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SECTION
3
Step-by-Step
Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Describe the Tudor monarchs’ relations
with Parliament.
■
Analyze how clashes between the
Stuarts and Parliament ushered in a
century of revolution.
■
Understand how the English Civil War
and the rise of the Commonwealth led
to the Glorious Revolution.
■
Explain the development of English
constitutional government.
L3
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Charting a Collision Course
Ask students to compare this selection
to the Witness History selection on
page 148 and the primary source on
page 150. Ask How does the quotation from James I differ? (It says
that kings not only are appointed by
God but can themselves be called gods.)
Ask why James I’s point of view might
provoke anger.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
Answer
He needed Parliament’s approval to levy new
taxes and to obtain a divorce.
516 The Age of Absolutism
Charting a Collision Course
In 1603 James I, a monarch with strong ideas about
his role, took the English throne. In 1610 the king
made a speech to Parliament that would have quite
the opposite effect of what he intended:
state of Monarchy is the supremest thing upon
“ The
earth; for kings are not only God’s lieutenants upon
earth and sit upon God’s throne, but even by God
himself they are called gods. . . . Kings are justly
called gods for that they exercise a manner or
resemblance of Divine power upon earth. . . . And
to the King is due both the affection of the soul and
the service of the body of his subjects. . . .
—James I
A portrait of King James of England painted
around 1619 gives no hint of the monarch’s
frequent clashes with Parliament.
Objectives
Set a Purpose
■
AUDIO
Focus Question How did the British Parliament assert its
rights against royal claims to absolute power in the 1600s?
Parliament Triumphs in England
Ask students to recall the significance of
the Magna Carta and the power of the
English Parliament. Ask them to predict
how the English might respond to an
absolute monarch.
■
3
WITNESS HISTORY
”
Prepare to Read
Build Background Knowledge
Page 516 Thursday, November 17, 2005 10:38 AM
• Describe the Tudor monarchs’ relations with
Parliament.
• Analyze how clashes between the Stuarts and
Parliament ushered in a century of revolution.
• Understand how the English Civil War and the
development of the Commonwealth led to the
Glorious Revolution.
• Explain the development of English
constitutional government.
Terms, People, and Places
James I
dissenter
Puritans
Charles I
Oliver Cromwell
English Bill of Rights
limited monarchy
constitutional
government
cabinet
oligarchy
Reading Skill: Identify Supporting Details As
you read the section, use a flowchart to record
details about the evolution of the English
Parliament. One has been started for you.
Tudors consult with and control Parliament.
In the 1600s, while Louis XIV perfected royal absolutism in
France, political power in England took a different path. Despite
attempts by English monarchs to increase royal authority, Parliament steadily expanded its own influence.
The Tudors Work With Parliament
From 1485 to 1603, England was ruled by Tudor monarchs.
Although the Tudors believed in divine right, they shrewdly recognized the value of good relations with Parliament. As you have read,
when Henry VIII broke with the Roman Catholic Church, he turned
to Parliament to legalize his actions. Parliament approved the Act of
Supremacy, making the monarch head of the Church of England.
A constant need for money also led Henry to consult Parliament
frequently. Although he had inherited a bulging treasury, he
quickly used up his funds fighting overseas wars. To levy new
taxes, the king had to seek the approval of Parliament. Members
of Parliament tended to vote as Henry’s agents instructed. Still,
they became accustomed to being consulted on important matters.
When Elizabeth I gained the throne, she too both consulted and
controlled Parliament. Her advisors conveyed the queen’s wishes to
Parliament and forbade discussion of certain subjects, such as foreign
policy or the queen’s marriage. Her skill in handling Parliament
helped make “Good Queen Bess” a popular and successful ruler.
Why did Henry VIII work with Parliament?
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 3, p. 68; Teaching Resources, Skills Handbook, p. 3
High-Use Words
suppress, p. 517
tolerate, p. 520
Definitions and Sample Sentences
v. to keep from being revealed; to put down by force
The government suppressed the news about the president’s illness.
v. to respect others’ beliefs without sharing them
Although she was a Republican and he was a Democrat, they tolerated each
other’s political views for the sake of their friendship.
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n
A Century of Revolution Begins
Elizabeth died childless in 1603. Her heir was her relative James Stuart, the
ruling king of Scotland. The Stuarts were neither as popular as the Tudors
nor as skillful in dealing with Parliament. They also inherited problems that
Henry and Elizabeth had long suppressed. The result was a “century of
revolution” that pitted the Stuart monarchs against Parliament.
Vocabulary Builder
suppressed—(suh PREST) v. kept from
being revealed; put down by force
The Stuarts Issue a Challenge The first Stuart monarch, James I,
had agreed to rule according to English laws and customs. Soon, however, he was lecturing Parliament about divine right. “I will not be content that my power be disputed upon,” he declared. Leaders in the House
of Commons fiercely resisted the king’s claim to absolute power.
James repeatedly clashed with Parliament over money and foreign
policy. He needed funds to finance his lavish court and wage wars. When
members wanted to discuss foreign policy before voting funds, James dissolved Parliament and collected taxes on his own.
James also clashed with dissenters, Protestants who differed with
the Church of England. One group, called Puritans, sought to “purify”
the church of Catholic practices. Puritans called for simpler services and
a more democratic church without bishops. James rejected their
demands, vowing to “harry them out of this land or else do worse.”
Teach
The Tudors Work
With Parliament
liament became known as the Long Parliament
because it lasted on and off until 1653. Its actions
triggered the greatest political revolution in
English history. In a mounting struggle with
Charles I, Parliament tried and executed his
chief ministers, including Archbishop Laud. It
called for the abolition of bishops and declared
that the Parliament could not be dissolved without its own consent.
L3
Instruct
n Introduce Discuss with students how
Parliament Responds In 1625, Charles I inherited the throne. Like
his father, Charles behaved like an absolute monarch. He imprisoned his
foes without trial and squeezed the nation for money. By 1628, however,
his need to raise taxes forced Charles to summon Parliament. Before
voting any funds, Parliament insisted that Charles sign the Petition of
Right. This document prohibited the king from raising taxes without
Parliament’s consent or from jailing anyone without legal justification.
Charles did sign the Petition, but he then dissolved Parliament in
1629. For 11 years, he ignored the Petition and ruled the nation without
Parliament. During that time, he created bitter enemies, especially
among Puritans. His Archbishop of Canterbury,
William Laud, tried to force all clergy to follow
A Voice for Absolutism
strict Anglican rules, dismissing or imprisoning
In 1651, two years after the English Civil War
dissenters. Many people felt that the archbishop
ended, English political philosopher Thomas
was trying to revive Catholic practices.
Hobbes published Leviathan. In this book, he
In 1637, Charles and Laud tried to impose the
explained why he favored an absolute
Anglican prayer book on Scotland. The Calvinist
monarchy. How might people who supported
Scots revolted. To get funds to suppress the ScotParliament over the monarch have argued
tish rebellion, Charles once again had to summon
against Hobbes’s view?
Parliament in 1640. When it met, however, ParPrimary Source
liament launched its own revolt.
The Long Parliament Begins The 1640 Par-
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T21). As they
read, have students create a flowchart
with details about events that led to an
increase in Parliament’s power.
Reading and Note Taking
Study Guide, p. 152
the time men live without a
“ During
common power to keep them all in
awe, they are in that condition which
is called war. . . . In such condition,
there is no place for industry. . . . no arts;
no letters; no society; and, which is worst
of all, continual fear and danger of violent
death. And the life of man [is] solitary, poor,
nasty, brutish, and short.
AUDIO
—Thomas Hobbes, Leviathan
”
the tradition of the English Parliament
set England apart from other European
nations. Explain that each English
monarch had developed his or her own
method for dealing with Parliament.
n Teach Point out that the Tudor monarchs developed a good relationship
with Parliament. Ask How did Henry
and Elizabeth handle Parliament?
(They regularly consulted Parliament
but controlled it through their agents.)
n Quick Activity Read aloud this
speech that Elizabeth gave to Parliament and discuss its meaning: “Though
God hath raised me high, yet this I
count the glory of my crown, that I
have reigned with your loves. . . . It is
my desire to live nor reign no longer . . .
than my life and reign shall be for your
good. And though you have had, and
may have, many princes more mighty
and wise sitting in this seat, yet you
never had, nor shall have, any that will
be more careful and loving.”
Independent Practice
Have students write an essay comparing
Elizabeth’s reign and her style of governing to either Philip II of Spain or
Louis XIV of France. (Students might
want to refer to Chapter 13, Section 4).
Monitor Progress
History Background
Good Queen Bess When Elizabeth took the
throne, England had suffered decades of religious and
political turmoil. An observer noted: “The Queen poor.
The realm exhausted. The nobility poor and decayed.
Want of good captains and soldiers. The people out of
order. Justice not executed.” Due to Elizabeth’s skillful
management and striking speeches, England was a
great power at the time of her death. In 1588, as
English forces mustered to combat the Spanish
Armada, she gave a stirring speech: “I am come
amongst you . . . resolved in the midst and heat of
battle, to live and die amongst you all. . . . I know I
have the body but of a weak and feeble woman, but I
have the heart and stomach of a king and of a King of
England too.”
To check student understanding, ask
them how and why Parliament was
involved in making the monarch the head
of the Church of England.
Answer
P R I M A RY S O U R C E Sample: They
might say that a body such as Parliament can
provide the “common power” necessary for
society to function productively.
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INFOGRAPHIC
A Century of
Revolution Begins
3
L3
Instruct
n Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and its definition. Then
have students reread the Witness History quotation. Ask them to speculate
what practices an absolute monarch
might suppress.
1485–1603
The Tudors rule England.
The Tudor monarchs, especially
Henry VIII and Elizabeth I, 1 control
Parliament tactfully, recognizing and
respecting its role in government.
1603–1625
Stuart king James I rules.
n Teach Explain that unlike the Tudors,
the Stuart monarchs immediately
clashed with various groups. Ask Why
do you think James and Charles
suppressed dissenters? (perhaps
because they feared religious dissent
would lead to political dissent or even
rebellion) How did Parliament
respond? (by attacking the king’s government and challenging his power)
n Quick Activity Read aloud the Pri-
1
James I becomes king and immediately clashes with Parliament. In
1621, James scolds Parliament
for usurping royal power,
and Parliament responds
with a declaration of its
own rights. In the last
Parliament of his reign,
the aging James gives
in to Parliament.
mary Source selection from the previous page or play the accompanying
audio. Ask students to paraphrase this
statement. Then divide students into
two groups. Have them take the roles of
people living in the 1600s. Stage a
debate in which one group argues for
Hobbes’s view on absolute monarchy
and another group argues against it.
AUDIO Witness History Audio CD,
Thomas Hobbes, Leviathan
1625–1649
Stuart king Charles I rules.
Charles dissolves Parliament when it
tries to expand powers to deal with an
economic crisis. The Parliament of 1628
produces the Petition of Right, and later
Parliaments 2 clash with Charles over what
they charge are violations of the document.
Charles dissolves Parliament again.
2
1640–1653
The Long Parliament meets.
Faced with economic problems and invasions by
Scotland, Charles is forced to call Parliament.
The Long Parliament, as it became known, works to
steadily expand its powers. Eventually Charles strikes
back, adopting the motto “Give Caesar his Due.”
Charles lashed back. In 1642, he led troops into the House of Commons
to arrest its most radical leaders. They escaped through a back door and
soon raised their own army. The clash now moved to the battlefield.
What was the Petition of Right?
Fighting a Civil War
The civil war that followed lasted from 1642 to 1651. Like the Fronde
that occurred about the same time in France, the English Civil War
posed a major challenge to absolutism. But while the forces of royal
power won in France, in England the forces of revolution triumphed.
Independent Practice
Create a cause and effect chart on the
board. Have students reproduce the chart
individually and fill it in with each major
action of James I and Charles I and each
reaction from Parliament.
Cavaliers and Roundheads At first, the odds seemed to favor the
supporters of Charles I, called Cavaliers. Many Cavaliers were wealthy
nobles, proud of their plumed hats and fashionably long hair. Well
trained in dueling and warfare, the Cavaliers expected a quick victory.
But their foes proved to be tough fighters with the courage of their convictions. The forces of Parliament were composed of country gentry,
town-dwelling manufacturers, and Puritan clergy. They were called
Roundheads because their hair was cut close around their heads.
The Roundheads found a leader of genius in Oliver Cromwell. A Puritan member of the lesser gentry, Cromwell proved himself to be a skilled
general. He organized a “New Model Army” for Parliament, made up of officers selected for skill rather than social class, into a disciplined fighting force.
Monitor Progress
As students fill in their flowchart, circulate to make sure they summarize the
most important events. For a completed
version of the flowchart, see
Note Taking Transparencies, 117
Link to Literature
Answer
a legal document that prohibited the king
from raising taxes without Parliament’s consent or imprisoning people who had not violated laws
518 The Age of Absolutism
The King James Bible A positive result of the
king’s dispute with the Puritans was his support of the
Puritans’ call for a new translation of the Bible. This
version, known as the King James, appeared in 1611
and has had a lasting influence on English language
and literature. The King James Version of the Bible
represents one of the great literary achievements in
English. The translators’ mission was to create a text
that both Anglicans and Puritans could use, expressed
in the language of the day. Today scholars argue
about the version’s accuracy, but its poetic style and
imagery still resonate in familiar excerpts, such as
“Yea, though I walk through the valley of the shadow
of death, I will fear no evil . . . ” (Psalm 23).
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4
1642–1649
The English Civil War rages.
War breaks out 3 between Parliament’s
Roundheads (right) and Charles I’s Cavaliers
(left). The parliamentary forces, led by
Oliver Cromwell, eventually win. In 1649,
Charles is executed. 4
1649–1660
The English Commonwealth
begins and ends.
Abolishing the monarchy and House of Lords,
Parliament rules as a commonwealth with
Cromwell as leader. 5 Problems plague the
nation, and the Commonwealth falls apart
upon Cromwell’s death in 1658. Groups in
favor of monarchy begin to gain power.
1:48 PM
1660–1685
The monarchy is restored.
5
Charles II works with Parliament to repair
the shattered nation, but clashes with
Parliament when he works to restore
Catholicism. In 1678, Charles dissolves
Parliament and builds the monarchy’s
power. His successor, James II, continues
to push for Catholic power, and incites a
backlash. James II flees England in 1688.
Fighting a Civil War
Instruct
■
Introduce Have a volunteer read
aloud the description of Charles’s execution, under the black heading A King
Is Executed. Ask how different people
in the crowd might have responded to
the scene and Charles’s words. Point
out that he was head of the church and
chose the Christian word “martyr.” Ask
how his words might affect future
events in England and across Europe.
■
Teach Review the causes of the
English Civil War and the events leading up to Charles I’s execution. Ask
Who were the Cavaliers? (wealthy
supporters of the king) Why did they
expect a quick victory? (They were
trained as soldiers.) What strengths
did the Roundheads have? (religious
conviction, discipline, and a skilled
general, Cromwell) Point out that after
the Roundheads defeated the Cavaliers,
Parliament put the king on trial. Then
ask What was the significance of
King Charles’s execution? (It showed
that no ruler was above the law.)
1688
The Glorious Revolution
assures Parliament’s power.
William and Mary become England’s
monarchs 6 with Parliament’s blessing—
provided that they agree to very limited
powers under Parliament’s domination.
L3
6
Thinking Critically
1. Recognize Point of View What
does Charles I’s usage of the
phrase “Give Caesar his Due” tell
you about his view of royal power?
2. Recognize Ideologies How did
the religious beliefs of key people
on this timeline shape political
outcomes?
Cromwell’s army defeated the Cavaliers in a series of decisive battles. By
1647, the king was in the hands of parliamentary forces.
A King Is Executed Eventually, Parliament set up a court to put the
king on trial. It condemned him to death as “a tyrant, traitor, murderer,
and public enemy.” On a cold January day in 1649, Charles I stood on a
scaffold surrounded by his foes. “I am a martyr of the people,” he
declared. Showing no fear, the king told the executioner that he himself
would give the sign for him to strike. After a brief prayer, Charles knelt
and placed his neck on the block. On the agreed signal, the executioner
severed the king’s head with a single stroke.
The execution sent shock waves throughout Europe. In the past, a
king had occasionally been assassinated or killed in battle. But for the
first time, a ruling monarch had been tried and executed by his own people. The parliamentary forces had sent a clear message that, in England,
no ruler could claim absolute power and ignore the rule of law.
What was the result of the English Civil War?
Cromwell and the Commonwealth
Independent Practice
Primary Source To make sure students
understand the importance of Oliver
Cromwell in shaping English history,
have them read the excerpt from Oliver
Cromwell’s letter to Colonel Robert
Hammond, November 25, 1648, and
answer the questions that follow.
Teaching Resources, Unit 3, p. 73
Monitor Progress
To check students’ understanding, ask
them to explain whom they would have
supported in England’s Civil War—
Cromwell or Charles I—and why.
After the execution of Charles I, the House of Commons abolished the
monarchy, the House of Lords, and the established Church of England. It
declared England a republic, known as the Commonwealth, under the
leadership of Oliver Cromwell.
Answers
Solutions for All Learners
L1 Special Needs
L2 English Language Learners
Have students use the Infographic above as a reference to help organize the section material. Ask students to write down each heading and date from the
Infographic and summarize the text underneath into
bullet points. Then have them refer to the text for
additional details that would fall under each heading,
and add them as bullet points.
L2 Less Proficient Readers
Use the following resources to help students acquire
basic skills:
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 152
■ Adapted Section Summary, p. 153
Parliament won and had Charles I executed.
Thinking Critically
1. Likening himself to the emperor Caesar, Charles
suggests that he is entitled to financial support
without needing Parliament’s approval.
2. Sample: Religious beliefs shaped the actions of
the Stuart monarchs (suppressing Puritans)
and Cromwell (setting up a Puritan-influenced
commonwealth).
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Cromwell and the
Commonwealth
Page 520 Friday, September 30, 2005 4:16 PM
L3
Instruct
n Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Create two
columns on the board. With students’
help, list which beliefs were tolerated
and which were not under Henry VIII,
Elizabeth I, James I, Charles I, and
Cromwell.
n Teach Explain that despite Cromwell’s
intention to set up a democratic republic, the Commonwealth became increasingly undemocratic. Ask What did the
Levellers want? (rights for poor men
and for women) How did Cromwell
seize power? (He used the army, first
to suppress dissent, then to monopolize
power.) What was the Restoration?
(the return of the monarchy)
Cromwell’s Armor
Oliver Cromwell wore
this helmet and sword
when he led the English
forces into Ireland.
n Quick Activity Direct students’ attention to the feature title Our Puritan
Heritage on the next page. Use the
Think-Write-Pair-Share strategy (TE,
p. T23) to initiate a class discussion
about why universal education was
important to the Puritans, why it was a
revolutionary idea, and how education
is related to democracy.
Independent Practice
Vocabulary Builder
tolerate—(TAHL er ayt) v. to respect
other’s beliefs without sharing them
Ask students to create a bulleted list of
Cromwell’s successes and failures. Then
ask them to decide whether Cromwell
should have been executed after he
became a dictator. Students should
explain their reasoning.
Challenging the Commonwealth The new government faced many
threats. Supporters of Charles II, the uncrowned heir to the throne,
attacked England by way of Ireland and Scotland. Cromwell led forces
into Ireland and brutally crushed the uprising. He then took harsh measures against the Irish Catholic majority that are still vividly remembered in that nation today. In 1652, Parliament passed a law exiling most
Catholics to barren land in the west of Ireland. Any Catholic found disobeying this order could be killed on sight.
Squabbles also splintered forces within the Commonwealth. One
group, called Levellers, thought that poor men should have as much say
in government as the gentry, lawyers, and other leading citizens. “The
poorest he that is in England hath a life to live as the greatest he,” wrote
one Leveller. In addition, female Levellers asserted their right to petition
Parliament. These ideas horrified the gentry, who dominated Parliament.
Cromwell suppressed the Levellers, as well as more radical groups who
threatened ownership of private property. In 1653, as the challenges to
order grew, Cromwell took the title Lord Protector. From then on, he
ruled as a virtual dictator through the army.
Puritans: A Sobering Influence Under the Commonwealth, Puritans—with their goal of rooting out godlessness—gained a new voice in
society. The English Civil War thus ushered in a social revolution as well
as a political one.
Parliament enacted a series of laws designed to make sure that Sunday was set aside for religious observance. Anyone over the age of 14 who
was caught “profaning the Lord’s Day” could be fined. To the Puritans,
theaters were frivolous. So, like John Calvin in Geneva, Cromwell closed
all theaters. Puritans also frowned on taverns, gambling, and dancing.
Puritans felt that every Christian, rich and poor, must be able to read
the Bible. To spread religious knowledge, they encouraged education for all
people. By mid-century, families from all classes were sending their children
to school, girls as well as boys. Puritans also pushed for changes in marriage
to ensure greater fidelity. In addition to marriages based on business interests, they encouraged marriages based on love. Still, as in the past, women
were seen mainly as caretakers of the family, subordinate to men.
Although Cromwell did not tolerate open worship by Roman Catholics,
he believed in religious freedom for other Protestant groups. He even
welcomed Jews back to England after more than 350 years of exile.
The Commonwealth Ends Oliver Cromwell died in 1658. Soon after,
the Puritans lost their grip on England. Many people were tired of military rule and strict Puritan ways. In 1660, a newly elected Parliament
invited Charles II to return to England from exile.
England’s “kingless decade” ended with the Restoration, or return of the
monarchy. Yet Puritan ideas about morality, equality, government, and
education endured. In the following century, these ideas would play an
important role in shaping the future of Britain’s colonies in the Americas.
Monitor Progress
To check students’ understanding, ask
them to explain how the actions of
Charles I influenced the rise of Cromwell.
What was the Commonwealth?
From Restoration to Glorious Revolution
In late May 1660, cheering crowds welcomed Charles II back to London.
John Evelyn, a supporter and diarist whose writings are an important
source of information about English political and social history, wrote:
History Background
Answer
The Commonwealth was the republic of
England under Cromwell.
520 The Age of Absolutism
British Redcoats Cromwell was a fiery member of
Parliament who proved a brilliant military strategist
despite lack of any military training. He chose soldiers
not for their social standing (as the king did) but for
their proficiency. He instituted discipline and high
moral standards in his New Model Army. He paid soldiers regularly, provided good weapons, and gave
them brilliant red uniforms. In the heat of battle, the
bright red coats helped soldiers tell friend from foe.
The red color also camouflaged bloodstains from
wounds, helping to keep morale high. He trained soldiers to regroup quickly in battle for a new charge. It
was Britain’s first professional army. After Cromwell’s
demise, Charles II kept the professional army, the discipline, and the red coats, which would become a
symbol of British power around the world.
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From Restoration to
Glorious Revolution
Primary Source
“
This day came in his Majesties Charles the Second to London after a sad, and
long Exile . . . with a Triumph of above 20,000 horse and [soldiers], brandishing
their swords, and shouting with unexpressible joy; the [ways strewn] with flowers, the bells ringing, the streetes hung with [tapestry].
—John Evelyn, Diary
Instruct
”
Charles II With his charm and flashing wit, young Charles II was a popular ruler. He reopened theaters and taverns and presided over a lively
court in the manner of Louis XIV. Charles reestablished the Church of
England but encouraged toleration of other Protestants such as Presbyterians, Quakers, and Baptists.
Although Charles accepted the Petition of Right, he shared his father’s
belief in absolute monarchy and secretly had Catholic sympathies. Still,
he shrewdly avoided his father’s mistakes in dealing with Parliament.
L3
■
Introduce Have a student read aloud
the Primary Source selection, John
Evelyn’s description of crowds welcoming Charles II back to London. Ask
them to speculate why people who were
particularly tired of Puritan ways
might have thrilled to the pageantry of
the Restoration.
■
Teach Explain that as in the past, religious faith became a contentious issue.
Ask How did James II anger his
subjects? (by suspending laws and
appointing Catholics to office) How
was William and Mary’s monarchy
different from earlier monarchies?
(They were invited by Parliament and
had to acknowledge its supremacy.)
What group was not included in
the Toleration Act? (Catholics)
■
Quick Activity Have students volunteer provisions of the English Bill of
Rights, and list them on the board.
Then, with students’ input, check off
those that we inherited in our own
Constitution and Bill of Rights.
Puritan girls spent hours working on
embroidered samplers like this one.
Such work was considered part of
their education. James II is Forced to Flee Charles’s brother, James II, inherited the
throne in 1685. Unlike Charles, James practiced his Catholic faith
openly. He angered his subjects by suspending laws on a whim and
appointing Catholics to high office. Many English Protestants feared that
James would restore the Roman Catholic Church.
In 1688, alarmed parliamentary leaders
Our Puritan Heritage
invited James’s Protestant daughter, Mary, and
her Dutch Protestant husband, William III of
Decades before the Puritans gained power
Orange, to become rulers of England. When Willin England, Puritans living in the
iam and Mary landed with their army late in
Massachusetts Bay colony worked to put
1688, James II fled to France. This bloodless overinto action their own ideas about
throw of the king became known as the Glorious
religion and government. The Puritans
knew that to assure survival of their
Revolution.
beliefs and culture, they would have to
The English Bill of Rights Before they could
educate their children to read and
write. As soon as they were able, the
be crowned, William and Mary had to accept sevPuritans began to set up schools, starting
eral acts passed by Parliament in 1689 that
with the Boston Latin School in 1635 and then Harvard College
became known as the English Bill of Rights.
(below) in 1636.
The Bill of Rights ensured the superiority of ParEventually, the colonies became the United States. Over time, the
liament over the monarchy. It required the monrest of the country adopted the Puritan tradition of establishing public
schools to help train children to become good citizens of their
arch to summon Parliament regularly and gave
community. A literate, well-informed citizenry has continued to be a
the House of Commons the “power of the purse,”
major aim of American schools to this day. What other institutions
or control over spending. A king or queen could no
help to train American children to be good citizens?
longer interfere in parliamentary debates or suspend laws. The Bill of Rights also barred any
Roman Catholic from sitting on the throne.
The Bill of Rights also restated the traditional
rights of English citizens, such as trial by jury. It
abolished excessive fines and cruel or unjust punishment. It affirmed the principle of habeas
corpus. That is, no person could be held in prison
without first being charged with a specific crime.
In addition, a separate Toleration Act, also of
1689, granted limited religious freedom to Puritans, Quakers, and other dissenters. Still, only
members of the Church of England could hold
public office. And Catholics were allowed no
religious freedom.
Independent Practice
Biography To help students better
understand the Quakers, have them read
the biography George Fox and complete
the worksheet.
Teaching Resources, Unit 3, p. 72
Monitor Progress
To review this section, ask students how a
limited monarchy differed from an absolute
monarchy and the divine right of kings.
Connect to Our World
Civic Responsibility Habeas corpus, which means
“you may have the body,” requires that a prisoner
must be brought before a judge and charged with a
crime or be released. It is enshrined in Article I, Section 9 of the U.S. Constitution. However, it is not a
right but a “privilege” that may be suspended “when
in Cases of Rebellion or Invasion the public Safety
may require it.” President Abraham Lincoln suspended
habeas corpus during the Civil War. Today, the United
States, like other nations, imprisons people whom it
suspects of planning terrorist acts, but who have not
yet committed a crime.
Answer
Caption Sample: youth groups, volunteer organizations, religious institutions
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A Limited Monarchy The Glorious Revolution created not a democracy, but a type of government called limited monarchy, in which a constitution or legislative body limits the monarch’s powers. English rulers
still had much power, but they had to obey the law and govern in partnership with Parliament. In the age of absolute monarchy elsewhere in
Europe, the limited monarchy in England was radical enough.
The Glorious Revolution also greatly influenced important political
thinkers of the time, such as John Locke. Locke’s ideas were later used
by leaders of the American Revolution as the basis for their struggle, and
are found in documents such as the Declaration of Independence.
Constitutional Government
Evolves/A Society Still
Ruled by the Few
L3
Instruct
n Introduce: Key Terms
Write the word
cabinet on the board. Have students
find the key term (in blue) in the text,
learn its history, and explain its meaning. Tell students that members of the
cabinet evolved into ministers with different areas of expertise, and one member became the prime (first) minister.
Ask students what they know about
the American cabinet and help them
draw connections.
What was the Glorious Revolution?
Constitutional Government Evolves
In the century following the Glorious Revolution, three new political
institutions arose in Britain: political parties, the cabinet, and the office
of prime minister. The appearance of these institutions was part of the
evolution of Britain’s constitutional government—that is, a government whose power is defined and limited by law.
n Teach Explain that as constitutional
government evolved, it still did not
include all members of British society.
Ask What is a constitutional government? (a government whose power
is defined and limited by law) Who
made up Britain’s first political
parties? (Tories, who were mainly
rural, conservative aristocrats, and
Whigs, who were mainly urban businesspeople) How was Britain’s government an oligarchy? (Power was
held by a limited group of privileged
people.)
n Quick Activity On the board, write
“monarch” at the very top and “landless
poor” at the bottom. Call on students,
and have each volunteer fill in one of
the other groups to create a ranking of
British society. Then circle the ones
who held ruling power.
Political Parties Emerge In the late 1600s, political parties emerged
in England as a powerful force in politics. At first, there were just two
political parties—Tories and Whigs. Tories were generally aristocrats who
sought to preserve older traditions. They supported broad royal powers
and a dominant Anglican Church. Whigs backed the policies of the Glorious Revolution. They were more likely to reflect urban business interests,
support religious toleration, and favor Parliament over the crown.
The Cabinet System The cabinet, another new feature of government,
evolved in the 1700s after the British throne passed to a German prince.
George I spoke no English and
relied on the leaders in Parliament
Influence of the Glorious Revolution
to help him rule. Under George I
Outcome in England
and his German-born son George
II, a handful of parliamentary
Writings of John Locke
Constitutional Government
English Bill of Rights
advisors set policy. They came to
• People have natural
• Government is limited and
• People elect
be referred to as the cabinet
rights such as life, liberty,
defined by law.
representatives to
because of the small room, or “caband property.
• Political parties, the cabinet,
Parliament, which is
and the office of prime
supreme over monarch. • There is a social contract
inet”, where they met. In time, the
between people and
minister arise.
• All citizens have
cabinet gained official status.
government.
natural rights.
The Prime Minister Leads the
Cabinet Over time, the head of
Independent Practice
Impact on the United States
Have students review the chart titled
Influence of the Glorious Revolution on
this page. Have them use details from the
section and their own background knowledge to add other influences on the
United States.
Colonists believed that
they too had rights,
including the right to
elect people to
represent them.
Monitor Progress
Chart Skills A common protest during the American Revolution was “no taxation
Check Reading and Note Taking Study
Guide entries for student understanding.
Locke’s ideas shaped the
American Revolution and
the writing of the
Declaration of
Independence and
the Constitution.
The new American nation
formed a constitutional
government with two parties
and a cabinet; the American
system included even more
provisions for the separation
of powers.
without representation.” Which English outcome of the Glorious Revolution influenced
that idea?
the cabinet came to be known as
the prime minister. This person
was always the leader of the majority party in the House of Commons.
Eventually, the prime minister
became the chief official of the British government. From 1721 to
1742, the able Whig leader Robert
Walpole molded the cabinet into a
unified body by requiring all members to agree on major issues.
History Background
Answers
the bloodless overthrow of James II and the
installation of William and Mary as monarchs
Chart Skills the English Bill of Rights
522 The Age of Absolutism
Parliamentary Democracy The first model for a
parliament was Rome’s senate, a council of the elite.
During feudal times, lords met to decide whether to
support the king, leading in the 1300s to England’s
Magna Carta and its first parliament. A parliamentary
democracy has a constitution, a parliament, and both
a head of state (a monarch or, today, a president),
which is a ceremonial position with limited powers,
and a head of government (a prime minister), who is
often the leader of the parliament’s ruling party. The
prime minister can be removed by the parliament and
is not elected by the people. Because the executive
and legislative branches are led by the same party, it
is easier to pass reforms than in a republic. Most parliaments today include ordinary people as well as the
elite and represent all the nation’s people.
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Although the title was not yet in use, Walpole is often called Britain’s
first prime minister. In time, the power of the prime minister would
exceed that of the monarch. Other countries later adopted and adapted
the cabinet system, including the United States.
Assess and Reteach
Assess Progress
What three political institutions contributed to the
evolution of Britain’s constitutional government?
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies, 69
A Society Still Ruled by the Few
Teaching Resources, Unit 3, p. 65
The decades that Walpole headed the cabinet were a time of peace and prosperity. But even as Parliament and the cabinet assumed new powers, British government was far from democratic. Rather, it was an oligarchy—
a government in which the ruling power belongs to a few people.
In Britain, landowning aristocrats were believed to be the “natural”
ruling class. The highest nobles held seats in the House of Lords. Other
wealthy landowners and rich business leaders in the cities controlled
elections to the House of Commons. The right to vote was limited to a relatively few male property owners.
Most Britons had neither the wealth nor the privileges of the upper
class and lived very differently, making a meager living from the land. In
the 1700s, even that poor existence was threatened. Wealthy landowners,
attempting to increase agricultural production, bought up farms and
took over common lands, evicting tenant farmers and small landowners.
Because they controlled Parliament, they easily passed laws ensuring
that their actions were legal. As a result many landless families drifted
into towns, where they faced a harsh existence.
However, a relatively strong middle class—including merchants,
craftspeople, and manufacturers—was growing. These prosperous and
often wealthy people controlled affairs in the towns and cities. Some
improved their social standing by marrying into the landed gentry. The
middle class also produced talented inventors and entrepreneurs who
would soon help usher in the Industrial Revolution.
Reteach
3
2. Reading Skill: Identify Supporting
Details Use your completed flowchart
to answer the Focus Question: How did
the British Parliament assert its rights
against royal claims to absolute power
in the 1600s?
L1 L2
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 153
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 153
Spanish Reading and
L2
Note Taking Study Guide, p. 153
Extend
How did British society remain divided?
Terms, People, and Places
1. Place each of the key terms at the
beginning of the section into one of the
following categories: politics, culture, or
government. Write a sentence for each
explaining your choice.
L3
■
Progress Monitoring Online
L4
Have the class design a Web site on parliamentary democracy. Have each student
research, design, write, and illustrate a
page on parliamentary democracy in a
single country. Have students work in
groups on a general history, timeline, and
other features for the home page. Post the
pages on a bulletin board or Web site.
For: Self-quiz with vocabulary practice
Web Code: naa-1631
Comprehension and Critical Thinking
3. Contrast How did the Stuarts differ
from the Tudors in their approach to
Parliament?
4. Identify Central Issues In less than
100 years, England changed from a
monarchy to a commonwealth and
back to a monarchy. What central issue
caused this political upheaval?
5. Draw Conclusions What were two
results of the Glorious Revolution?
6. Summarize How did constitutional
government evolve in England in the
1700s?
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section, as well as the
proper categorization.
2. by attempting to share power with
monarchs, by waging the Civil War and
creating the Commonwealth, and by
establishing a Bill of Rights
3. The Stuarts clashed with Parliament; the
Tudors worked with Parliament.
●
Writing About History
Quick Write: Answer Opposing
Arguments To write a strong persuasive
essay you need to address arguments that
could be raised to refute your own position.
Choose a topic from this section—for
example, whether Parliament had the right
to replace James II—and list the arguments
for and against your position.
4. The central issue was whether the monarch would have absolute power or share
power with Parliament.
5. Responses should include any two: the
Bill of Rights, limited monarchy, constitutional government, political parties, the
cabinet, the office of prime minister.
6. As Parliament’s power grew, elements
including a constitution, political parties,
a cabinet, and the office of prime minister
evolved.
Answers
political parties, the cabinet, and the office of
prime minister
Poor people and women could not vote or
participate in government; society was separated into distinct classes.
● Writing About History
Responses should include clear arguments
on both sides of the issue, supported with
specific examples.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1631.
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The English Bill of Rights
The English Bill
of Rights
Objectives
■ Describe
the purpose and contents of
the English Bill of Rights.
■ Understand
how the English Bill of
Rights influenced the evolution of constitutional government.
Build Background Knowledge
L3
Ask students to recall what they know
about the Glorious Revolution and the
English Bill of Rights. Ask them to predict some of the rights this document
guarantees.
Instruct
■ Point
out that, like our Declaration of
Independence, the Bill of Rights begins
with a list of grievances. Ask According to the document, what did
James II do wrong? (He threatened
Protestantism and English law.)
■ Ask
Who controls the monarch’s
budget? (Parliament) What must
have happened in the past when
subjects petitioned the king? (They
were jailed.) Why was item 13
included? (Charles I had bypassed
Parliament by not calling it for 11
years.) Where is freedom of speech
guaranteed? (in Parliament) Why
does item 10 sound familiar? (It is
quoted exactly in the Eighth Amendment to the U.S. Constitution.)
When the Catholic James II was forced from
the English throne in 1688, Parliament
offered the crown to his Protestant daughter
Mary and her husband, William of Orange.
But Parliament insisted that William and
Mary submit to a Bill of Rights. This
document, reflecting the long-standing
struggle between monarch and Parliament,
sums up the powers that Parliament had been
seeking since the Petition of Right in 1628. This document
ensured the superiority of Parliament over the monarchy
and spelled out basic rights.
An engraving made in 1689
shows the new English rulers,
William and Mary.
hereas, the late King James II . . . did endeavor to subvert1 and
extirpate2 the Protestant religion and the laws and liberties of this
kingdom . . . and whereas the said late King James II having abdicated the
government, and the throne being vacant . . . the said lords [Parliament]
. . . being now assembled in a full and free representative [body] of this
nation . . . do in the first place . . . declare:
1. That the pretended power of suspending of laws or the execution of
laws by regal authority without consent of Parliament is illegal. . . .
4. That levying money for or to the use of the crown by pretense of
prerogative3 without grant of Parliament . . . is illegal;
5. That it is the right of the subjects to petition the king, and all
commitments and prosecutions for such petitioning are illegal.
6. That . . . raising or keeping a standing army within the kingdom in
time of peace, unless it be with consent of Parliament, is against law. . . .
8. That election of members of Parliament ought to be free. . . .
9. That the freedom of speech and debates or proceedings in Parliament
ought not to be challenged or questioned in any court or place out of
Parliament. . . .
10. That excessive bail ought not to be required, nor excessive fines
imposed, nor cruel and unusual punishments inflicted. . . .
13. And that, for redress of all grievances and for the amending,
strengthening, and preserving of the laws, Parliaments ought to be held
frequently. . . .
W
The original English Bill of Rights,
today over 300 years old, is
carefully preserved in a museum in
London, England.
Thinking Critically
Monitor Progress
Ask students to compare the rights guaranteed in the English Bill of Rights overall to those guaranteed in the U.S. Bill of
Rights. Ask how many years passed
between the two documents. (one hundred
years, from 1689 to 1789)
1. subvert (sub VURT) v. to destroy, overthrow, or undermine
2. extirpate (EK stur payt) v. to eliminate
3. prerogative (pree RAHG uh tiv) n. a right
1. Synthesize Information What is the meaning
of item 6, and why do you think it was included
in the Bill of Rights?
2. Draw Inferences Why do you think the
members of Parliament included item 9? Why do
you think this item might have been important?
History Background
Thinking Critically
1. Item 6 means that a monarch could not keep an
army to be used against citizens. It was included
because Charles I sent troops into Parliament.
2. They included item 9 so that monarchs could
not jail or punish members of Parliament for
speaking out against them.
524
English Bill of Rights The Bill of Rights was read
to William and Mary at their coronation in 1689, and
William replied, “We thankfully accept what you have
offered us.” Although an important document in the
history of democracy, the English Bill of Rights is not
primarily a declaration of the rights of all citizens, as is
the U.S. Bill of Rights. Instead, it outlines mainly the
rights of Parliament and the limits on the power of the
British crown to interfere with Parliament. The bill
makes clear, however, that its writers believed they
were doing “as their ancestors in like cases have usually done” in creating a document for the purpose of
“vindicating and asserting their ancient rights and liberties.” The provision giving Parliament the sole right
to tax is the source of American colonists’ claim of a
right to “no taxation without representation.”