SECTION
As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.
■ Describe the Tudor monarchs’ relations with Parliament.
■ Analyze how clashes between the
Stuarts and Parliament ushered in a century of revolution.
■ Understand how the English Civil War and the rise of the Commonwealth led to the Glorious Revolution.
■ Explain the development of English constitutional government.
AUDIO
Charting a Collision Course
In 1603 James I, a monarch with strong ideas about his role, took the English throne. In 1610 the king made a speech to Parliament that would have quite the opposite effect of what he intended:
“ 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?
A portrait of King James of England painted around 1619 gives no hint of the monarch’s frequent clashes with Parliament.
Build Background Knowledge
L3
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
L3
■ WITNESS HISTORY Read the selection aloud or play the audio.
AUDIO
Witness History Audio CD,
Charting a Collision Course
Ask students to compare this selection to the Witness History selection on page 148 and the primary source on page 150. Ask How does the quotation from James I differ?
(It says that kings not only are appointed by
God but can themselves be called gods.)
Ask why James I’s point of view might provoke anger.
■ Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question as they read. (Answer appears with
Section 3 Assessment answers.)
■ Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
Answer
He needed Parliament’s approval to levy new taxes and to obtain a divorce.
516 The Age of Absolutism
Objectives
• Describe the Tudor monarchs’ relations with
Parliament.
• Analyze how clashes between the Stuarts and
Parliament ushered in a century of revolution.
• Understand how the English Civil War and the development of the Commonwealth led to the
Glorious Revolution.
• Explain the development of English constitutional government.
Terms, People, and Places
James I dissenter
Puritans
Charles I
Oliver Cromwell
English Bill of Rights limited monarchy constitutional government cabinet oligarchy
Reading Skill: Identify Supporting Details As you read the section, use a flowchart to record details about the evolution of the English
Parliament. One has been started for you.
Tudors c onsult with and c ontrol Parliament.
In the 1600s, while Louis XIV perfected royal absolutism in
France, political power in England took a different path. Despite attempts by English monarchs to increase royal authority, Parliament steadily expanded its own influence.
From 1485 to 1603, England was ruled by Tudor monarchs.
Although the Tudors believed in divine right, they shrewdly recognized the value of good relations with Parliament. As you have read, when Henry VIII broke with the Roman Catholic Church, he turned to Parliament to legalize his actions. Parliament approved the Act of
Supremacy, making the monarch head of the Church of England.
A constant need for money also led Henry to consult Parliament frequently. Although he had inherited a bulging treasury, he quickly used up his funds fighting overseas wars. To levy new taxes, the king had to seek the approval of Parliament. Members of Parliament tended to vote as Henry’s agents instructed. Still, they became accustomed to being consulted on important matters.
When Elizabeth I gained the throne, she too both consulted and controlled Parliament. Her advisors conveyed the queen’s wishes to
Parliament and forbade discussion of certain subjects, such as foreign policy or the queen’s marriage. Her skill in handling Parliament helped make “Good Queen Bess” a popular and successful ruler.
Why did Henry VIII work with Parliament?
High-Use Words suppress, p. 517 tolerate, p. 520
Definitions and Sample Sentences v.
to keep from being revealed; to put down by force
The government suppressed the news about the president’s illness.
v.
to respect others’ beliefs without sharing them
Although she was a Republican and he was a Democrat, they tolerated other’s political views for the sake of their friendship.
each

Elizabeth died childless in 1603. Her heir was her relative James Stuart, the ruling king of Scotland. The Stuarts were neither as popular as the Tudors nor as skillful in dealing with Parliament. They also inherited problems that
Henry and Elizabeth had long suppressed. The result was a “century of revolution” that pitted the Stuart monarchs against Parliament.
The Stuarts Issue a Challenge The first Stuart monarch, James I, had agreed to rule according to English laws and customs. Soon, however, he was lecturing Parliament about divine right. “I will not be content that my power be disputed upon,” he declared. Leaders in the House of Commons fiercely resisted the king’s claim to absolute power.
James repeatedly clashed with Parliament over money and foreign policy. He needed funds to finance his lavish court and wage wars. When members wanted to discuss foreign policy before voting funds, James dissolved Parliament and collected taxes on his own.
James also clashed with dissenters, Protestants who differed with the Church of England. One group, called Puritans, sought to “purify” the church of Catholic practices. Puritans called for simpler services and a more democratic church without bishops. James rejected their demands, vowing to “harry them out of this land or else do worse.”
Vocabulary Builder suppressed—(suh
PREST
) v.
kept from being revealed; put down by force
Parliament Responds In 1625, Charles I inherited the throne. Like his father, Charles behaved like an absolute monarch. He imprisoned his foes without trial and squeezed the nation for money. By 1628, however, his need to raise taxes forced Charles to summon Parliament. Before voting any funds, Parliament insisted that Charles sign the Petition of
Right. This document prohibited the king from raising taxes without
Parliament’s consent or from jailing anyone without legal justification.
Charles did sign the Petition, but he then dissolved Parliament in
1629. For 11 years, he ignored the Petition and ruled the nation without
Parliament. During that time, he created bitter enemies, especially among Puritans. His Archbishop of Canterbury,
William Laud, tried to force all clergy to follow strict Anglican rules, dismissing or imprisoning dissenters. Many people felt that the archbishop was trying to revive Catholic practices.
In 1637, Charles and Laud tried to impose the
Anglican prayer book on Scotland. The Calvinist
Scots revolted. To get funds to suppress the Scottish rebellion, Charles once again had to summon
Parliament in 1640. When it met, however, Par-
A Voice for Absolutism
In 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?
liament launched its own revolt.
Primary Source
The Long Parliament Begins The 1640 Parliament became known as the Long Parliament because it lasted on and off until 1653. Its actions triggered the greatest political revolution in
English history. In a mounting struggle with
Charles I, Parliament tried and executed his chief ministers, including Archbishop Laud. It called for the abolition of bishops and declared that the Parliament could not be dissolved without its own consent.
“ 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
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.” n Have students read this section using the Structured Read
Aloud strategy (TE, p. T21). As they read, have students create a flowchart with details about events that led to an increase in Parliament’s power.
Reading and Note Taking
Study Guide, p. 152
L3
Instruct n 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.
n Teach Point out that the Tudor monarchs developed a good relationship with Parliament. Ask How did Henry and Elizabeth handle Parliament?
(They regularly consulted Parliament but controlled it through their agents.) n Quick Activity Read aloud this speech that Elizabeth gave to Parliament and discuss its meaning: “Though
God hath raised me high, yet this I count the glory of my crown, that I have reigned with your loves. . . . It is my desire to live nor reign no longer . . . than my life and reign shall be for your good. And though you have had, and may have, many princes more mighty and wise sitting in this seat, yet you never had, nor shall have, any that will be more careful and loving.”
Independent Practice
Have students write an essay comparing
Elizabeth’s reign and her style of governing to either Philip II of Spain or
Louis XIV of France. (Students might want to refer to Chapter 13, Section 4).
Monitor Progress
To check student understanding, ask them how and why Parliament was involved in making the monarch the head of the Church of England.
Answer
PRIMARY SOURCE Sample: They might say that a body such as Parliament can provide the “common power” necessary for society to function productively.
Chapter 16 Section 3 517

L3
Instruct n Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and its definition. Then have students reread the Witness History quotation. Ask them to speculate what practices an absolute monarch might suppress.
n Teach Explain that unlike the Tudors, the Stuart monarchs immediately clashed with various groups. Ask Why do you think James and Charles suppressed dissenters? (perhaps because they feared religious dissent would lead to political dissent or even rebellion) How did Parliament respond? (by attacking the king’s government and challenging his power) n Quick Activity Read aloud the Primary Source selection from the previous page or play the accompanying audio. Ask students to paraphrase this statement. Then divide students into two groups. Have them take the roles of people living in the 1600s. Stage a debate in which one group argues for
Hobbes’s view on absolute monarchy and another group argues against it.
AUDIO
Witness History Audio CD,
Thomas Hobbes, Leviathan
Independent Practice
Create a cause and effect chart on the board. Have students reproduce the chart individually and fill it in with each major action of James I and Charles I and each reaction from Parliament.
Monitor Progress
As students fill in their flowchart, circulate to make sure they summarize the most important events. For a completed version of the flowchart, see
Note Taking Transparencies, 117
Answer a legal document that prohibited the king from raising taxes without Parliament’s consent or imprisoning people who had not violated laws
518 The Age of Absolutism
INFOGRAPHIC
3
1
1485–1603
The Tudors rule England.
The Tudor monar c hs, espe c ially
Henry VIII and Elizabeth I, 1 c ontrol
Parliament ta c tfully, re c ognizing and respe c ting its role in government.
1603–1625
Stuart king James I rules.
J ames I be c omes king and immediately c lashes with Parliament. In
1621, J ames s c olds Parliament for usurping royal power, and Parliament responds with a de c laration of its own rights. In the last
Parliament of his reign, the aging J ames gives in to Parliament.
1625–1649
Stuart king Charles I rules.
Charles dissolves Parliament when it tries to expand powers to deal with an e c onomi c c risis. The Parliament of 1628 produ c es the Petition of Right, and later
Parliaments 2 c lash with Charles over what they c harge are violations of the do c ument.
Charles dissolves Parliament again.
1640–1653
The Long Parliament meets.
Fa c ed with e c onomi c problems and invasions by
S c otland, Charles is for c ed to c all Parliament.
The Long Parliament, as it be c ame known, works to steadily expand its powers. Eventually Charles strikes ba c k, adopting the motto “Give Caesar his Due.”
2
Charles lashed back. In 1642, he led troops into the House of Commons to arrest its most radical leaders. They escaped through a back door and soon raised their own army. The clash now moved to the battlefield.
What was the Petition of Right?
The civil war that followed lasted from 1642 to 1651. Like the Fronde that occurred about the same time in France, the English Civil War posed a major challenge to absolutism. But while the forces of royal power won in France, in England the forces of revolution triumphed.
Cavaliers and Roundheads At first, the odds seemed to favor the supporters of Charles I, called Cavaliers. Many Cavaliers were wealthy nobles, proud of their plumed hats and fashionably long hair. Well trained in dueling and warfare, the Cavaliers expected a quick victory.
But their foes proved to be tough fighters with the courage of their convictions. The forces of Parliament were composed of country gentry, town-dwelling manufacturers, and Puritan clergy. They were called
Roundheads because their hair was cut close around their heads.
The Roundheads found a leader of genius in Oliver Cromwell.
A Puritan member of the lesser gentry, Cromwell proved himself to be a skilled general. He organized a “New Model Army” for Parliament, made up of officers selected for skill rather than social class, into a disciplined fighting force.
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).

4
1642–1649
The English Civil War rages.
War breaks out 3 between Parliament’s
Roundheads (right) and Charles I’s Cavaliers
(left). The parliamentary forces, led by
Oliver Cromwell, eventually win. In 1649,
Charles is executed. 4
1649–1660
The English Commonwealth begins and ends.
Abolishing the monarchy and House of Lords,
Parliament rules as a commonwealth with
Cromwell as leader. 5 Problems plague the nation, and the Commonwealth falls apart upon Cromwell’s death in 1658. Groups in favor of monarchy begin to gain power.
1660–1685
The monarchy is restored.
Charles II works with Parliament to repair the shattered nation, but clashes with
Parliament when he works to restore
Catholicism. In 1678, Charles dissolves
Parliament and builds the monarchy’s power. His successor, James II, continues to push for Catholic power, and incites a backlash. James II flees England in 1688.
1688
The Glorious Revolution assures Parliament’s power.
William and Mary become England’s monarchs 6 with Parliament’s blessing— provided that they agree to very limited powers under Parliament’s domination.
Thinking Critically
1. Recognize Point of View What does Charles I ’ s usage of the phrase “Give Caesar his Due” tell you about his view of royal power?
2. Recognize Ideologies How did the religious beliefs of key people on this timeline shape politi c al out c omes?
6
5
Cromwell’s army defeated the Cavaliers in a series of decisive battles. By
1647, the king was in the hands of parliamentary forces.
A King Is Executed Eventually, Parliament set up a court to put the king on trial. It condemned him to death as “a tyrant, traitor, murderer, and public enemy.” On a cold January day in 1649, Charles I stood on a scaffold surrounded by his foes. “I am a martyr of the people,” he declared. Showing no fear, the king told the executioner that he himself would give the sign for him to strike. After a brief prayer, Charles knelt and placed his neck on the block. On the agreed signal, the executioner severed the king’s head with a single stroke.
The execution sent shock waves throughout Europe. In the past, a king had occasionally been assassinated or killed in battle. But for the first time, a ruling monarch had been tried and executed by his own people. The parliamentary forces had sent a clear message that, in England, no ruler could claim absolute power and ignore the rule of law.
What was the result of the English Civil War?
After the execution of Charles I, the House of Commons abolished the monarchy, the House of Lords, and the established Church of England. It declared England a republic, known as the Commonwealth, under the leadership of Oliver Cromwell.
L3
Instruct
■ Introduce Have a volunteer read aloud the description of Charles’s execution, under the black heading A King
Is Executed. Ask how different people in the crowd might have responded to the scene and Charles’s words. Point out that he was head of the church and chose the Christian word “martyr.” Ask how his words might affect future events in England and across Europe.
■ Teach Review the causes of the
English Civil War and the events leading up to Charles I’s execution. Ask
Who were the Cavaliers? (wealthy supporters of the king) Why did they expect a quick victory? (They were trained as soldiers.) What strengths did the Roundheads have? (religious conviction, discipline, and a skilled general, Cromwell) Point out that after the Roundheads defeated the Cavaliers,
Parliament put the king on trial. Then ask What was the significance of
King Charles’s execution? (It showed that no ruler was above the law.)
Independent Practice
To make sure students understand the importance of Oliver
Cromwell in shaping English history, have them read the excerpt from Oliver
Cromwell’s letter to Colonel Robert
Hammond, November 25, 1648, and answer the questions that follow.
Teaching Resources, Unit 3, p. 73
Monitor Progress
To check students’ understanding, ask them to explain whom they would have supported in England’s Civil War—
Cromwell or Charles I—and why.
Solutions for All Learners
L1 Special Needs L2 English Language Learners L2
Have students use the Infographic above as a reference to help organize the section material. Ask students to write down each heading and date from the
Infographic and summarize the text underneath into bullet points. Then have them refer to the text for
Less Proficient Readers
Use the following resources to help students acquire basic skills:
Adapted Reading and Note Taking
Study Guide additional details that would fall under each heading, and add them as bullet points.
■
■
Adapted Note Taking Study Guide, p. 152
Adapted Section Summary, p. 153
Answers
Parliament won and had Charles I executed.
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).
Chapter 16 Section 3 519

L3
Instruct n Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Create two columns on the board. With students’ help, list which beliefs were tolerated and which were not under Henry VIII,
Elizabeth I, James I, Charles I, and
Cromwell.
n Teach Explain that despite Cromwell’s intention to set up a democratic republic, the Commonwealth became increasingly undemocratic. Ask What did the
Levellers want?
(rights for poor men and for women) How did Cromwell seize power? (He used the army, first to suppress dissent, then to monopolize power.) What was the Restoration?
(the return of the monarchy) n Quick Activity Direct students’ attention to the feature title Our Puritan
Heritage on the next page. Use the
Think-Write-Pair-Share strategy (TE, p. T23) to initiate a class discussion about why universal education was important to the Puritans, why it was a revolutionary idea, and how education is related to democracy.
Independent Practice
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.
520 The Age of Absolutism
Cromwell ’ s Armor
Oliver Cromwell wore this helmet and sword when he led the English forces into Ireland.
Vocabulary Builder tolerate—(
TAHL
er ayt) v.
to respect other’s beliefs without sharing them
Challenging the Commonwealth The new government faced many threats. Supporters of Charles II, the uncrowned heir to the throne, attacked England by way of Ireland and Scotland. Cromwell led forces into Ireland and brutally crushed the uprising. He then took harsh measures against the Irish Catholic majority that are still vividly remembered in that nation today. In 1652, Parliament passed a law exiling most
Catholics to barren land in the west of Ireland. Any Catholic found disobeying this order could be killed on sight.
Squabbles also splintered forces within the Commonwealth. One group, called Levellers, thought that poor men should have as much say in government as the gentry, lawyers, and other leading citizens. “The poorest he that is in England hath a life to live as the greatest he,” wrote one Leveller. In addition, female Levellers asserted their right to petition
Parliament. These ideas horrified the gentry, who dominated Parliament.
Cromwell suppressed the Levellers, as well as more radical groups who threatened ownership of private property. In 1653, as the challenges to order grew, Cromwell took the title Lord Protector. From then on, he ruled as a virtual dictator through the army.
Puritans: A Sobering Influence Under the Commonwealth, Puritans—with their goal of rooting out godlessness—gained a new voice in society. The English Civil War thus ushered in a social revolution as well as a political one.
Parliament enacted a series of laws designed to make sure that Sunday was set aside for religious observance. Anyone over the age of 14 who was caught “profaning the Lord’s Day” could be fined. To the Puritans, theaters were frivolous. So, like John Calvin in Geneva, Cromwell closed all theaters. Puritans also frowned on taverns, gambling, and dancing.
Puritans felt that every Christian, rich and poor, must be able to read the Bible. To spread religious knowledge, they encouraged education for all people. By mid-century, families from all classes were sending their children to school, girls as well as boys. Puritans also pushed for changes in marriage to ensure greater fidelity. In addition to marriages based on business interests, they encouraged marriages based on love. Still, as in the past, women were seen mainly as caretakers of the family, subordinate to men.
Although Cromwell did not tolerate open worship by Roman Catholics, he believed in religious freedom for other Protestant groups. He even welcomed Jews back to England after more than 350 years of exile.
The Commonwealth Ends Oliver Cromwell died in 1658. Soon after, the Puritans lost their grip on England. Many people were tired of military rule and strict Puritan ways. In 1660, a newly elected Parliament invited Charles II to return to England from exile.
England’s “kingless decade” ended with the Restoration, or return of the monarchy. Yet Puritan ideas about morality, equality, government, and education endured. In the following century, these ideas would play an important role in shaping the future of Britain’s colonies in the Americas.
What was the Commonwealth?
In late May 1660, cheering crowds welcomed Charles II back to London.
John Evelyn, a supporter and diarist whose writings are an important source of information about English political and social history, wrote:
British Redcoats Cromwell was a fiery member of
Parliament who proved a brilliant military strategist despite lack of any military training. He chose soldiers not for their social standing (as the king did) but for their proficiency. He instituted discipline and high moral standards in his New Model Army. He paid soldiers regularly, provided good weapons, and gave them brilliant red uniforms. In the heat of battle, the bright red coats helped soldiers tell friend from foe.
The red color also camouflaged bloodstains from wounds, helping to keep morale high. He trained soldiers to regroup quickly in battle for a new charge. It was Britain’s first professional army. After Cromwell’s demise, Charles II kept the professional army, the discipline, and the red coats, which would become a symbol of British power around the world.

Primary Source
“ This day came in his Majesties Charles the Second to London after a sad, and long Exile . . . with a Triumph of above 20,000 horse and [soldiers], brandishing their swords, and shouting with unexpressible joy; the [ways strewn] with flowers, the bells ringing, the streetes hung with [tapestry].
”
—John Evelyn, Diary
Charles II With his charm and flashing wit, young Charles II was a popular ruler. He reopened theaters and taverns and presided over a lively court in the manner of Louis XIV. Charles reestablished the Church of
England but encouraged toleration of other Protestants such as Presbyterians, Quakers, and Baptists.
Although Charles accepted the Petition of Right, he shared his father’s belief in absolute monarchy and secretly had Catholic sympathies. Still, he shrewdly avoided his father’s mistakes in dealing with Parliament.
James II is Forced to Flee Charles’s brother, James II, inherited the throne in 1685. Unlike Charles, James practiced his Catholic faith openly. He angered his subjects by suspending laws on a whim and
Puritan girls spent hours working on embroidered samplers like this one.
Such work was considered part of their education.
appointing Catholics to high office. Many English Protestants feared that
James would restore the Roman Catholic Church.
In 1688, alarmed parliamentary leaders Our Puritan Heritage invited James’s Protestant daughter, Mary, and her Dutch Protestant husband, William III of
Orange, to become rulers of England. When William and Mary landed with their army late in
1688, James II fled to France. This bloodless overthrow of the king became known as the Glorious
Revolution.
The English Bill of Rights Before they could be crowned, William and Mary had to accept several acts passed by Parliament in 1689 that became known as the English Bill of Rights.
The Bill of Rights ensured the superiority of Parliament over the monarchy. It required the monarch to summon Parliament regularly and gave the House of Commons the “power of the purse,” or control over spending. A king or queen could no longer interfere in parliamentary debates or sus-
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?
pend laws. The Bill of Rights also barred any
Roman Catholic from sitting on the throne.
The Bill of Rights also restated the traditional rights of English citizens, such as trial by jury. It abolished excessive fines and cruel or unjust punishment. It affirmed the principle of habeas corpus.
That is, no person could be held in prison without first being charged with a specific crime.
In addition, a separate Toleration Act, also of
1689, granted limited religious freedom to Puritans, Quakers, and other dissenters. Still, only members of the Church of England could hold public office. And Catholics were allowed no religious freedom.
L3
Instruct
■ Introduce Have a student read aloud the Primary Source selection, John
Evelyn’s description of crowds welcoming Charles II back to London. Ask them to speculate why people who were particularly tired of Puritan ways might have thrilled to the pageantry of the Restoration.
■ Teach Explain that as in the past, religious faith became a contentious issue.
Ask How did James II anger his subjects? (by suspending laws and appointing Catholics to office) How was William and Mary’s monarchy different from earlier monarchies?
(They were invited by Parliament and had to acknowledge its supremacy.)
What group was not included in the Toleration Act? (Catholics)
■ Quick Activity Have students volunteer provisions of the English Bill of
Rights, and list them on the board.
Then, with students’ input, check off those that we inherited in our own
Constitution and Bill of Rights.
Independent Practice
To help students better understand the Quakers, have them read the biography George Fox and complete the worksheet.
Teaching Resources, Unit 3, p. 72
Monitor Progress
To review this section, ask students how a limited monarchy differed from an absolute monarchy and the divine right of kings.
Civic Responsibility Habeas corpus, which means
“you may have the body,” requires that a prisoner must be brought before a judge and charged with a crime or be released. It is enshrined in Article I, Section 9 of the U.S. Constitution. However, it is not a right but a “privilege” that may be suspended “when in Cases of Rebellion or Invasion the public Safety may require it.” President Abraham Lincoln suspended habeas corpus during the Civil War. Today, the United
States, like other nations, imprisons people whom it suspects of planning terrorist acts, but who have not yet committed a crime.
Answer
Caption Sample: youth groups, volunteer organizations, religious institutions
Chapter 16 Section 3 521

L3
Instruct n Introduce: Key Terms Write the word cabinet on the board. Have students find the key term (in blue) in the text, learn its history, and explain its meaning. Tell students that members of the cabinet evolved into ministers with different areas of expertise, and one member became the prime (first) minister.
Ask students what they know about the American cabinet and help them draw connections.
n Teach Explain that as constitutional government evolved, it still did not include all members of British society.
Ask What is a constitutional government? (a government whose power is defined and limited by law) Who made up Britain’s first political parties? (Tories, who were mainly rural, conservative aristocrats, and
Whigs, who were mainly urban businesspeople) How was Britain’s government an oligarchy? (Power was held by a limited group of privileged people.) n Quick Activity On the board, write
“monarch” at the very top and “landless poor” at the bottom. Call on students, and have each volunteer fill in one of the other groups to create a ranking of
British society. Then circle the ones who held ruling power.
Independent Practice
Have students review the chart titled
Influence of the Glorious Revolution on this page. Have them use details from the section and their own background knowledge to add other influences on the
United States.
Monitor Progress
Check Reading and Note Taking Study
Guide entries for student understanding.
A Limited Monarchy The Glorious Revolution created not a democracy, but a type of government called limited monarchy, in which a constitution or legislative body limits the monarch’s powers. English rulers still had much power, but they had to obey the law and govern in partnership with Parliament. In the age of absolute monarchy elsewhere in
Europe, the limited monarchy in England was radical enough.
The Glorious Revolution also greatly influenced important political thinkers of the time, such as John Locke. Locke’s ideas were later used by leaders of the American Revolution as the basis for their struggle, and are found in documents such as the Declaration of Independence.
What was the Glorious Revolution?
In the century following the Glorious Revolution, three new political institutions arose in Britain: political parties, the cabinet, and the office of prime minister. The appearance of these institutions was part of the evolution of Britain’s constitutional government —that is, a government whose power is defined and limited by law.
Political Parties Emerge In the late 1600s, political parties emerged in England as a powerful force in politics. At first, there were just two political parties—Tories and Whigs. Tories were generally aristocrats who sought to preserve older traditions. They supported broad royal powers and a dominant Anglican Church. Whigs backed the policies of the Glorious Revolution. They were more likely to reflect urban business interests, support religious toleration, and favor Parliament over the crown.
Influence of the Glorious Revolution
English Bill of Rights
• People ele c t
representatives to
Parliament, whi c h is
supreme over monar c h.
• All c itizens have
natural rights.
The Cabinet System The cabinet, another new feature of government, evolved in the 1700s after the British throne passed to a German prince.
Outcome in England
Writings of John Locke
• People have natural
rights su c h as life, liberty,
and property.
• There is a so c ial c ontra c t
between people and
government.
Constitutional Government
• Government is limited and
defined by law.
• Politi c al parties, the c abinet,
and the offi c e of prime
minister arise.
George I spoke no English and relied on the leaders in Parliament to help him rule. Under George I and his German-born son George
II, a handful of parliamentary advisors set policy. They came to be cabinet because of the small room, or “cabinet”, where they met. In time, the cabinet gained official status.
Impact on the United States
The Prime Minister Leads the
Cabinet Over time, the head of the cabinet came to be known as the prime minister. This person Colonists believed that they too had rights, in c luding the right to ele c t people to represent them.
Lo c ke ’ s ideas shaped the
Ameri c an Revolution and the writing of the
De c laration of
Independen c e and the Constitution.
The new Ameri c an nation formed a c onstitutional government with two parties and a c abinet; the Ameri c an system in c luded even more provisions for the separation of powers.
Chart Skills A c ommon protest during the Ameri c an Revolution was “no taxation without representation.” Which English outcome of the Glorious Revolution influenced that idea?
was always the leader of the majority party in the House of Commons.
Eventually, the prime minister became the chief official of the British government. From 1721 to
1742, the able Whig leader Robert
Walpole molded the cabinet into a unified body by requiring all members to agree on major issues.
Answers the bloodless overthrow of James II and the installation of William and Mary as monarchs
Chart Skills the English Bill of Rights
522 The Age of Absolutism
Parliamentary Democracy The first model for a parliament was Rome’s senate, a council of the elite.
During feudal times, lords met to decide whether to support the king, leading in the 1300s to England’s
Magna Carta and its first parliament. A parliamentary democracy has a constitution, a parliament, and both a head of state (a monarch or, today, a president), which is a ceremonial position with limited powers, and a head of government (a prime minister), who is often the leader of the parliament’s ruling party. The prime minister can be removed by the parliament and is not elected by the people. Because the executive and legislative branches are led by the same party, it is easier to pass reforms than in a republic. Most parliaments today include ordinary people as well as the elite and represent all the nation’s people.

Although the title was not yet in use, Walpole is often called Britain’s first prime minister. In time, the power of the prime minister would exceed that of the monarch. Other countries later adopted and adapted the cabinet system, including the United States.
What three political institutions contributed to the evolution of Britain’s constitutional government?
The decades that Walpole headed the cabinet were a time of peace and prosperity. But even as Parliament and the cabinet assumed new powers, British government was far from democratic. Rather, it was an oligarchy — a government in which the ruling power belongs to a few people.
In Britain, landowning aristocrats were believed to be the “natural” ruling class. The highest nobles held seats in the House of Lords. Other wealthy landowners and rich business leaders in the cities controlled elections to the House of Commons. The right to vote was limited to a relatively few male property owners.
Most Britons had neither the wealth nor the privileges of the upper class and lived very differently, making a meager living from the land. In the 1700s, even that poor existence was threatened. Wealthy landowners, attempting to increase agricultural production, bought up farms and took over common lands, evicting tenant farmers and small landowners.
Because they controlled Parliament, they easily passed laws ensuring that their actions were legal. As a result many landless families drifted into towns, where they faced a harsh existence.
However, a relatively strong middle class—including merchants, craftspeople, and manufacturers—was growing. These prosperous and often wealthy people controlled affairs in the towns and cities. Some improved their social standing by marrying into the landed gentry. The middle class also produced talented inventors and entrepreneurs who would soon help usher in the Industrial Revolution.
How did British society remain divided?
Assess Progress
L3
■ Have students complete the
Section Assessment.
■ Administer the Section Quiz.
Teaching Resources, Unit 3, p. 65
■ To further assess student understanding, use
Progress Monitoring Transparencies, 69
Reteach
L1 L2
If students need more instruction, have them read the section summary.
Reading and Note Taking
Study Guide, p. 153
L3
Adapted Reading and L1
Note Taking Study Guide, p. 153
L2
Spanish Reading and
Note Taking Study Guide, p. 153
L2
Extend
L4
Have the class design a Web site on parliamentary democracy. Have each student research, design, write, and illustrate a page on parliamentary democracy in a single country. Have students work in groups on a general history, timeline, and other features for the home page. Post the pages on a bulletin board or Web site.
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?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1631
●
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.
Answers political parties, the cabinet, and the office of prime minister
Poor people and women could not vote or participate in government; society was separated into distinct classes.
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 monarch would have absolute power or share power with Parliament.
5. Responses should include any two: the
Bill of Rights, limited monarchy, constitutional government, political parties, the cabinet, the office of prime minister.
6. As Parliament’s power grew, elements including a constitution, political parties, a cabinet, and the office of prime minister evolved.
●
Responses should include clear arguments on both sides of the issue, supported with specific examples.
For additional assessment, have students access Progress Monitoring Online at
Web Code naa-1631.
Chapter 16 Section 3 523

■ Describe the purpose and contents of the English Bill of Rights.
■ Understand how the English Bill of
Rights influenced the evolution of constitutional government.
Build Background Knowledge
Ask students to recall what they know about the Glorious Revolution and the
English Bill of Rights. Ask them to predict some of the rights this document guarantees.
L3
Instruct
■ Point out that, like our Declaration of
Independence, the Bill of Rights begins with a list of grievances. Ask According to the document, what did
James II do wrong? (He threatened
Protestantism and English law.)
■ Ask Who controls the monarch’s budget? (Parliament) What must have happened in the past when subjects petitioned the king? (They were jailed.) Why was item 13 included? (Charles I had bypassed
Parliament by not calling it for 11 years.) Where is freedom of speech guaranteed? (in Parliament) Why does item 10 sound familiar? (It is quoted exactly in the Eighth Amendment to the U.S. Constitution.)
Monitor Progress
Ask students to compare the rights guaranteed in the English Bill of Rights overall to those guaranteed in the U.S. Bill of
Rights. Ask how many years passed between the two documents. (one hundred years, from 1689 to 1789)
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.
hereas, the late King James II . . . did endeavor to subvert
1
and W extirpate
2
the Protestant religion and the laws and liberties of this kingdom . . . and whereas the said late King James II having abdicated the government, and the throne being vacant . . . the said lords [Parliament]
. . . being now assembled in a full and free representative [body] of this nation . . . do in the first place . . . declare:
1.
That the pretended power of suspending of laws or the execution of laws by regal authority without consent of Parliament is illegal. . . .
4.
That levying money for or to the use of the crown by pretense of prerogative
3
without grant of Parliament . . . is illegal;
5.
That it is the right of the subjects to petition the king, and all commitments and prosecutions for such petitioning are illegal.
6.
That . . . raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of Parliament, is against law. . . .
8.
That election of members of Parliament ought to be free. . . .
9.
That the freedom of speech and debates or proceedings in Parliament ought not to be challenged or questioned in any court or place out of
Parliament. . . .
10.
That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. . . .
13.
And that, for redress of all grievances and for the amending, strengthening, and preserving of the laws, Parliaments ought to be held frequently. . . .
1. subvert (sub VURT ) v.
to destroy, overthrow, or undermine
2. extirpate ( EK stur payt) v.
to eliminate
3. prerogative (pree RAHG uh tiv) n.
a right
An engraving made in 1689 shows the new English rulers,
William and Mary.
The original English Bill of Rights, today over 300 years old, is carefully preserved in a museum in
London, England.
Thinking Critically
1. Synthesize Information What is the meaning of item 6, and why do you think it was included in the Bill of Rights?
2. Draw Inferences Why do you think the members of Parliament included item 9? Why do you think this item might have been important?
1.
Item 6 means that a monarch could not keep an army to be used against citizens. It was included
2.
because Charles I sent troops into Parliament.
They included item 9 so that monarchs could not jail or punish members of Parliament for speaking out against them.
524
English Bill of Rights The Bill of Rights was read to William and Mary at their coronation in 1689, and
William replied, “We thankfully accept what you have offered us.” Although an important document in the history of democracy, the English Bill of Rights is not primarily a declaration of the rights of all citizens, as is the U.S. Bill of Rights. Instead, it outlines mainly the rights of Parliament and the limits on the power of the
British crown to interfere with Parliament. The bill makes clear, however, that its writers believed they were doing “as their ancestors in like cases have usually done” in creating a document for the purpose of
“vindicating and asserting their ancient rights and liberties.” The provision giving Parliament the sole right to tax is the source of American colonists’ claim of a right to “no taxation without representation.”