wh07 te ch04 s03 MOD s - Keyport Public Schools

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The Age of Absolutism

Vocabulary Builder

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3

SECTION

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.

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Describe the Tudor monarchs’ relations with Parliament.

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Analyze how clashes between the Stuarts and Parliament ushered in a century of revolution.

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Understand how the English Civil War and the development of the Common-wealth led to the Glorious Revolution.

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Explain the development of English constitutional government.

Prepare to Read

Build Background Knowledge

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.

Set a Purpose

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WITNESS HISTORYWITNESS 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 quota-tion 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.

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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.)

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Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

Use the information below and the following resources to teach the high-use words from this section.

Teaching Resources, Unit 1,

p. 68;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

suppress, p. 155

v.

to keep from being revealed; to put down by forceThe government

suppressed

the news about the president’s illness.

tolerate, p. 158

v.

to respect others’ beliefs without sharing themAlthough she was a Republican and he was a Democrat, they

tolerated

each other’s political views for the sake of their friendship.

L3

L3

Answer

He needed Parliament’s approval to levy new taxes and to obtain a divorce.

WITNESS HISTORYWITNESS HISTORY AUDIO

33

Parliament Triumphs in EnglandObjectives• 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 PlacesJames IdissenterPuritansCharles IOliver CromwellEnglish Bill of Rights

limited monarchyconstitutional

governmentcabinetoligarchy

In the 1600s, while Louis XIV perfected royal absolutism inFrance, political power in England took a different path. Despiteattempts by English monarchs to increase royal authority, Parlia-ment steadily expanded its own influence.

The Tudors Work With ParliamentFrom 1485 to 1603, England was ruled by Tudor monarchs.Although the Tudors believed in divine right, they shrewdly recog-nized the value of good relations with Parliament. As you have read,when Henry VIII broke with the Roman Catholic Church, he turnedto Parliament to legalize his actions. Parliament approved the Act ofSupremacy, making the monarch head of the Church of England.

A constant need for money also led Henry to consult Parliamentfrequently. Although he had inherited a bulging treasury, hequickly used up his funds fighting overseas wars. To levy newtaxes, the king had to seek the approval of Parliament. Membersof 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 andcontrolled Parliament. Her advisors conveyed the queen’s wishes toParliament and forbade discussion of certain subjects, such as foreignpolicy or the queen’s marriage. Her skill in handling Parliamenthelped make “Good Queen Bess” a popular and successful ruler.

Why did Henry VIII work with Parliament?

A portrait of King James of England painted around 1619 gives no hint of the monarch’s frequent clashes with Parliament.

Charting a Collision CourseIn 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:

“ The state of Monarchy is the supremest thing upon 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

Focus Question How did the British Parliament assert its rights against royal claims to absolute power in the 1600s?

Tudors consult with and control Parliament.

Reading Skill: Identify Supporting Details Asyou read the section, use a flowchart to record details about the evolution of the English Parliament. One has been started for you.

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Chapter 4 Section

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History Background

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). 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. 68

Answer

PRIMARY SOURCE

Sample: They might say that a body such as Parliament can provide the “common power” necessary for society to function productively.

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.”

L3

Teach

The Tudors Work With Parliament

Instruct

■

Introduce

Discuss with students how 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.

■

Teach

Point out that the Tudor mon-archs developed a good relationship with Parliament. Ask

How did Henry and Elizabeth handle Parliament?

(They regularly consulted Parliament but controlled it through their agents.)

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Quick Activity

Read aloud this speech that Elizabeth gave to Parlia-ment 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 govern-ing to either Philip II of Spain or Louis XIV of France.

Monitor Progress

To check student understanding, ask them how and why Parliament was involved in making the monarch the head of the Church of England.

Vocabulary Buildersuppressed—(suh PRESD) v. kept from being revealed; put down by force

A Century of Revolution BeginsElizabeth died childless in 1603. Her heir was her relative James Stuart, theruling king of Scotland. The Stuarts were neither as popular as the Tudorsnor as skillful in dealing with Parliament. They also inherited problems thatHenry and Elizabeth had long suppressed. The result was a “century ofrevolution” that pitted the Stuart monarchs against Parliament.

The Stuarts Issue a Challenge The first Stuart monarch, James I,had agreed to rule according to English laws and customs. Soon, how-ever, he was lecturing Parliament about divine right. “I will not be con-tent that my power be disputed upon,” he declared. Leaders in the Houseof Commons fiercely resisted the king’s claim to absolute power.

James repeatedly clashed with Parliament over money and foreignpolicy. He needed funds to finance his lavish court and wage wars. Whenmembers wanted to discuss foreign policy before voting funds, James dis-solved Parliament and collected taxes on his own.

James also clashed with dissenters, Protestants who differed withthe Church of England. One group, called Puritans, sought to “purify”the church of Catholic practices. Puritans called for simpler services anda more democratic church without bishops. James rejected theirdemands, vowing to “harry them out of this land or else do worse.”

Parliament Responds In 1625, Charles I inherited the throne. Likehis father, Charles behaved like an absolute monarch. He imprisoned hisfoes without trial and squeezed the nation for money. By 1628, however,his need to raise taxes forced Charles to summon Parliament. Beforevoting any funds, Parliament insisted that Charles sign the Petition ofRight. This document prohibited the king from raising taxes withoutParliament’s consent or from jailing anyone without legal justification.

Charles did sign the Petition, but he then dissolved Parliament in1629. For 11 years, he ignored the Petition and ruled the nation withoutParliament. During that time, he created bitter enemies, especiallyamong Puritans. His Archbishop of Canterbury,William Laud, tried to force all clergy to followstrict Anglican rules, dismissing or imprisoningdissenters. Many people felt that the archbishopwas trying to revive Catholic practices.

In 1637, Charles and Laud tried to impose theAnglican prayer book on Scotland. The CalvinistScots revolted. To get funds to suppress the Scot-tish rebellion, Charles once again had to summonParliament in 1640. When it met, however, Par-liament launched its own revolt.

The Long Parliament Begins The 1640 Par-liament became known as the Long Parliamentbecause it lasted on and off until 1653. Its actionstriggered the greatest political revolution inEnglish history. In a mounting struggle withCharles I, Parliament tried and executed hischief ministers, including Archbishop Laud. Itcalled for the abolition of bishops and declaredthat the Parliament could not be dissolved with-out its own consent.

A Voice for AbsolutismIn 1651, two years after the English Civil War ended, English political philosopher Thomas Hobbes published Leviathan. In this book, he explained why he favored an absolute monarchy. How might people who supported Parliament over the monarch have argued against Hobbes’s view?

Primary Source

“During the time men live without a 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.”—Thomas Hobbes, Leviathan AUDIO

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Link to Literature

A Century of Revolution Begins

Instruct

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Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and its definition. Then have students reread the Witness His-tory quotation. Ask them to speculate what practices an absolute monarch might

suppress.

■

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 gov-ernment and challenging his power)

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Quick Activity

Read aloud the Pri-mary Source selection from the previ-ous 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


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.

Monitor Progress

As students fill in their flowchart, circu-late to make sure they summarize the most important events. For a completed version of the flowchart, see

Note Taking Transparencies,

130

Answer

a legal document that prohibited the king from raising taxes without Parliament’s con-sent or imprisoning people who had not vio-lated laws

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).

L3

1

2

3

1485–1603The Tudors rule England.The Tudor monarchs, especiallyHenry VIII and Elizabeth I, 1 controlParliament tactfully, recognizing and respecting its role in government.

1603–1625 Stuart king James I rules.

James I becomes king and immedi-ately 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.

1625–1649Stuart 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.

1640–1653The 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.”

INFOGRAPHIC

Charles lashed back. In 1642, he led troops into the House of Commonsto arrest its most radical leaders. They escaped through a back door andsoon raised their own army. The clash now moved to the battlefield.

What was the Petition of Right?

Fighting a Civil WarThe civil war that followed lasted from 1642 to 1651. Like the Frondethat occurred about the same time in France, the English Civil Warposed a major challenge to absolutism. But while the forces of royalpower won in France, in England the forces of revolution triumphed.

Cavaliers and Roundheads At first, the odds seemed to favor thesupporters of Charles I, called Cavaliers. Many Cavaliers were wealthynobles, proud of their plumed hats and fashionably long hair. Welltrained in dueling and warfare, the Cavaliers expected a quick victory.But their foes proved to be tough fighters with the courage of their con-victions. The forces of Parliament were composed of country gentry,town-dwelling manufacturers, and Puritan clergy. They were calledRoundheads because their hair was cut close around their heads.

The Roundheads found a leader of genius in Oliver Cromwell. A Puri-tan member of the lesser gentry, Cromwell proved himself to be a skilledgeneral. He organized a “New Model Army” for Parliament, made up of offic-ers selected for skill rather than social class, into a disciplined fighting force.

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Chapter 4 Section

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Solutions for All Learners

Fighting a Civil War

Instruct

■

Introduce

Have a volunteer read aloud the description of Charles’s exe-cution, 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 lead-ing 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.)


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.


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.

Answers

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).

L1

Special Needs L2

English Language Learners L2

Less Proficient Readers

Have students use the Infographic above as a refer-ence to help organize the section material. Ask stu-dents 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.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 68

■

Adapted Section Summary, p. 69

L34

5

6

Cromwell’s army defeated the Cavaliers in a series of decisive battles. By1647, the king was in the hands of parliamentary forces.

A King Is Executed Eventually, Parliament set up a court to put theking 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 ascaffold surrounded by his foes. “I am a martyr of the people,” hedeclared. Showing no fear, the king told the executioner that he himselfwould give the sign for him to strike. After a brief prayer, Charles kneltand placed his neck on the block. On the agreed signal, the executionersevered the king’s neck with a single stroke.

The execution sent shock waves throughout Europe. In the past, aking had occasionally been assassinated or killed in battle. But for thefirst time, a ruling monarch had been tried and executed by his own peo-ple. 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 CommonwealthAfter the execution of Charles I, the House of Commons abolished themonarchy, the House of Lords, and the established Church of England. Itdeclared England a republic, known as the Commonwealth, under theleadership of Oliver Cromwell.

Thinking Critically1. 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?



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History Background

Cromwell and the Commonwealth

Instruct

■

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.

■

Teach

Explain that despite Cromwell’s intention to set up a democratic repub-lic, the Commonwealth became increas-ingly 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)

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Quick Activity

Direct students’ atten-tion 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.


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.

Monitor Progress

To check students’ understanding, ask them to explain how the actions of Charles I influenced the rise of Cromwell.

Answer

The Commonwealth was the republic of England under Cromwell.

British Redcoats

Cromwell was a fiery member of Parliament who proved a brilliant military strategist despite his lack of 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 sol-diers 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 sol-diers 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 dis-cipline, and the red coats, which would become a symbol of British power around the world.

L3

Challenging the Commonwealth The new government faced manythreats. Supporters of Charles II, the uncrowned heir to the throne,attacked England by way of Ireland and Scotland. Cromwell led forcesinto Ireland and brutally crushed the uprising. He then took harsh mea-sures against the Irish Catholic majority that are still vividly remem-bered in that nation today. In 1652, Parliament passed a law exiling mostCatholics to barren land in the west of Ireland. Any Catholic found dis-obeying this order could be killed on sight.

Squabbles also splintered forces within the Commonwealth. Onegroup, called Levellers, thought that poor men should have as much sayin government as the gentry, lawyers, and other leading citizens. “Thepoorest he that is in England hath a life to live as the greatest he,” wroteone Leveller. In addition, female Levellers asserted their right to petitionParliament. These ideas horrified the gentry, who dominated Parliament.Cromwell suppressed the Levellers, as well as more radical groups whothreatened ownership of private property. In 1653, as the challenges toorder grew, Cromwell took the title Lord Protector. From then on, heruled as a virtual dictator through the army.

Puritans: A Sobering Influence Under the Commonwealth, Puri-tans—with their goal of rooting out godlessness—gained a new voice insociety. The English Civil War thus ushered in a social revolution as wellas a political one.

Parliament enacted a series of laws designed to make sure that Sun-day was set aside for religious observance. Anyone over the age of 14 whowas caught “profaning the Lord’s Day” could be fined. To the Puritans,theaters were frivolous. So, like John Calvin in Geneva, Cromwell closedall theaters. Puritans also frowned on taverns, gambling, and dancing.

Puritans felt that every Christian, rich and poor, must be able to readthe Bible. To spread religious knowledge, they encouraged education for allpeople. By mid-century, families from all classes were sending their childrento school, girls as well as boys. Puritans also pushed for changes in marriageto ensure greater fidelity. In addition to marriages based on business inter-ests, they encouraged marriages based on love. Still, as in the past, womenwere 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 evenwelcomed 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 mili-tary rule and strict Puritan ways. In 1660, a newly elected Parliamentinvited Charles II to return to England from exile.

England’s “kingless decade” ended with the Restoration, or return of themonarchy. Yet Puritan ideas about morality, equality, government, andeducation endured. In the following century, these ideas would play animportant role in shaping the future of Britain’s colonies in the Americas.

What was the Commonwealth?

From Restoration to Glorious RevolutionIn late May 1660, cheering crowds welcomed Charles II back to London.John Evelyn, a supporter and diarist whose writings are an importantsource of information about English political and social history, wrote:

Cromwells ArmorOliver Cromwell wore this helmet and sword when he led the English forces into Ireland.

Vocabulary Buildertolerate—(TAHL er ayt) v. to respect other’s beliefs without sharing them

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History Background


Chapter 4 Section

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159

Connect to Our World

From Restoration to Glorious Revolution

Instruct

■

Introduce

Have a student read aloud the Primary Source selection, John Evelyn’s description of crowds welcom-ing 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, reli-gious 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 volun-teer 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.


Biography

To help students better understand the Quakers, have them read the biography

George Fox

and complete the worksheet.


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.

Answer

Caption

Sample: youth groups, volunteer organi-zations, religious institutions

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, Sec-tion 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.

L3

Our Puritan Heritage

Decades before the Puritans gained power in England, Puritans living in the Massachusetts Bay colony worked to put into action their own ideas about religion and government. The Puritans knew that to assure survival of their beliefs and culture, they would have to educate their children to read and write. As soon as they were able, the Puritans began to set up schools, starting with the Boston Latin School in 1635 and then Harvard College (below) in 1636.

Eventually, the colonies became the United States. Over time, the rest of the country adopted the Puritan tradition of establishing public schools to help train children to become good citizens of their community. A literate, well-informed citizenry has continued to be a major aim of American schools to this day. What other institutions help to train American children to be good citizens?

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 flow-ers, the bells ringing, the streetes hung with [tapestry].”—John Evelyn, Diary

Charles II With his charm and flashing wit, young Charles II was a pop-ular ruler. He reopened theaters and taverns and presided over a livelycourt in the manner of Louis XIV. Charles reestablished the Church ofEngland but encouraged toleration of other Protestants such as Presby-terians, Quakers, and Baptists.

Although Charles accepted the Petition of Right, he shared his father’sbelief in absolute monarchy and secretly had Catholic sympathies. Still,he shrewdly avoided his father’s mistakes in dealing with Parliament.

James II is Forced to Flee Charles’s brother, James II, inherited thethrone in 1685. Unlike Charles, James practiced his Catholic faithopenly. He angered his subjects by suspending laws on a whim andappointing Catholics to high office. Many English Protestants feared thatJames would restore the Roman Catholic Church.

In 1688, alarmed parliamentary leadersinvited James’s Protestant daughter, Mary, andher Dutch Protestant husband, William III ofOrange, to become rulers of England. When Will-iam and Mary landed with their army late in1688, James II fled to France. This bloodless over-throw of the king became known as the GloriousRevolution.

The English Bill of Rights Before they couldbe crowned, William and Mary had to accept sev-eral acts passed by Parliament in 1689 thatbecame known as the English Bill of Rights.The Bill of Rights ensured the superiority of Par-liament over the monarchy. It required the mon-arch to summon Parliament regularly and gavethe House of Commons the “power of the purse,”or control over spending. A king or queen could nolonger interfere in parliamentary debates or sus-pend laws. The Bill of Rights also barred anyRoman Catholic from sitting on the throne.

The Bill of Rights also restated the traditionalrights of English citizens, such as trial by jury. Itabolished excessive fines and cruel or unjust pun-ishment. It affirmed the principle of habeascorpus. That is, no person could be held in prisonwithout first being charged with a specific crime.

In addition, a separate Toleration Act, also of1689, granted limited religious freedom to Puri-tans, Quakers, and other dissenters. Still, onlymembers of the Church of England could holdpublic office. And Catholics were allowed noreligious freedom.

Puritan girls spent hours working on embroidered samplers like this one. Such work was considered part of their education. �



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History BackgroundHistory Background

Constitutional Government Evolves/A Society Still Ruled by the Few

Instruct

■

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 mean-ing. Tell students that members of the cabinet evolved into ministers with dif-ferent areas of expertise, and one mem-ber became the prime (first) minister. Ask students what they know about the American cabinet and help them draw connections.

■

Teach

Explain that as constitutional government evolved, it still did not include all members of British society. Ask

What is a constitutional gov-ernment?

(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 busi-nesspeople)

How was Britain’s gov-ernment an oligarchy?

(Power was held by a limited group of privileged people.)

■

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.


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 knowl-edge to add other influences on the United States.

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

the bloodless overthrow of James II and the installation of William and Mary as monarchs

Chart Skills

the English Bill of Rights

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 chosen by the parliament’s ruling party from among its members. The prime minister, therefore, is not directly elected by the people and can be removed by the parliament. 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 repre-sent all the nation’s people.

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A Limited Monarchy The Glorious Revolution created not a democ-racy, but a type of government called limited monarchy, in which a con-stitution or legislative body limits the monarch’s powers. English rulersstill had much power, but they had to obey the law and govern in part-nership with Parliament. In the age of absolute monarchy elsewhere inEurope, the limited monarchy in England was quite radical.

The Glorious Revolution also greatly influenced important politicalthinkers of the time, such as John Locke. Locke’s ideas were later usedby leaders of the American Revolution as the basis for their struggle, andare found in documents such as the Declaration of Independence.

What was the Glorious Revolution?

Constitutional Government EvolvesIn the century following the Glorious Revolution, three new politicalinstitutions arose in Britain: political parties, the cabinet, and the officeof prime minister. The appearance of these institutions was part of theevolution of Britain’s constitutional government—that is, a govern-ment whose power is defined and limited by law.

Political Parties Emerge In the late 1600s, political parties emergedin England as a powerful force in politics. At first, there were just twopolitical parties—Tories and Whigs. Tories were generally aristocrats whosought to preserve older traditions. They supported broad royal powersand a dominant Anglican Church. Whigs backed the policies of the Glori-ous 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 andrelied on the leaders in Parliamentto help him rule. Under George Iand his German-born son GeorgeII, a handful of parliamentaryadvisors set policy. They came tobe referred to as the cabinetbecause of the small room, or “cab-inet,” where they met. In time, thecabinet gained official status.

The Prime Minister Leads theCabinet Over time, the head ofthe cabinet came to be known asthe prime minister. This personwas always the leader of the major-ity party in the House of Commons.Eventually, the prime ministerbecame the chief official of the Brit-ish government. From 1721 to1742, the able Whig leader RobertWalpole molded the cabinet into aunified body by requiring all mem-bers to agree on major issues.

Chart Skills A common protest during the American Revolution was “no taxation without representation.” Which English outcome of the Glorious Revolution influencedthat idea?

Influence of the Glorious Revolution

English Bill of Rights • People elect representatives to Parliament, which is supreme over monarch. • All citizens have natural rights.

Outcome in England

Impact on the United States

Writings of John Locke• People have natural rights such as life, liberty, and property. • There is a social contract between people and government.

Constitutional Government• Government is limited and defined by law.• Political parties, the cabinet, and the office of prime minister arise.

Colonists believed thatthey too had rights,including the right toelect people torepresent them.

Locke’s ideas shaped theAmerican Revolution andthe writing of theDeclaration ofIndependence andthe Constitution.

The new American nationformed a constitutionalgovernment with two partiesand a cabinet; the Americansystem included even moreprovisions for the separationof powers.



Chapter 4 Section

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Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 65

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

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Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 69

Adapted Reading and Note Taking Study Guide,

p. 69

Spanish Reading and Note Taking Study Guide,

p. 69

Extend

Have the class design a Web site on parlia-mentary 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.

Answers

political parties, the cabinet, and the office of prime minister

Poor people and women could not vote or participate in government; society was sepa-rated into distinct classes.

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.

4.

The central issue was whether the mon-arch would have absolute power or share power with Parliament.

5.

Responses should include any two: the Bill of Rights, limited monarchy, constitu-tional 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.

●

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 nba-1631.

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Although the title was not yet in use, Walpole is often called Britain’sfirst prime minister. In time, the power of the prime minister wouldexceed that of the monarch. Other countries later adopted and adaptedthe cabinet system, including the United States.

What three political institutions contributed to the evolution of Britain’s constitutional government?

A Society Still Ruled by the FewThe decades that Walpole headed the cabinet were a time of peace and pros-perity. But even as Parliament and the cabinet assumed new powers, Brit-ish 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. Otherwealthy landowners and rich business leaders in the cities controlledelections to the House of Commons. The right to vote was limited to a rel-atively few male property owners.

Most Britons had neither the wealth nor the privileges of the upperclass and lived very differently, making a meager living from the land. Inthe 1700s, even that poor existence was threatened. Wealthy landowners,attempting to increase agricultural production, bought up farms andtook over common lands, evicting tenant farmers and small landowners.Because they controlled Parliament, they easily passed laws ensuringthat their actions were legal. As a result many landless families driftedinto towns, where they faced a harsh existence.

However, a relatively strong middle class—including merchants,craftspeople, and manufacturers—was growing. These prosperous andoften wealthy people controlled affairs in the towns and cities. Someimproved their social standing by marrying into the landed gentry. Themiddle class also produced talented inventors and entrepreneurs whowould soon help usher in the Industrial Revolution.

How did British society remain divided?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1631

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.

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?

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?

● 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.

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History Background

The English Bill of Rights

Objectives

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Describe the purpose and contents of the English Bill of Rights.

■

Understand how the English Bill of Rights influenced the evolution of con-stitutional government.

Build Background Knowledge

Ask students to recall what they know about the Glorious Revolution and the English Bill of Rights. Ask them to pre-dict some of the rights this document guarantees.

Instruct

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Point out that, like our Declaration of Independence, the English 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 Amend-ment to the U.S. Constitution.)

Monitor Progress

Ask students to compare the rights guar-anteed in the English Bill of Rights over-all to those guaranteed in the U.S. Bill of Rights. Ask how many years passed between the writing of these two docu-ments.

(one hundred years, from 1689 to 1789)

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.

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 usu-ally done” in creating a document for the purpose of “vindicating and asserting their ancient rights and lib-erties.” The provision giving Parliament the sole right to tax is the source of American colonists’ claim of a right to “no taxation without representation.”

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The English Bill of Rights

An engraving made in 1689 shows the new English rulers, William and Mary.

hereas, the late King James II . . . did endeavor to subvert1 andextirpate2 the Protestant religion and the laws and liberties of this

kingdom . . . and whereas the said late King James II having abdicated thegovernment, and the throne being vacant . . . the said lords [Parliament]. . . being now assembled in a full and free representative [body] of thisnation . . . do in the first place . . . declare:

1. That the pretended power of suspending of laws or the execution oflaws by regal authority without consent of Parliament is illegal. . . .

4. That levying money for or to the use of the crown by pretense ofprerogative3 without grant of Parliament . . . is illegal;

5. That it is the right of the subjects to petition the king, and allcommitments and prosecutions for such petitioning are illegal.

6. That . . . raising or keeping a standing army within the kingdom intime 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 ofParliament. . . .

10. That excessive bail ought not to be required, nor excessive finesimposed, 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 heldfrequently. . . .

1. subvert (sub VURT) v. to destroy, overthrow, or undermine2. extirpate (EKS tur payt) v. to eliminate3. prerogative (pree RAHG uh tiv) n. a right

W

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.

The original English Bill of Rights, now more than 300 years old, is carefully preserved in a museum in London, England.

Thinking Critically1. 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?

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