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SECTION
5
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students have learned about ideas on the
law in Greece and Rome, and in Judaism and
Christianity. Now they will learn how
changes in traditional English government
led to the development of Parliament.
• Analysis Skills
HR4 Students construct and test hypotheses;
collect, evaluate, and employ information
from multiple primary and secondary sources,
and apply it in oral and written presentations.
• English-Language Arts
Writing 2.4
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5
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
The King’s Court
Ask What does this document tell
you about relations between the
monarchy and the Church? (Some
hostility existed.)
■
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 5 Assessment answers.)
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the chart showing
multiple causes of three broad
historical changes.
Reading and Note Taking
Study Guide, p. 14
40 Sources of the Democratic Tradition
King Henry II of England exerted control over the church
through a document issued in 1164 in which he detailed
certain ”recognized customs and rights of the kingdom“:
charged and accused of anything shall, on
“ Clergymen
being summoned by a justice of the king, come into his
court, to be responsible there for whatever it may seem
to the king’s court they should there be responsible
for.
”
In the end, however, the clergy joined with English nobles to
form the early Parliament, which served to counter the
power of the monarchy.
Focus Question How did Parliament emerge victorious in
the struggle for political power in medieval England?
Democratic Developments
in England
Standards Preview
L3
Write the word parliament on the
board, and ask students what branch of
the United States government is similar
to it. (Congress) Have students tell what
they know about Parliament as it exists
in England today.
AUDIO
The King’s Court
King Henry II (left) argues with
Archbishop Thomas Becket (right).
Prepare to Read
Build Background Knowledge
WITNESS HISTORY
H-SS 10.2.2 List the principles of the Magna Carta, the
English Bill of Rights (1689), the American Declaration of
Independence (1776), the French Declaration of the Rights
of Man and the Citizen (1789), and the U.S. Bill of Rights
(1791).
Growth of Royal Power
Terms, People, and Places
feudalism
William the Conqueror
Henry II
common law
In medieval England the Christian church, the nobility, and the
monarchy all had considerable wealth and influence. Theoretically,
monarchs held supreme authority over the church and the nobility. Yet in reality, the three groups maintained an unsteady balance of power.
absolute monarch
Oliver Cromwell
habeas corpus
limited monarchy
Reading Skill: Recognize Multiple Causes As
you read, look for the causes of the broad
historical changes described in this section. Create
a chart like the one below showing at least two
causes for each broad change.
Growth of
Royal Power
Evolving Traditions
of Government
Triumph of
Parliament
Causes:
•
•
Causes:
•
•
Causes:
•
•
In the face of invasion by Vikings and other warrior peoples, European monarchs proved too weak to maintain law and order. People
needed protection for themselves, their homes, and their lands. In
response to this basic need for security, a new system evolved,
known as feudalism. Feudalism was a loosely organized system
of rule in which powerful local lords divided their landholdings
among lesser lords. In exchange, these lesser lords, or vassals,
pledged service and loyalty to the greater lord. For example, vassals would provide knights, or mounted warriors, to fight their
lord’s battles. The greater lords, in turn, pledged loyalty to even
more powerful lords. The greatest lord, the king, occupied the
highest point on the feudal pyramid.
Monarchs, Nobles, and the Church Feudal monarchs in
Europe stood at the head of society, but most had limited power.
While they ruled their own domains, they relied on vassals for military support. Nobles and the church had as much power as the
monarch—and sometimes more. Both nobles and the church had
their own courts, collected their own taxes, and fielded their own
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 1, p. 7; Teaching Resources, Skills Handbook, p. 3
High-Use Word
dominate, p. 41
Definition and Sample Sentence
vt. to rule or control by superior power or influence
The invaders used their advanced weapons to dominate the region.
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armies. They jealously guarded their rights and privileges against any
effort by rulers to increase royal authority.
Teach
Strong Monarchs in England During the early Middle Ages, Angles,
Saxons, and Vikings invaded and settled in England. Although feudalism
developed, English rulers generally kept their kingdoms united.
In 1066, the Anglo-Saxon king, Edward died without an heir. Two
men, William and Harold, laid claim to the vacant throne. To settle the
dispute, William sailed across the English Channel from Normandy
to battle Harold, Edward’s brother-in-law. At the Battle of Hastings,
William and his Norman knights triumphed over Harold. William the
Conqueror, as he was now called, ascended the throne of England.
Although William’s French-speaking nobles, or barons, dominated
England, the country’s Anglo-Saxon population survived. Over the next
300 years, Norman-French and Anglo-Saxon customs, languages, and
traditions gradually blended.
William exerted firm control over his new lands. He required every
vassal to swear first allegiance to him rather than to any other feudal
lord. Realizing that knowledge is power, William had a complete census
taken in 1086. The information he gathered helped him and later
English monarchs build an efficient system of tax collecting. Royal
wealth and authority continued to increase.
Common Law In 1154, an energetic, well-educated king, Henry II,
inherited the throne. He broadened the system of royal justice. As a
ruler, the king could not simply write new laws but had to follow
accepted customs. Henry found ways to expand customs into law. He
then sent out traveling judges to enforce royal laws. The decisions of the
royal courts became the foundation of English common law, a legal system based on custom and court rulings. Unlike
local feudal laws, common law applied to all of
England. It served to standardize laws and punishments. In time, people chose royal courts over those
of nobles or the church. Because royal courts
charged fees, the treasury benefited from the
growth of royal justice.
Under Henry II, England also developed the idea
that local citizens should take part in trials. When
traveling judges visited an area, local officials gathered some men to form a jury, or group of people
sworn to speak the truth. (The word jury comes
from the French juré, meaning “sworn to oath.”)
These men determined which cases should be
brought to trial. As such, this early jury was the
ancestor of today’s grand jury. Another kind of jury
evolved later. Composed of 12 neighbors of the
accused person, it was the ancestor of today’s trial
jury. England’s establishment of common law and a
jury system set the stage for further advances on
the road to democratic rule.
Growth of Royal Power
H-SS 10.1.2
L3
Instruct
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Then have
them read the section title and the two
headings on the previous page. Ask
them to predict who dominated the government of England during much of the
medieval period.
■
Teach Point out that after the Battle
of Hastings, the power of English monarchs grew. Ask How did William the
Conqueror increase royal power?
(He required all vassals to swear first
allegiance to him; he also built an efficient tax-collecting system that
increased royal wealth and authority.)
■
Quick Activity Form the class into
an early royal courtroom, in which a
group of local men would determine
which cases should be brought to trial.
Assign to students the roles of jury
members, a traveling judge, and local
officials to briefly present the cases
(suggested cases: a man stole a chicken,
a group of children cut down a local
family’s only apple tree). Have the
jurors try to agree on which case or
cases should go to trial.
Vocabulary Builder
dominate (dom e NATE) vt. to rule or
control by superior power or influence
Royal Courts
Royal judges who journeyed around
England beginning around 1100 enforced
the laws of Henry II. The decisions of these
judges became the foundation of English
Common Law.
Independent Practice
Ask pairs of students to conduct research
on the Bayeux Tapestry, which tells the
story of William the Conqueror’s victory
at the Battle of Hastings.
Monitor Progress
■
As students fill in their charts, circulate to make sure they understand the
causes and effects of the changes
described in the text.
Note Taking Transparencies, 53
■
Check to make sure that students have
located information on the tapestry.
Standards Check What new practices did strong
monarchs introduce in England? H-SS 10.1.2
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Remind students that they can use text headings to
get an idea of what a section is about. Have them
read the section title and all the headings in the section. Ask them to use the headings to answer this
question: Did the Parliament’s triumph in England
come easily or with great difficulty? Have them refer
to the headings to explain their answer.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 14
■ Adapted Section Summary, p. 15
Answer
William the Conqueror required vassals to be
loyal to him, and he introduced a census for
tax purposes. Henry II set up a justice system
that came to rely on common law and juries.
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Evolving Traditions of
Government H-SS 10.2.2
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Evolving Traditions of Government
Henry’s efforts to extend royal power led to a bitter dispute with the
church. Henry claimed the right to try clergy in royal courts. Church officials fiercely opposed the king’s move. The quarrel ended in the murder
of a church leader. Later English rulers repeatedly clashed with nobles
and the church. Most battles developed as a result of efforts by the monarch to raise taxes or to impose royal authority over traditional feudal
rights. Out of those struggles evolved traditions of government that
would influence the modern world.
L3
Instruct
■
■
■
Introduce Point out the illustration
of the Magna Carta on this page. Tell
students that the Magna Carta was a
turning point in the evolution of democracy because it marked the beginning
of limits on royal power.
Teach Explain that England’s strong
monarchy began to weaken under
Henry II’s son John. Ask What is the
Magna Carta? (It is a document that
affirms the nobles’ feudal rights and
some rights of townspeople and the
Church.) Why did the nobles impose
it upon John? (John angered the
nobles with oppressive taxes and other
abuses of power.) How did the Magna
Carta limit the king’s power? (It
listed rights that the king had to
respect, and it declared that the king
had to consult the Great Council of
lords and clergy before raising taxes.)
Why is the Magna Carta considered to be a cornerstone of the
democratic tradition? (It asserted
that people had rights and that the
monarch must obey the law, both key
principles in democratic governments.)
Quick Activity Display Color
Transparency 5: The Key Principles of the Magna Carta. Use the lesson suggestion in the transparency
book to guide a discussion of principles
that contributed to the development of
the democratic tradition.
Color Transparencies, 5
The Magna Carta Henry’s son John was a clever and
greedy ruler. He earned his bad reputation in part through
failed struggles with the French king and the pope. King
John is best remembered, however, for a momentous power
struggle with his own nobles. John angered them with
oppressive taxes and other abuses of power. In 1215, a group
Primary Source
of rebellious barons cornered John and forced him to accept
the Magna Carta, or Great Charter. In this document, the
(38) In future no official shall place a man on trial
king affirmed a long list of feudal rights.
upon his own unsupported statement, without proBesides protecting their own privileges, the barons
ducing credible witnesses to the truth of it.
included a few clauses recognizing the legal rights of towns(39) No free man shall be seized or imprisoned, or
people and the church. Among the most significant of these
stripped of his rights or possessions, or outlawed or
was a clause protecting every freeman from arbitrary arrest,
exiled. . . except by the lawful judgement of his
imprisonment, and other legal actions, except “by legal judgequals or by the law of the land.
ment of his peers or by the law of the land.” This famous
(40) To no one will we sell, to no one deny or delay
clause formed the basis of the democratic right now known as
right or justice.
“due process of law.”
(45) We will appoint as justices, constables, sheriffs,
The king also agreed not to raise new taxes without first
or other officials, only men that know the law of the
consulting
his Great Council of lords and clergy. Many centurealm and are minded to keep it well.
ries later, American colonists would claim that those words
meant that any taxation without representation was unjust.
In 1215, though, neither the king nor his lords could have
imagined such an idea.
The Magna Carta contained two very important principles that in the
long run would shape government traditions in England. First, it
asserted that the nobles had certain rights. Over time, those rights were
extended to all English citizens. Second, the Magna Carta made it clear
that the monarch must obey the law. The rule of law became a key principle in the democratic tradition.
The Magna Carta, 1215
According to one account, “King John, seeing that he
was inferior in strength to the barons, . . . granted the
underwritten laws and liberties, and confirmed them
by his charter. . . .”
“
”
Development of Parliament In keeping with the Magna Carta,
English rulers often called on the Great Council for advice. During the
1200s, this body evolved into Parliament. Its name comes from the
French word parler, meaning “to talk.” As Parliament acquired a larger
role in government, it helped unify England.
In 1295, Edward I summoned Parliament to approve money for his
wars in France. “What touches all,” he declared, “should be approved by
all.” He arranged for representatives of the “common people” to join with
the lords and clergy. The “commons” included two knights from each
county and delegates from the towns.
This assembly set up the framework for England’s legislature. For this
reason, it later became known as the Model Parliament. In time, Parliament developed into a two-house body. Nobles and clergy met in the House
of Lords. Knights and middle-class citizens met in the House of Commons.
Independent Practice
Primary Source To help students better understand traditional feudal rights
in England, have them read the selection
from The Magna Carta and complete the
worksheet.
Teaching Resources, Unit 1, p. 13
Monitor Progress
To review the section so far, ask students
to reread the black headings and summarize the information under each one.
History Background
Clash Between Church and State The church
leader murdered in the quarrel with Henry II was Thomas Becket, the Archbishop of Canterbury. The two
men had once been close friends, but when Becket
fought the king’s attempt to grab more power at the
Church’s expense, Henry’s fury exploded. “What a
pack of fools and cowards I have nourished,” he cried,
42 Sources of the Democratic Tradition
“that not one of them will avenge me of this turbulent
priest.” Four hot-headed knights took Henry at his
word. In 1170 they murdered the archbishop in his
own cathedral. The political struggle between church
and state and the personal struggle between Henry II
and Thomas Becket are brought to life in the awardwinning 1964 film Becket.
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Parliament Gains Strength England and France battled each other
over land claims, politics, and other issues off and on for centuries.
Between 1337 and 1453, they fought a series of especially destructive
conflicts known together as the Hundred Years’ War. Once fighting
started, economic rivalry and a growing sense of national pride made it
hard for either side to give up the struggle. By the end, England had lost
nearly all of its lands in France.
The Hundred Years’ War changed England politically. During the war
English rulers turned repeatedly to Parliament for funds, which helped
that body win the “power of the purse.” That is, it won the right to approve
any new taxes. With that power, Parliament could insist that the monarch
meet its demands before voting for taxes. In this way it could check, or
limit, the power of the monarch. Later, most democratic governments
would incorporate similar checks on power into their constitutions.
Triumph of Parliament
H-SS 10.2.2
Instruct
Standards Check How did the English Parliament limit the power of
the monarch? H-SS 10.2.2
Triumph of Parliament
From 1485 to 1603, the Tudor dynasty ruled England. The
Tudors, including Henry VIII and his daughter Elizabeth I,
shrewdly recognized the value of good relations with Parliament. They continued the tradition of consulting Parliament,
especially on issues related to finances.
During this time, Christians throughout Europe launched
protests against questionable church practices. The resulting
religious reform movement became known as the Protestant
Reformation. The Catholic Church resisted these protesters,
who eventually split off to form various Protestant groups.
In England, Henry VIII broke with Rome to form the Church
of England.
Elizabeth I died in 1603 without a direct heir. The throne
passed to her relatives the Stuarts, the ruling family of Scotland. The Stuarts were neither as popular as the Tudors nor
as skillful in dealing with Parliament. The ongoing battle
between the Stuart monarchs and Parliament resulted in a
“century of revolution.”
The Royal Challenge The first Stuart monarch, James I, agreed
to rule according to English laws and customs. Yet he behaved like an
absolute monarch, a ruler with complete authority over the government and the lives of the people. James rejected the demands of Puritans, a group that wanted to “purify” the Church of England of Catholic
practices. He clashed regularly with Parliament over money and foreign
policy. In 1611 and again in 1614, James angrily dissolved the Parliament, sending its members home.
James’s son, Charles I, also claimed absolute power. He imprisoned
his foes without trial and squeezed the nation for money. By 1628,
though, his need to raise taxes forced Charles to summon Parliament.
Before voting for any funds, Parliament insisted that Charles accept the
Petition of Right. It prohibited the king from raising taxes without the
consent of Parliament and banned imprisonment without just cause.
Charles signed the petition, but he dissolved Parliament the next year.
L3
■
Introduce: Key Terms Ask students
to find the key term absolute monarch (in blue) in the text and define it.
Ask How do you think members of
Parliament would react to a king
who behaved like an absolute monarch? (They would not accept the king’s
behavior, because an absolute monarch
by definition would usurp the established power of Parliament.)
■
Teach Have students create on the
board a chronological list of English
rulers, including the Tudor and Stuart
monarchs named in the text, as well as
Oliver Cromwell. Then ask students to
provide one or more key events, with
dates if available, associated with each
ruler. Ask volunteers to use the list to
present an oral summary of the triumph of Parliament.
Henry VIII and
Elizabeth I
Both Henry VIII and Elizabeth I continued
the tradition of consulting with Parliament
in hopes of preserving the power of the
monarchy. Elizabeth’s successors the
Stuarts, however, were not as skillful in
dealing with Parliament and their reign
marked the end of absolute monarchy
in England.
Solutions for All Learners
L4 Advanced Readers
L4 Gifted and Talented
Many traditions of the United States Congress have
their roots in the practices of the British Parliament.
Interested students may wish to research the two legislative bodies in order to compare and contrast their
customs and procedures. To report their findings, students might write a report, draw a chart showing similarities and differences, or prepare a multimedia
presentation comparing the two bodies.
Answer
Parliament’s “power of the purse,” or right to
approve taxes, allowed it to force the monarch
to meet its demands to obtain funding.
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In 1640, Charles needed funds to combat a rebellion in Scotland, so he
summoned Parliament. When it met, however, Parliament launched its
own revolt. The Long Parliament, which lasted until 1653, triggered the
greatest political revolution in English history. In a mounting struggle
with the king, Parliament tried and executed the king’s chief ministers.
It further declared that the Parliament could not be dissolved without its
own consent.
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 then moved to the battlefield.
Quick Activity Display Color
Transparency 6: The Key Principles of the English Bill of Rights.
Ask How did the Bill of Rights contribute to the development of the
democratic tradition? (It restated the
traditional rights of English citizens.
Although the Bill of Rights did not create a democracy, it established a limited
monarchy, in which Parliament and the
monarch governed in a partnership.)
Color Transparencies, 6
The English Civil War The civil war that followed lasted from 1642 to
1649. Many wealthy nobles supported Charles. Rural landowners, towndwelling manufacturers, and Puritan clergy backed Parliament, whose
forces were led by a skilled general named Oliver Cromwell. In a series
of decisive battles, Cromwell’s army defeated the king’s troops. By 1647,
Charles I was in the hands of parliamentary forces.
INFOGRAPHIC
M
any of the democratic rights and
freedoms included in the American Bill
of Rights (1791) trace their origins to
two landmark documents in British
history: The Magna Carta (1215) and the
English Bill of Rights (1689). These two
documents confirmed the principles that
governments need to be limited in their
power and that individuals have rights
that government cannot take away.
1215–The Magna Carta
In 1215, barons living under King John
1 were tired of the king’s military
campaigns and heavy taxes. They
wrote the Magna Carta, or Great
Charter, to bring an end to arbitrary
acts by the king and to establish in
writing the fact that the power of the
monarch was not absolute.
The Magna Carta established three
key rights: The right to a trial by a
jury of one’s peers, 2 the right of
due process, or protection from the
arbitrary taking of life, liberty
or property, 3 and the right
to private property. 4
6
2
3
1
4
History Background
British Redcoats During the English Civil War,
Oliver Cromwell proved himself to be an excellent
military strategist. He was responsible for the wellknown brilliant red color of the English soldier’s uniform. In the heat of battle, the bright red coats helped
44 Sources of the Democratic Tradition
soldiers distinguish between friendly forces and
enemy forces. The red color also camouflaged any
blood stains from wounds, thus helping to keep
morale high.
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Two years later, Parliament set up a court to try the king. It condemned Charles to death as “a tyrant, traitor, murderer, and public
enemy.” The king’s execution sent shock waves throughout Europe. For
the first time, a ruling monarch had been tried and executed by his own
people. The parliamentary forces had sent a clear signal that in England,
no ruler could claim absolute power and ignore the rule of law.
Independent Practice
Have students work together in pairs to
write two newspaper opinion pieces from
the year 1688. One essay should support
what would later be called the Glorious
Revolution. The other should oppose it.
The Commonwealth After the execution of Charles I, the House of
Commons abolished the monarchy, the House of Lords, and the official
Church of England. Parliament also declared England a republic, known
as the Commonwealth, with Cromwell in charge. A series of threats led
Cromwell to impose military rule in 1653.
Under the Commonwealth, Parliament exiled Catholics to barren land
in the west of Ireland. Puritans gained influence throughout the government and society. Puritan preachers tried to root out godlessness and
impose a “rule of saints.” They also encouraged greater religious observance and restrictions on various forms of entertainment.
1628 Petition of Right
In 1628, when Charles I 7 asked
Parliament for more money in taxes,
Parliament refused until he signed the
Petition of Right. The petition limited
the king’s power in several ways.
Most importantly, the document
demanded that the king no longer
imprison or punish any person but by
the lawful judgment of his peers, or
by the law of the land.
1295–Model Parliament
In the years between the Magna Carta
and the English Bill of Rights, some
monarchs respected the principles and
rights of the Magna Carta and others
ignored them. English rulers often called
on the Great Council, or Parliament 5
for advice.
1337–1453 Hundred Years’ War
Parliament began requiring the king to
meet their demands before they would
allow the king to raise new taxes to
fund the war. 6
Monitor Progress
As students write their opinion pieces,
circulate to make sure they understand
why some people would have supported
the Glorious Revolution and why others
would have opposed it.
1689–The English Bill of Rights
In 1688, after years of turmoil, Parliament
offered the crown to William and Mary of
Orange. In 1689, Parliament drew up a list
of demands to which William and Mary had
to agree. This document, The English Bill of
Rights, repeated some of the demands
listed in the Magna Carta and Petition of
Right and added several new key rights: no
cruel punishment, 8 no excessive bail or
fines, the right to bear arms, 9 and the
right to petition or bring one’s case to the
king without fear of punishment. 10
9
5
7
Thinking Critically
6
8
10
1. Draw Inferences How did the 100
Years War help Parliament gain more
power over the king?
2. Synthesize Information Agree
or disagree with the following
statement: The result of the
Magna Carta and the English Bill of
Rights was the establishment of a
clear principle that even a monarch
must obey the law. H-SS 10.2.2
Answers
Connect to Our World
Civic Responsibility Two decades before the Puritans gained power in England, a group of settlers
established a Puritan society at Massachusetts Bay,
across the Atlantic. The Puritans knew that to assure
survival of their beliefs and culture, they would have
to educate their children in their own ways. For this
reason, the Puritans set up public schools to help train
children to become good citizens of their community.
The United States would, over time, adopt the Puritan
public school tradition. A literate, well-informed
citizenry continues to be a major aim of American
schools today. Ask students to list other institutions
that help young people learn civic responsibility.
(Scouts, youth groups, places of worship, and volunteer organizations)
Thinking Critically
1. It was a costly war, and this forced the king to
ask Parliament for the money to pay for it. Parliament then used this as leverage to gain more
power from the king.
2. Sample: Disagree; both documents did far more
than require the monarch to obey the law. They
established certain democratic principles, such
as the right to due process, the right to private
property, and the right to petition.
Chapter 1 Section 5 45
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Oliver Cromwell died in 1658. Soon after, the Puritans lost their grip
on England. Many people had tired of military rule and strict Puritan
ways. In 1660, a newly elected Parliament restored the monarchy by
inviting Charles’s son to rule.
Assess and Reteach
Assess Progress
L3
■
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
From Restoration to Glorious Revolution The new king, Charles
II, shared his father’s faith in absolute monarchy and secretly had Catholic sympathies. Still, he accepted the Petition of Right and shrewdly
avoided his father’s mistakes in dealing with Parliament.
Charles’s brother, James II, inherited the throne in 1685. James
lacked his brother’s good sense. He suspended laws at whim and flaunted
his Catholic faith. He even appointed Catholics to high office. Many
English Protestants feared that James would restore the Roman Catholic Church.
In 1688, alarmed parliamentary leaders invited James’s Protestant
daughter, Mary, and her Dutch Protestant husband, William III of
Orange, to become rulers of England. When William and Mary landed
with their army late in 1688, James II fled to France. This bloodless overthrow of the king became known as the Glorious Revolution.
Teaching Resources, Unit 1, p. 6
■
To further assess student understanding, use
Progress Monitoring Transparencies, 5
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 15
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 15
Spanish Reading and
Note Taking Study Guide, p. 15
Extend
L2
William and Mary of Orange
William and Mary accepted the English Bill
of Rights before they could be crowned as
king and queen.
L4
Have groups of students update, to the
present day, various aspects of English
society and politics introduced in this
section, including the court system, the
monarchy, Parliament, and the Church of
England.
Answer
The Bill of Rights ensured the superiority of
Parliament, required the monarch to summon
Parliament regularly, gave the House of Commons the “power of the purse,” prohibited the
monarch from interfering in parliamentary
debates or suspending laws, barred Roman
Catholic monarchs, abolished excessive fines
and cruel or unjust punishment, and affirmed
the principle of habeas corpus.
Standard
H-SS 10.1.2
H-SS 10.2.2
E-LA W 2.4
Assessment
2, 3
2, 4, 5
Quick Write
Section 5 Assessment
1. Sentences should reflect an understanding
of each term and person listed at the
beginning of the section.
2. Answers should refer to the Magna Carta,
power of the purse, Petition of Right, and
the English Bill of Rights.
46 Sources of the Democratic Tradition
5
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Recognize Multiple
Causes Use your chart to answer the
Focus Question: How did Parliament
emerge victorious in the struggle for
political power in medieval England?
English Bill of Rights Before they could be crowned, William and
Mary had to accept several acts passed by Parliament in 1689 that
became known as the English Bill of Rights. The Bill of Rights ensured
the superiority of Parliament over the monarchy. It required the monarch to summon Parliament regularly and gave the House of Commons
the “power of the purse.” A king or queen could no 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 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.
The Glorious Revolution and the English Bill of Rights did not create
a democracy. They established a type of government called a 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.
Standards Check What principles did the English Bill of Rights
establish? H-SS 10.2.2
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-0155
Comprehension and Critical Thinking
3. Draw Inferences How did Henry II’s
innovative system of justice contribute
to the growth of royal power?
4. Determine Relevance Why is the
Magna Carta considered a source of
traditional democratic principles?
5. Test Conclusions How do the democratic principles in the English Bill of
Rights demonstrate the triumph of
Parliament?
3. Royal courts, with their standardized
laws and punishments, gradually
replaced the courts of nobles or the
Church.
4. The Magna Carta affirmed due process of
law as well as the idea that the monarch
was subject to the rule of law.
5. The English Bill of Rights gave Parliament
much of the power that it had demanded
for so long, thus ensuring the superiority
of Parliament over the monarchy.
●
Writing About History
Quick Write: Choose Strongest
Argument Parliament has chosen you to
persuade William and Mary to accept the
Bill of Rights. List several arguments that
you might use to persuade them, and then
choose the strongest argument. Explain
why it is the strongest.
● Writing About History
Responses should include several possible
persuasive arguments and a clear explanation of why one of them is the strongest.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-0155.
wh07_te_ch01ca_PSBill_s.fm
Page 47
wh07_se_ch01_PSbill_s.fm
Page 47 Tuesday,
JulyFriday,
26, 2005October
2:11 PM 7,
2005 11:34 AM
H-SS 10.2.2;
Analysis Skills HR4
The English Bill of Rights
When the Catholic king James II was forced
The English Bill of
from the English throne in 1688, Parliament
offered the crown to his Protestant daughter
Rights
Mary and her husband, William of Orange.
However, Parliament insisted that William
and Mary submit to a Bill of Rights. This
document ensured the superiority of
Parliament over the monarchy while spelling out
basic rights and freedoms. A continuation of the
struggle between the crown and Parliament, the English Bill
Members of the British Parliament
offering the crown to William and Mary
of Rights summed up the powers that Parliament had been
seeking since the Petition of Right in 1628.
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 abdicated3 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
prerogative4 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 redress5 of all grievances and for the amending,
strengthening, and preserving of the laws, Parliaments ought to be
held frequently. . . .
W
The
English Bill of Rights
Standards-at-a-Glance
• Analysis Skills HR4 Students construct and
test hypotheses; collect, evaluate, and employ
information from multiple primary and secondary sources; and apply it in oral and written presentations.
• Also covered H-SS 10.2.2
Build Background Knowledge L3
Ask students to recall and describe the
purpose of the earlier English documents
that took power away from the king. (The
Magna Carta and the Petition of Right
both affirmed that the people, or at least
the nobles, had certain rights.) Then
invite students to read the introduction
and the selection.
Instruct
L3
■ Ask
students to restate, in their own
words, each of the listed rights.
Monitor Progress
Ask students to point out which of the
listed rights specifically concern increasing or affirming Parliament’s power over
the king. (rights number 1, 4, and 6; but
accept other responses that students can
justify)
Thinking Critically
1. subvert (sub VURT) v. undermine the principles of
2. extirpate (EKS tur payt) v. destroy
3. abdicate (AB dih kayt) v. give up power
4. prerogative (pree RAHG uh tiv) n. right or privilege
5. redress (rih DRES) n. satisfaction or compensation for wrongs done
1. Determine Relevance Why was
item 9 especially important to
Parliament?
2. Analyze Information Did the English
Bill of Rights leave the monarch
powerless? Explain.
History Background
Thinking Critically
1. Sample: To do their job, members needed to be
able to speak freely and honestly about issues
without fear of retaliation by anyone outside of
Parliament, such as the monarch.
2. No. According to the items listed here, certain
of the monarch’s powers were not eliminated
but were limited—mainly by the need to gain
the consent of Parliament before acting.
47