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Parliament Triumphs in England

Parliament Triumphs in England

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Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 3 Charting a Collision Course In 1603 James I, a with strong ideas about Objectives his role, took the English throne. In 1610 the As you teach this section, keep students made a speech to that would have quite focused on the following objectives to help the opposite effect of what he intended: them answer the Section Focus Question “ The of is the supremest thing upon and master core content. 3 earth; for are not only God’s lieutenants upon 3 earth and sit upon God’s throne, but even by God ■ Describe the Tudor monarchs’ relations himself they are called gods. . . . Kings are justly with Parliament. called gods for that they exercise a manner or ■ Analyze how clashes between the resemblance of Divine power upon earth. . . . And Stuarts and Parliament ushered in a to the King is due both the affection of the soul and century of . the service of the body of his subjects. . . . —James I ” ■ Understand how the English and the development of the Common- A portrait of King James of painted Focus Question How did the British Parliament assert its around 1619 gives no hint of the monarch’s rights against royal claims to absolute power in the 1600s? wealth led to the . frequent clashes with Parliament. ■ Explain the development of English constitutional . Parliament Triumphs in England Prepare to Read Objectives In the 1600s, while Louis XIV perfected royal absolutism in Build Background Knowledge L3 • Describe the Tudor monarchs’ relations with France, political power in England took a different path. Despite Ask students to recall the significance of Parliament. attempts by English monarchs to increase royal authority, Parlia- the and the power of the • Analyze how clashes between the Stuarts and ment steadily expanded its own influence. English Parliament. Ask them to predict Parliament ushered in a century of revolution. how the English might respond to an • Understand how the and the The Tudors Work With Parliament absolute monarch. development of the led to the Glorious Revolution. From 1485 to 1603, England was ruled by Tudor monarchs. • Explain the development of English Although the Tudors believed in divine right, they shrewdly recog- Set a Purpose L3 constitutional government. nized the value of good relations with Parliament. As you have read, when Henry VIII broke with the Roman , he turned ■ WITNESS HISTORY Read the selection Terms, People, and Places to Parliament to legalize his actions. Parliament approved the Act of aloud or play the audio. James I limited monarchy Supremacy, making the monarch head of the . AUDIO Witness History Audio CD, A constant need for money also led Henry to consult Parliament dissenter constitutional Charting a Collision Course government frequently. Although he had inherited a bulging treasury, he Ask students to compare this selection Charles I cabinet quickly used up his funds fighting overseas wars. To levy new to the Witness History selection on taxes, the king had to seek the approval of Parliament. Members English Bill of Rights page 148 and the primary source on of Parliament tended to vote as Henry’s agents instructed. Still, page 150. Ask How does the quota- they became accustomed to being consulted on important matters. When gained the throne, she too both consulted and tion from James I differ? (It says Reading Skill: Identify Supporting Details As controlled Parliament. Her advisors conveyed the queen’s wishes to that kings not only are appointed by you read the section, use a flowchart to record Parliament and forbade discussion of certain subjects, such as foreign God but can themselves be called gods.) details about the evolution of the English Parliament. One has been started for you. policy or the queen’s marriage. Her skill in handling Parliament Ask why James I’s point of view might helped make “Good Queen Bess” a popular and successful ruler. provoke anger. Tudors consult with and control Parliament. Why did Henry VIII work with Parliament? ■ 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.) Vocabulary Builder ■ Preview Have students preview the Use the information below and the following resources to teach the high-use words from this section. Section Objectives and the list of Teaching Resources, Unit 1, p. 68; Teaching Resources, Skills Handbook, p. 3

Terms, People, and Places. High-Use Words Definitions and Sample Sentences suppress, p. 155 v. to keep from being revealed; to put down by force The government suppressed the news about the president’s illness. Answer tolerate, p. 158 v. to respect others’ beliefs without sharing them Although she was a Republican and he was a Democrat, they tolerated each He needed Parliament’s approval to levy new other’s political views for the sake of their friendship. taxes and to obtain a .

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A Century of Revolution Begins ■ Have students read this

Elizabeth died childless in 1603. Her heir was her relative James Stuart, the section using the Structured Read ruling king of . The Stuarts were neither as popular as the Tudors Aloud strategy (TE, p. T20). As they nor as skillful in dealing with Parliament. They also inherited problems that Vocabulary Builder read, have students create a flowchart Henry and Elizabeth had long suppressed. The result was a “century of suppressed—(suh PRESD) v. kept from with details about events that led to an revolution” that pitted the Stuart monarchs against Parliament. being revealed; put down by force increase in Parliament’s power. The Stuarts Issue a Challenge The first Stuart monarch, James I, Reading and Note Taking had agreed to rule according to English laws and customs. Soon, how- Study Guide, p. 68 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 House of Commons fiercely resisted the king’s claim to absolute power. James repeatedly clashed with Parliament over money and foreign Teach

policy. He needed funds to finance his lavish court and wage wars. When members wanted to discuss foreign policy before voting funds, James dis- The Tudors Work solved Parliament and collected taxes on his own. James also clashed with dissenters, Protestants who differed with With Parliament L3 the Church of England. One group, called Puritans, sought to “purify” Instruct the church of Catholic practices. Puritans called for simpler services and a more democratic church without . James rejected their ■ Introduce Discuss with students how demands, vowing to “harry them out of this land or else do worse.” the tradition of the English Parliament set England apart from other European Parliament Responds In 1625, Charles I inherited the throne. Like nations. Explain that each English his father, Charles behaved like an absolute monarch. He imprisoned his monarch had developed his or her own foes without trial and squeezed the nation for money. By 1628, however, method for dealing with Parliament. his need to raise taxes forced Charles to summon Parliament. Before voting any funds, Parliament insisted that Charles sign the Petition of ■ Teach Point out that the Tudor mon- Right. This document prohibited the king from raising taxes without archs developed a good relationship Parliament’s consent or from jailing anyone without legal justification. with Parliament. Ask How did Henry Charles did sign the Petition, but he then dissolved Parliament in and Elizabeth handle Parliament? 1629. For 11 years, he ignored the Petition and ruled the nation without (They regularly consulted Parliament Parliament. During that time, he created bitter enemies, especially but controlled it through their agents.) among Puritans. His Archbishop of , ■ Quick Activity Read aloud this , tried to force all clergy to follow A Voice for Absolutism strict Anglican rules, dismissing or imprisoning speech that Elizabeth gave to Parlia- In 1651, two years after the English Civil War dissenters. Many people felt that the archbishop ment and discuss its meaning: “Though ended, English political philosopher Thomas was trying to revive Catholic practices. God hath raised me high, yet this I Hobbes published Leviathan. In this book, he In 1637, Charles and Laud tried to impose the count the glory of my crown, that I explained why he favored an absolute Anglican prayer book on Scotland. The Calvinist have reigned with your loves. . . . It is monarchy. How might people who supported Scots revolted. To get funds to suppress the Scot- Parliament over the monarch have argued my desire to live nor reign no longer . . . tish rebellion, Charles once again had to summon against Hobbes’s view? than my life and reign shall be for your Parliament in 1640. When it met, however, Par- good. And though you have had, and liament launched its own revolt. Primary Source may have, many princes more mighty During the time men live without a The Begins The 1640 Par- and wise sitting in this seat, yet you “ common power to keep them all in liament became known as the Long Parliament never had, nor shall have, any that will awe, they are in that condition which because it lasted on and off until 1653. Its actions be more careful and loving.” is called war. . . . In such condition, triggered the greatest political revolution in there is no place for industry. . . . no arts; English history. In a mounting struggle with Practice no letters; no society; and, which is worst Charles I, Parliament tried and executed his of all, continual fear and danger of violent Have students write an essay comparing chief ministers, including Archbishop Laud. It death. And the life of man [is] solitary, poor, Elizabeth’s reign and her of govern- called for the abolition of bishops and declared nasty, brutish, and short. ing to either Philip II of Spain or that the Parliament could not be dissolved with- ” —, Leviathan AUDIO Louis XIV of France. out its own consent. Monitor Progress To check student understanding, ask History Background them how and why Parliament was involved in making the monarch the head Good Queen Bess When Elizabeth took the English forces mustered to combat the Spanish of the Church of England. throne, England had suffered decades of religious and Armada, she gave a stirring speech: “I am come political turmoil. An observer noted: “The Queen poor. amongst you . . . resolved in the midst and heat of The exhausted. The poor and decayed. battle, to live and die amongst you all. . . . I know I Answer Want of good captains and soldiers. The people out of have the body but of a weak and feeble woman, but I order. Justice not executed.” Due to Elizabeth’s skillful have the heart and stomach of a king and of a King of PRIMARY SOURCE Sample: They

management and striking speeches, England was a England too.” might say that a body such as Parliament can great power at the time of her death. In 1588, as provide the “common power” necessary for society to function productively.

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INFOGRAPHIC A Century of Revolution Begins L3 3 Instruct ■ Introduce: Vocabulary Builder 1485–1603 Have students read the Vocabulary The Tudors rule England. Builder term and its definition. Then The Tudor monarchs, especially 1625–1649 have students reread the Witness His- Henry VIII and Elizabeth I, 1 control Stuart king Charles I rules. quotation. Ask them to speculate Parliament tactfully, recognizing and Charles dissolves Parliament when it what practices an absolute monarch respecting its role in government. tries to expand powers to deal with an 2 might suppress. economiccrisis. The Parliament of 1628 1603–1625 produces the , and later ■ Teach Explain that unlike the Tudors, Stuart king James I rules. 2 clash with Charles over what the Stuart monarchs immediately James I becomes king and immedi- they charge are violations of the document. clashed with various groups. Ask Why 1 ately clashes with Parliament. In Charles dissolves Parliament again. do you think James and Charles 1621, James scolds Parliament suppressed dissenters? (perhaps for usurping royal power, 1640–1653 because they feared religious dissent and Parliament responds The Long Parliament meets. would lead to political dissent or even with a declaration of its Faced with economic problems and invasions by rebellion) How did Parliament own rights. In the last Scotland, Charles is forced to call Parliament. respond? (by attacking the king’s gov- Parliament of his reign, The Long Parliament, as it became known, works to ernment and challenging his power) the aging James gives steadily expand its powers. Eventually Charles strikes in to Parliament. back, adopting the motto “Give Caesar his Due.” ■ 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 Charles lashed back. In 1642, he led troops into the House of Commons people living in the 1600s. Stage a to arrest its most radical leaders. They escaped through a back door and debate in which one group argues for soon raised their own army. The clash now moved to the battlefield. Hobbes’s view on and another group argues against it. What was the Petition of Right? AUDIO Witness History Audio CD, Thomas Hobbes, Leviathan Fighting a Civil War The civil war that followed lasted from 1642 to 1651. Like the Fronde Independent Practice that occurred about the same time in France, the English Civil War Create a cause-and-effect chart on the posed a major challenge to absolutism. But while the forces of royal board. Have students reproduce the chart power won in France, in England the forces of revolution triumphed. individually and fill it in with each major and At first, the odds seemed to favor the action of James I and Charles I and each supporters of Charles I, called Cavaliers. Many Cavaliers were wealthy reaction from Parliament. nobles, proud of their plumed hats and fashionably long hair. Well trained in dueling and warfare, the Cavaliers expected a quick victory. Monitor Progress But their foes proved to be tough fighters with the courage of their con- As students fill in their flowchart, circu- victions. The forces of Parliament were composed of country , late to make sure they summarize the town-dwelling manufacturers, and Puritan clergy. They were called most important events. For a completed Roundheads because their hair was cut close around their heads. version of the flowchart, see The Roundheads found a leader of genius in Oliver Cromwell. A Puri- tan member of the lesser gentry, Cromwell proved himself to be a skilled Note Taking Transparencies, 130

general. He organized a “” for Parliament, made up of offic- ers selected for skill rather than social class, into a disciplined fighting force.

Link to Literature

The King James Bible A positive result of the English. The translators’ mission was to create a text king’s dispute with the Puritans was his support of the that both Anglicans and Puritans could use, expressed Puritans’ call for a new translation of the Bible. This in the language of the day. Today scholars argue Answer version, known as the King James, appeared in 1611 about the version’s accuracy, but its poetic style and and has had a lasting influence on English language imagery still resonate in excerpts, such as a legal document that prohibited the king and literature. The of the Bible “Yea, though I walk through the valley of the shadow

from raising taxes without Parliament’s con- represents one of the great literary achievements in of death, I will fear no evil . . . ” (Psalm 23). sent or imprisoning people who had not vio- lated laws

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4 5 Fighting a Civil War L3 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- 6 ing up to Charles I’s execution. Ask Who were the Cavaliers? (wealthy Thinking Critically supporters of the king) Why did they 1. Recognize Point of View What expect a quick victory? (They were does Charles I’s usage of the trained as soldiers.) What strengths phrase “Give Caesar his Due” tell did the Roundheads have? (religious you about his view of royal power? conviction, discipline, and a skilled 2. Recognize Ideologies How did the religious beliefs of key people general, Cromwell) Point out that after on this timeline shape political the Roundheads defeated the Cavaliers, outcomes? Parliament put the king on trial. Then ask What was the significance of King Charles’s execution? (It showed Cromwell’s army defeated the Cavaliers in a series of decisive battles. By that no ruler was above the law.) 1647, the king was in the hands of parliamentary forces.

A King Is Executed Eventually, Parliament set up a court to put the Independent Practice king on trial. It condemned him to death as “a tyrant, traitor, murderer, Primary Source To make sure students and public enemy.” On a cold January day in 1649, Charles I stood on a understand the importance of Oliver scaffold surrounded by his foes. “I am a martyr of the people,” he Cromwell in shaping English history, declared. Showing no fear, the king told the executioner that he himself have them read the excerpt from Oliver would give the sign for him to strike. After a brief prayer, Charles knelt Cromwell’s letter to Colonel and placed his neck on the block. On the agreed signal, the executioner Hammond, November 25, 1648, and severed the king’s neck with a single stroke. answer the questions that follow. The execution sent shock waves throughout Europe. In the past, a king had occasionally been assassinated or killed in battle. But for the Teaching Resources, Unit 1, p. 73

first 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, Monitor Progress no ruler could claim absolute power and ignore the rule of law. To check students’ understanding, ask What was the result of the English Civil War? them to explain whom they would have supported in England’s Civil War— Cromwell or Charles I—and why. Cromwell and the Commonwealth After the , the House of Commons abolished the monarchy, the , and the established Church of England. It declared England a , known as the Commonwealth, under the leadership of Oliver Cromwell.

Answers Solutions for All Learners Parliament won and had Charles I executed. L1 Special Needs L2 English Language Learners L2 Less Proficient Readers Thinking Critically Have students use the Infographic above as a refer- Use the following resources to help students acquire 1. Likening himself to the emperor Caesar, Charles ence to help organize the section material. Ask stu- basic skills: suggests that he is entitled to financial support dents to write down each heading and date from the Adapted Reading and Note Taking without needing Parliament’s approval. Infographic, and summarize the text underneath into Study Guide 2. Sample: Religious beliefs shaped the actions of bullet points. Then have them refer to the text for ■ Adapted Note Taking Study Guide, p. 68 the Stuart monarchs (suppressing Puritans) additional details that would fall under each heading, ■ Adapted Section Summary, p. 69 and Cromwell (setting up a Puritan-influenced and add them as bullet points. commonwealth).

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Cromwell and the Challenging the Commonwealth The new government faced many threats. Supporters of Charles II, the uncrowned heir to the throne, Commonwealth L3 attacked England by way of and Scotland. Cromwell led forces into Ireland and brutally crushed the uprising. He then took harsh mea- Instruct sures against the Irish Catholic majority that are still vividly remem- ■ Introduce: Vocabulary Builder bered in that nation today. In 1652, Parliament passed a law exiling most Have students read the Vocabulary Catholics to barren land in the west of Ireland. Any Catholic found dis- Builder term and definition. Create two obeying this order could be killed on sight. columns on the board. With students’ Squabbles also splintered forces within the Commonwealth. One help, list which beliefs were tolerated group, called , thought that poor men should have as much say and which were not under Henry VIII, in government as the gentry, lawyers, and other leading citizens. “The Elizabeth I, James I, Charles I, and poorest he that is in England hath a life to live as the greatest he,” wrote Cromwell. one Leveller. In addition, female Levellers asserted their right to petition Parliament. These ideas horrified the gentry, who dominated Parliament. ■ Teach Explain that despite Cromwell’s Cromwells Armor Cromwell suppressed the Levellers, as well as more radical groups who intention to set up a democratic repub- Oliver Cromwell wore threatened ownership of private property. In 1653, as the challenges to lic, the Commonwealth became increas- this helmet and sword order grew, Cromwell took the title . From then on, he when he led the English ingly undemocratic. Ask What did the forces into Ireland. ruled as a virtual dictator through the army. Levellers want? (rights for poor men Puritans: A Sobering Influence Under the Commonwealth, Puri- and for women) How did Cromwell tans—with their goal of rooting out godlessness—gained a new voice in seize power? (He used the army, first society. The English Civil War thus ushered in a social revolution as well to suppress dissent, then to monopolize as a political one. power.) What was the ? Parliament enacted a series of laws designed to make sure that Sun- (the return of the monarchy) day was set aside for religious observance. Anyone over the age of 14 who ■ Quick Activity Direct students’ atten- was caught “profaning the Lord’s Day” could be fined. To the Puritans, tion to the feature title Our Puritan theaters were frivolous. So, like in Geneva, Cromwell closed Heritage on the next page. Use the all theaters. Puritans also frowned on taverns, gambling, and dancing. Think-Write-Pair-Share strategy (TE, Puritans felt that every Christian, rich and poor, must be able to read p. T23) to initiate a class discussion the Bible. To spread religious knowledge, they encouraged education for all about why universal education was 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 important to the Puritans, why it was a to ensure greater fidelity. In addition to marriages based on business inter- revolutionary idea, and how education ests, they encouraged marriages based on love. Still, as in the past, women is related to . Vocabulary Builder were seen mainly as caretakers of the family, subordinate to men. tolerate—(TAHL er ayt) v. to respect Although Cromwell did not tolerate open worship by Roman Catholics, Independent Practice other’s beliefs without sharing them he believed in religious freedom for other Protestant groups. He even Ask students to create a bulleted list of welcomed Jews back to England after more than 350 years of exile. Cromwell’s successes and failures. Then The Commonwealth Ends Oliver Cromwell died in 1658. Soon after, ask them to decide whether Cromwell the Puritans lost their grip on England. Many people were tired of mili- should have been executed after he tary rule and strict Puritan ways. In 1660, a newly elected Parliament became a dictator. Students should invited Charles II to return to England from exile. explain their reasoning. England’s “kingless decade” ended with the Restoration, or return of the monarchy. Yet Puritan ideas about morality, equality, government, and Monitor Progress education endured. In the following century, these ideas would play an To check students’ understanding, ask important role in shaping the future of Britain’s colonies in the Americas. them to explain how the actions of What was the Commonwealth? Charles I influenced the rise of Cromwell. From Restoration to Glorious Revolution In late May 1660, cheering crowds welcomed Charles II back to . , a supporter and diarist whose writings are an important source of information about English political and social history, wrote:

History Background

British Redcoats Cromwell was a fiery member of bright red coats helped soldiers tell friend from foe. Parliament who proved a brilliant military strategist The red color also camouflaged bloodstains from despite his lack of military training. He chose soldiers wounds, helping to keep morale high. He trained sol- not for their social standing (as the king did) but for diers to regroup quickly in battle for a new charge. It their proficiency. He instituted discipline and high was Britain’s first professional army. After Cromwell’s moral standards in his New Model Army. He paid sol- demise, Charles II kept the professional army, the dis- Answer diers regularly, provided good weapons, and gave cipline, and the red coats, which would become a The Commonwealth was the republic of them brilliant red uniforms. In the heat of battle, the symbol of British power around the world.

England under Cromwell.

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Primary Source From Restoration to This day came in his Charles the Second to London after a sad, and Glorious Revolution L3 “ 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- Instruct ers, the bells ringing, the streetes hung with [tapestry].” ■ Introduce Have a student read aloud —John Evelyn, Diary the Primary Source selection, John Charles II With his charm and flashing wit, young Charles II was a pop- Evelyn’s description of crowds welcom- ular ruler. He reopened theaters and taverns and presided over a lively ing Charles II back to London. Ask court in the manner of Louis XIV. Charles reestablished the Church of them to speculate why people who were England but encouraged toleration of other Protestants such as Presby- particularly tired of Puritan ways terians, , and . might have thrilled to the pageantry of Although Charles accepted the Petition of Right, he shared his father’s the Restoration. belief in absolute monarchy and secretly had Catholic sympathies. Still, ■ Teach Explain that as in the past, reli- he shrewdly avoided his father’s mistakes in dealing with Parliament. Puritan girls spent hours working on gious faith became a contentious issue. James II is Forced to Flee Charles’s brother, James II, inherited the embroidered samplers like this one. Ask How did James II anger his Such work was considered part of throne in 1685. Unlike Charles, James practiced his Catholic faith their education. subjects? (by suspending laws and openly. He angered his subjects by suspending laws on a whim and appointing Catholics to office) How appointing Catholics to high office. Many English Protestants feared that was William and Mary’s monarchy James would restore the Roman Catholic Church. different from earlier ? In 1688, alarmed parliamentary leaders Our Puritan Heritage (They were invited by Parliament and invited James’s Protestant daughter, Mary, and had to acknowledge its supremacy.) her Dutch Protestant husband, William III of What group was not included in , to become rulers of England. When Will- Decades before the Puritans gained power in England, Puritans living in the the Toleration Act? (Catholics) iam and Mary landed with their army late in Bay colony worked to put ■ 1688, James II fled to France. This bloodless over- into action their own ideas about Quick Activity Have students volun- throw of the king became known as the Glorious religion and government. The Puritans teer provisions of the English Bill of Revolution. knew that to assure survival of their Rights, and list them on the board. beliefs and culture, they would have to Then, with students’ input, check off The English Bill of Rights Before they could educate their children to read and those that we inherited in our own be crowned, William and Mary had to accept sev- write. As soon as they were able, the eral acts passed by Parliament in 1689 that Puritans began to set up schools, starting and Bill of Rights. 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 Par- Eventually, the colonies became the United States. Over time, the Independent Practice liament over the monarchy. It required the mon- rest of the country adopted the Puritan tradition of establishing public Biography To help students better arch to summon Parliament regularly and gave schools to help train children to become good citizens of their understand the Quakers, have them read community. A literate, well-informed citizenry has continued to be a the House of Commons the “power of the purse,” the biography and complete or control over spending. A king or queen could no major aim of American schools to this day. What other institutions help to train American children to be good citizens? the worksheet. longer interfere in parliamentary debates or sus- pend laws. The Bill of Rights also barred any Teaching Resources, Unit 1, p. 72

Roman Catholic from sitting on the throne. The Bill of Rights also restated the traditional Monitor Progress rights of English citizens, such as trial by jury. It To review this section, ask students how a abolished excessive fines and cruel or unjust pun- limited monarchy differed from an absolute ishment. It affirmed the principle of habeas monarchy and the . 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 Puri- tans, Quakers, and other dissenters. Still, only members of the Church of England could hold public office. And Catholics were allowed no religious freedom.

Connect to Our World

Civic Responsibility Habeas corpus, which means in Cases of Rebellion or Invasion the public Safety “you may have the body,” requires that a prisoner may require it.” President Abraham Lincoln suspended must be brought before a judge and charged with a habeas corpus during the Civil War. Today, the United crime or be released. It is enshrined in Article I, Sec- States, like other nations, imprisons people whom it tion 9 of the U.S. Constitution. However, it is not a suspects of planning terrorist acts, but who have not right but a “privilege” that may be suspended “when yet committed a crime. Answer Caption Sample: youth groups, volunteer organi- zations, religious institutions

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Constitutional Government A Limited Monarchy The Glorious Revolution created not a democ- racy, but a type of government called limited monarchy, in which a con- Evolves/A Society Still stitution or legislative body limits the monarch’s powers. English rulers Ruled by the Few L3 still had much power, but they had to obey the law and govern in part- nership with Parliament. In the age of absolute monarchy elsewhere in Instruct Europe, the limited monarchy in England was quite radical. The Glorious Revolution also greatly influenced important political ■ Introduce: Key Terms Write the word thinkers of the time, such as . Locke’s ideas were later used cabinet on the board. Have students by leaders of the as the basis for their struggle, and find the key term (in blue) in the text, are found in documents such as the Declaration of Independence. learn its history, and explain its mean- ing. Tell students that members of the What was the Glorious Revolution? cabinet evolved into ministers with dif- ferent areas of expertise, and one mem- Constitutional Government Evolves ber became the prime (first) minister. Ask students what they know about In the century following the Glorious Revolution, three new political institutions arose in Britain: political parties, the cabinet, and the office the American cabinet and help them of prime minister. The appearance of these institutions was part of the draw connections. evolution of Britain’s constitutional government—that is, a govern- ■ Teach Explain that as constitutional ment whose power is defined and limited by law. government evolved, it still did not Political Parties Emerge In the late 1600s, political parties emerged include all members of British society. in England as a powerful force in . At first, there were just two Ask What is a constitutional gov- political parties— and Whigs. Tories were generally aristocrats who ernment? (a government whose power sought to preserve older traditions. They supported broad royal powers is defined and limited by law) Who and a dominant Anglican Church. Whigs backed the policies of the Glori- made up Britain’s first political ous Revolution. They were more likely to reflect urban business interests, parties? (Tories, who were mainly support religious toleration, and favor Parliament over . rural, conservative aristocrats, and Whigs, who were mainly urban busi- The Cabinet System The cabinet, another new feature of government, nesspeople) How was Britain’s gov- evolved in the 1700s after the British throne passed to a German prince. ernment an oligarchy? (Power was George I spoke no English and held by a limited group of privileged relied on the leaders in Parliament Influence of the Glorious Revolution to help him rule. Under George I people.) Outcome in England and his German-born son George ■ Quick Activity On the board, write English Bill of Rights Writings of John Locke Constitutional Government II, a handful of parliamentary “monarch” at the very top and “landless • People elect • People have natural • Government is limited and advisors set policy. They came to poor” at the bottom. Call on students, representatives to rights such as life, , defined by law. be referred to as the cabinet and have each volunteer fill in one of Parliament, which is and property. • Political parties, the cabinet, because of the small room, or “cab- the other groups to create a ranking of supreme over monarch. • There is a social contract and the office of prime inet,” where they met. In time, the British society. Then circle the ones • All citizens have between people and minister arise. cabinet gained official status. natural rights. government. who held ruling power. The Prime Minister Leads the Cabinet Over time, the head of Independent Practice Impact on the United States the cabinet came to be known as Have students review the chart titled Colonists believed that Locke’s ideas shaped the The new American nation the prime minister. This person Influence of the Glorious Revolution on they too had rights, American Revolution and formed a constitutional was always the leader of the major- this page. Have them use details from the including the right to the writing of the government with two parties ity party in the House of Commons. elect people to Declaration of and a cabinet; the American Eventually, the prime minister section and their own background knowl- represent them. Independence and system included even more edge to add other influences on the became the chief official of the Brit- the Constitution. provisions for the separation ish government. From 1721 to United States. of powers. 1742, the able Whig leader Robert Chart Skills A common protest during the American Revolution was “no taxation Walpole molded the cabinet into a Monitor Progress without representation.” Which English outcome of the Glorious Revolution influenced unified body by requiring all mem- Check Reading and Note Taking Study that idea? bers to agree on major issues. Guide entries for student understanding.

HistoryHistory BackgroundBackground

Parliamentary Democracy The first model for a and a head of government (a prime minister), who is parliament was Rome’s senate, a council of the elite. chosen by the parliament’s ruling party from among During feudal times, lords met to decide whether to its members. The prime minister, therefore, is not support the king, leading in the 1300s to England’s directly elected by the people and can be removed by Answers Magna Carta and its first parliament. A parliamentary the parliament. Because the executive and legislative democracy has a constitution, a parliament, and both branches are led by the same party, it is easier to pass the bloodless overthrow of James II and the a (a monarch or, today, a president), reforms than in a republic. Most parliaments today

installation of William and Mary as monarchs which is a ceremonial position with limited powers, include ordinary people as well as the elite and repre- Chart Skills the English Bill of Rights sent 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 Assess and Reteach exceed that of the monarch. Other countries later adopted and adapted the cabinet system, including the United States. Assess Progress L3 What three political institutions contributed to the ■ Have students complete the evolution of Britain’s constitutional government? Section Assessment. ■ Administer the Section Quiz. A Society Still Ruled by the Few Teaching Resources, Unit 1, p. 65

The decades that Walpole headed the cabinet were a time of peace and pros- ■ To further assess student under- perity. But even as Parliament and the cabinet assumed new powers, Brit- standing, use ish government was far from democratic. Rather, it was an oligarchy— a government in which the ruling power belongs to a few people. Progress Monitoring Transparencies, 69

In Britain, landowning aristocrats were believed to be the “natural” ruling class. The highest nobles held seats in the House of Lords. Other Reteach L1 L2 wealthy landowners and rich business leaders in the cities controlled If students need more instruction, have elections to the House of Commons. The right to vote was limited to a rel- them read the section summary. atively few male property owners. Reading and Note Taking L3 Most Britons had neither the wealth nor the privileges of the upper Study Guide, p. 69 class and lived very differently, making a meager living from the land. In the 1700s, even that poor existence was threatened. Wealthy landowners, L1 L2 attempting to increase agricultural production, bought up farms and Adapted Reading and took over common lands, evicting tenant farmers and small landowners. Note Taking Study Guide, p. 69 Because they controlled Parliament, they easily passed laws ensuring that their actions were legal. As a result many landless families drifted Spanish Reading and L2 into towns, where they faced a harsh existence. Note Taking Study Guide, p. 69 However, a relatively strong middle class—including merchants, craftspeople, and manufacturers—was growing. These prosperous and Extend L4 often wealthy people controlled affairs in the towns and cities. Some Have the class design a Web site on parlia- improved their social standing by marrying into the . The mentary democracy. Have each student middle class also produced talented inventors and entrepreneurs who would soon help usher in the . research, design, write, and illustrate a page on parliamentary democracy in a How did British society remain divided? single country. Have students work in groups on a general history, timeline, and other features for the home page. Post the Progress Monitoring Online pages on a bulletin board or Web site. For: Self-quiz with vocabulary practice 3 Web Code: nba-1631 Terms, People, and Places Comprehension and Critical Thinking ● Writing About History Answers 1. Place each of the key terms at the 3. Contrast How did the Stuarts differ Quick Write: Answer Opposing political parties, the cabinet, and the office of beginning of the section into one of the from the Tudors in their approach to Arguments To write a strong persuasive following categories: politics, culture, or Parliament? essay you need to address arguments that prime minister government. Write a sentence for each 4. Identify Central Issues In less than could be raised to refute your own position. Poor people and women could not vote or

explaining your choice. 100 years, England changed from a Choose a topic from this section—for participate in government; society was sepa- monarchy to a commonwealth and example, whether Parliament had the right rated into distinct classes. back to a monarchy. What central issue to replace James II—and list the arguments 2. Reading Skill: Identify Supporting caused this political upheaval? for and against your position. Details Use your completed flowchart 5. Draw Conclusions What were two to answer the Focus Question: How did results of the Glorious Revolution? the British Parliament assert its rights 6. Summarize How did constitutional against royal claims to absolute power government evolve in England in the in the 1600s? 1700s?

4. The central issue was whether the mon- ● Writing About History Section 3 Assessment arch would have absolute power or share Responses should include clear arguments 1. Sentences should reflect an understanding power with Parliament. on both sides of the issue, supported with of each term, person, or place listed at the 5. Responses should include any two: the specific examples. beginning of the section, as well as the Bill of Rights, limited monarchy, constitu- proper categorization. tional government, political parties, the 2. by attempting to share power with cabinet, the office of prime minister. monarchs, by waging the Civil War and 6. As Parliament’s power grew, elements creating the Commonwealth, and by including a constitution, political parties, For additional assessment, have students establishing a Bill of Rights a cabinet, and the office of prime minister access Progress Monitoring Online at 3. The Stuarts clashed with Parliament; the evolved. Web Code nba-1631. Tudors worked with Parliament.

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The English Bill of Rights The English Bill of Rights When the Catholic James II was forced from the English throne in 1688, Parliament Objectives offered the crown to his Protestant daughter Mary and her husband, William of Orange. ■ Describe the purpose and contents of the English Bill of Rights. But Parliament insisted that William and Mary submit to a Bill of Rights. This ■ Understand how the English Bill of Rights influenced the evolution of con- document, reflecting the long-standing stitutional government. struggle between monarch and Parliament, sums up the powers that Parliament had been An engraving made in 1689 seeking since the Petition of Right in 1628. This document shows the new English rulers, L3 William and Mary. Build Background Knowledge ensured the superiority of Parliament over the monarchy Ask students to recall what they know and spelled out basic rights. about the Glorious Revolution and the The original English Bill of Rights, English Bill of Rights. Ask them to pre- now more than 300 years old, is 1 dict some of the rights this document hereas, the late King James II . . . did endeavor to subvert and carefully preserved in a museum in 2 London, England. guarantees. W extirpate the Protestant religion and the laws and of this kingdom . . . and whereas the said late King James II having abdicated the government, and the throne being vacant . . . the said lords [Parliament] Instruct . . . being now assembled in a full and free representative [body] of this ■ Point out that, like our Declaration of nation . . . do in the first place . . . declare: Independence, the English Bill of 1. That the pretended power of suspending of laws or the execution of Rights begins with a list of grievances. laws by regal authority without consent of Parliament is illegal. . . . Ask According to the document, 4. That levying money for or to the use of the crown by pretense of 3 what did James II do wrong? (He prerogative without grant of Parliament . . . is illegal; threatened and English 5. That it is the right of the subjects to petition the king, and all law.) commitments and prosecutions for such petitioning are illegal. 6. That . . . raising or keeping a within the kingdom in ■ Ask Who controls the monarch’s time of peace, unless it be with consent of Parliament, is against law. . . . budget? (Parliament) What must 8. That election of members of Parliament ought to be free. . . . have happened in the past when 9. That the freedom of speech and debates or proceedings in Parliament subjects petitioned the king? (They ought not to be challenged or questioned in any court or place out of were jailed.) Why was item 13 Parliament. . . . included? (Charles I had bypassed 10. That excessive ought not to be required, nor excessive fines Parliament by not calling it for 11 imposed, nor cruel and unusual punishments inflicted. . . . years.) Where is freedom of speech 13. And that, for redress of all grievances and for the amending, guaranteed? (in Parliament) Why strengthening, and preserving of the laws, Parliaments ought to be held does item 10 sound familiar? (It is frequently. . . . quoted exactly in the Eighth Amend- ment to the U.S. Constitution.) Thinking Critically 1. Synthesize Information What is the meaning Monitor Progress of item 6, and why do you think it was included Ask students to compare the rights guar- in the Bill of Rights? 2. Draw Inferences Why do you think the anteed in the English Bill of Rights over- 1. subvert (sub VURT) v. to destroy, overthrow, or undermine members of Parliament included item 9? Why do all to those guaranteed in the U.S. Bill of 2. extirpate (EKS tur payt) v. to eliminate you think this item might have been important? Rights. Ask how many years passed 3. prerogative (pree RAHG uh tiv) n. a right between the writing of these two docu- ments. (one hundred years, from 1689 to 1789) History Background

English Bill of Rights The Bill of Rights was read British crown to interfere with Parliament. The bill to William and Mary at their coronation in 1689, and makes clear, however, that its writers believed they Thinking Critically William replied, “We thankfully accept what you have were doing “as their ancestors in like cases have usu- 1. Item 6 means that a monarch could not keep an offered us.” Although an important document in the ally done” in creating a document for the purpose of army to be used against citizens. It was included , the English Bill of Rights is not “vindicating and asserting their ancient rights and lib- because Charles I sent troops into Parliament. primarily a declaration of the rights of all citizens, as is erties.” The provision giving Parliament the sole right 2. They included item 9 so that monarchs could the U.S. Bill of Rights. Instead, it outlines mainly the to tax is the source of American colonists’ claim of a not jail or punish members of Parliament for rights of Parliament and the limits on the power of the right to “no taxation without representation.” speaking out against them.

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