last days of Louis XIV’s reign were marked by
- constant warfare
- a failure of other countries to form alliances against France
- financial stability
- religious conflict
- “Paris worth a mass” was supposedly said by
- Louis XIII
- William of Orange
- Henry IV
- Louis XIV
- The “exclusion crisis” of the 1680s refers to
- the concern of many Englishmen about having a Catholic king
- Prussia’s concern about being expelled from the Holy Roman Empire
- the concern of Spain losing its Hapsburg monarchy
- the dispute in the Netherlands between William of Orange and the States General
- According to John Locke, a revolt against a government is valid when
- a tyrant violates the contract between the government and the people
- the legislative power undermines the executive power
- the Church subverts the Stated. the State seeks to overthrow the Church
26.The style of seventeenth century architecture exemplified by the palace of Versailles is
- Neo-Renaissance
- Classical
- Rococo
- Baroque
- The Dutch artist who painted “Girl with a Pearl Earring” and “Woman in Blue” was
- Rembrandt
- Vermeer
- Rubens
- Constable
- The philosopher who said that in a state of nature the life of man was “solitary, poor, nasty, brutish, and short” was
- John Locke
- Jean Baptiste Colbert
- Thomas Hobbes
- Rene Descartes
- Alexander Pope said
- “L’etat c’est moi”
- “all those men have their price”
- “Paris is worth a mass”
- “the proper study of mankind is man”
- The Dutch East India Company mainly benefited from trade with
- the Spice Islands
- New Amsterdam
- Nagasaki
- South Africa
- Who first argued that the earth was not at the center of the universe?
- Galileo
- Copernicus
- Kepler
- Newton
- Which city’s wealth and political power was notdominated by a landed ruling class?
- London
- Paris
- Amsterdam
- Vienna
- All of the following were part of the Glorious Revolution except
- a Bill of Rights
- religious toleration for the dissenters or non-conformists
- the permanent separation of the Church of England from the monarchy
- the formation of the United Kingdom
34.Who pointed a telescope at the moon with revolutionary results?
- Copernicus
- Newton
- Brahe
- Galileo
- “I think therefore I am” was said by
- Locke
- Descartes
- Spinoza
- Leibnitz
- In the midst of wars with Spain and France, the Netherlands turned to a political system which was
- similar in structure to Italy
- constitutional in nature
- absolutist in nature
- run by the Calvinist Church
- Oliver Cromwell marks a period in English history best described at
- a true democracy
- a military government
- a constitutional monarchy
- an absolute monarchy
- Colbert’s financial policies did notimprove French
- trade
- tax collection
- peasants’ standard of living
- military power
- The main threat to the Netherlands in the late seventeenth century
- peasant revolts
- French invasions
- Spanish invasions
- economic decline
- In the seventeenth century, members of the English Parliament
- were tax exempt.
- were all members of the titled aristocracy.
- were laypersons only, with no clergy allowed.
- came from and represented the classes who paid a significant proportion of taxes.
Economic Depression and Authority of Parliament Multiple Choice Dissertation
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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