democratic developments in england - … 5.pdf · monarchs held supreme authority over the church...

40

Sources of the Democratic Tradition

Vocabulary Builder

5

5

SECTION

Standards-Based Instruction

Standards-at-a-Glance

• History-Social Science

Students have learned about ideas on the law in Greece and Rome, and in Judaism and Christianity. Now they will learn how changes in traditional English government led to the development of Parliament.

• Analysis SkillsHR4

Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources, and apply it in oral and written presentations.

• English-Language Arts

Writing 2.4

Prepare to Read

Build Background Knowledge

Write the word

parliament

on the board, and ask students what branch of the United States government is similar to it.

(Congress)

Have students tell what they know about Parliament as it exists in England today.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

The King’s Court

Ask

What does this document tell you about relations between the monarchy and the Church?

(Some hostility existed.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 5 Assessment answers.)

■

Preview

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

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the chart showing multiple causes of three broad historical changes.

Reading and Note Taking Study Guide,

p. 14

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

Teaching Resources, Unit 1,

p. 7;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

dominate, p. 41

vt.

to rule or control by superior power or influenceThe invaders used their advanced weapons to

dominate

the region.

L3

L3

55

Growth ofRoyal Power

Evolving Traditionsof Government

Triumph ofParliament

Causes:••

Causes:••

Causes:••

Democratic Developments in England

Standards PreviewH-SS 10.2.2 List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

Terms, People, and PlacesfeudalismWilliam the ConquerorHenry IIcommon law

absolute monarchOliver Cromwellhabeas corpuslimited monarchy

Reading Skill: Recognize Multiple Causes Asyou read, look for the causes of the broad historical changes described in this section. Create a chart like the one below showing at least two causes for each broad change.

In medieval England the Christian church, the nobility, and themonarchy all had considerable wealth and influence. Theoretically,monarchs held supreme authority over the church and the nobil-ity. Yet in reality, the three groups maintained an unsteady bal-ance of power.

Growth of Royal PowerIn the face of invasion by Vikings and other warrior peoples, Euro-pean monarchs proved too weak to maintain law and order. Peopleneeded protection for themselves, their homes, and their lands. Inresponse to this basic need for security, a new system evolved,known as feudalism. Feudalism was a loosely organized systemof rule in which powerful local lords divided their landholdingsamong lesser lords. In exchange, these lesser lords, or vassals,pledged service and loyalty to the greater lord. For example, vas-sals would provide knights, or mounted warriors, to fight theirlord’s battles. The greater lords, in turn, pledged loyalty to evenmore powerful lords. The greatest lord, the king, occupied thehighest point on the feudal pyramid.

Monarchs, Nobles, and the Church Feudal monarchs inEurope stood at the head of society, but most had limited power.While they ruled their own domains, they relied on vassals for mil-itary support. Nobles and the church had as much power as themonarch—and sometimes more. Both nobles and the church hadtheir own courts, collected their own taxes, and fielded their own

King Henry II (left) argues with Archbishop Thomas Becket (right).

The King’s CourtKing Henry II of England exerted control over the church through a document issued in 1164 in which he detailed certain ”recognized customs and rights of the kingdom“:

“Clergymen charged and accused of anything shall, on being summoned by a justice of the king, come into his court, to be responsible there for whatever it may seem to the king’s court they should there be responsible for.”

In the end, however, the clergy joined with English nobles to form the early Parliament, which served to counter the power of the monarchy.

Focus Question How did Parliament emerge victorious in the struggle for political power in medieval England?

WITNESS HISTORYWITNESS HISTORY AUDIO

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Chapter 1 Section

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Solutions for All Learners

Teach

Growth of Royal Power

H-SS 10.1.2

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Then have them read the section title and the two headings on the previous page. Ask them to predict who dominated the gov-ernment of England during much of the medieval period.

■

Teach

Point out that after the Battle of Hastings, the power of English mon-archs grew. Ask

How did William the Conqueror increase royal power?

(He required all vassals to swear first allegiance to him; he also built an effi-cient tax-collecting system that increased royal wealth and authority.)

■

Quick Activity

Form the class into an early royal courtroom, in which a group of local men would determine which cases should be brought to trial. Assign to students the roles of jury members, a traveling judge, and local officials to briefly present the cases (suggested cases: a man stole a chicken, a group of children cut down a local family’s only apple tree). Have the jurors try to agree on which case or cases should go to trial.

Independent Practice

Ask pairs of students to conduct research on the Bayeux Tapestry, which tells the story of William the Conqueror’s victory at the Battle of Hastings.

Monitor Progress

■

As students fill in their charts, circu-late to make sure they understand the causes and effects of the changes described in the text.

Note Taking Transparencies,

53

■

Check to make sure that students have located information on the tapestry.

Answer

William the Conqueror required vassals to be loyal to him, and he introduced a census for tax purposes. Henry II set up a justice system that came to rely on common law and juries.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Remind students that they can use text headings to get an idea of what a section is about. Have them read the section title and all the headings in the sec-tion. Ask them to use the headings to answer this question: Did the Parliament’s triumph in England come easily or with great difficulty? Have them refer to the headings to explain their answer.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 14

■

Adapted Section Summary, p. 15

L3

armies. They jealously guarded their rights and privileges against anyeffort by rulers to increase royal authority.

Strong Monarchs in England During the early Middle Ages, Angles,Saxons, and Vikings invaded and settled in England. Although feudalismdeveloped, English rulers generally kept their kingdoms united.

In 1066, the Anglo-Saxon king, Edward died without an heir. Twomen, William and Harold, laid claim to the vacant throne. To settle thedispute, William sailed across the English Channel from Normandyto battle Harold, Edward’s brother-in-law. At the Battle of Hastings,William and his Norman knights triumphed over Harold. William theConqueror, as he was now called, ascended the throne of England.

Although William’s French-speaking nobles, or barons, dominatedEngland, the country’s Anglo-Saxon population survived. Over the next300 years, Norman-French and Anglo-Saxon customs, languages, andtraditions gradually blended.

William exerted firm control over his new lands. He required everyvassal to swear first allegiance to him rather than to any other feudallord. Realizing that knowledge is power, William had a complete censustaken in 1086. The information he gathered helped him and laterEnglish monarchs build an efficient system of tax collecting. Royalwealth and authority continued to increase.

Common Law In 1154, an energetic, well-educated king, Henry II,inherited the throne. He broadened the system of royal justice. As aruler, the king could not simply write new laws but had to followaccepted customs. Henry found ways to expand customs into law. Hethen sent out traveling judges to enforce royal laws. The decisions of theroyal courts became the foundation of English common law, a legal sys-tem based on custom and court rulings. Unlikelocal feudal laws, common law applied to all ofEngland. It served to standardize laws and punish-ments. In time, people chose royal courts over thoseof nobles or the church. Because royal courtscharged fees, the treasury benefited from thegrowth of royal justice.

Under Henry II, England also developed the ideathat local citizens should take part in trials. Whentraveling judges visited an area, local officials gath-ered some men to form a jury, or group of peoplesworn to speak the truth. (The word jury comesfrom the French juré, meaning “sworn to oath.”)These men determined which cases should bebrought to trial. As such, this early jury was theancestor of today’s grand jury. Another kind of juryevolved later. Composed of 12 neighbors of theaccused person, it was the ancestor of today’s trialjury. England’s establishment of common law and ajury system set the stage for further advances onthe road to democratic rule.

Standards Check What new practices did strong monarchs introduce in England? H-SS 10.1.2

Vocabulary Builderdominate (dom e NATE) vt. to rule or control by superior power or influence

Royal CourtsRoyal judges who journeyed around England beginning around 1100 enforced the laws of Henry II. The decisions of these judges became the foundation of English Common Law.

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Evolving Traditions of Government

H-SS 10.2.2

Instruct

■

Introduce

Point out the illustration of the Magna Carta on this page. Tell students that the Magna Carta was a turning point in the evolution of democ-racy because it marked the beginning of limits on royal power.

■

Teach

Explain that England’s strong monarchy began to weaken under Henry II’s son John. Ask

What is the Magna Carta?

(It is a document that affirms the nobles’ feudal rights and some rights of townspeople and the Church.)

Why did the nobles impose it upon John?

(John angered the nobles with oppressive taxes and other abuses of power.)

How did the Magna Carta limit the king’s power?

(It listed rights that the king had to respect, and it declared that the king had to consult the Great Council of lords and clergy before raising taxes.)

Why is the Magna Carta consid-ered to be a cornerstone of the democratic tradition?

(It asserted that people had rights and that the monarch must obey the law, both key principles in democratic governments.)

■

Quick Activity

Display

Color Transparency 5: The Key Princi-ples of the Magna Carta.

Use the les-son suggestion in the transparency book to guide a discussion of principles that contributed to the development of the democratic tradition.

Color Transparencies,

5


Primary Source

To help students bet-ter understand traditional feudal rights in England, have them read the selection from

The Magna Carta

and complete the worksheet.


p. 13

Monitor Progress

To review the section so far, ask students to reread the black headings and summa-rize the information under each one.

Clash Between Church and State

The church leader murdered in the quarrel with Henry II was Tho-mas Becket, the Archbishop of Canterbury. The two men had once been close friends, but when Becket fought the king’s attempt to grab more power at the Church’s expense, Henry’s fury exploded. “What a pack of fools and cowards I have nourished,” he cried,

“that not one of them will avenge me of this turbulent priest.” Four hot-headed knights took Henry at his word. In 1170 they murdered the archbishop in his own cathedral. The political struggle between church and state and the personal struggle between Henry II and Thomas Becket are brought to life in the award-winning 1964 film

Becket

.

L3

History Background

Evolving Traditions of GovernmentHenry’s efforts to extend royal power led to a bitter dispute with thechurch. Henry claimed the right to try clergy in royal courts. Church offi-cials fiercely opposed the king’s move. The quarrel ended in the murderof a church leader. Later English rulers repeatedly clashed with noblesand the church. Most battles developed as a result of efforts by the mon-arch to raise taxes or to impose royal authority over traditional feudalrights. Out of those struggles evolved traditions of government thatwould influence the modern world.

The Magna Carta Henry’s son John was a clever andgreedy ruler. He earned his bad reputation in part throughfailed struggles with the French king and the pope. KingJohn is best remembered, however, for a momentous powerstruggle with his own nobles. John angered them withoppressive taxes and other abuses of power. In 1215, a groupof rebellious barons cornered John and forced him to acceptthe Magna Carta, or Great Charter. In this document, theking affirmed a long list of feudal rights.

Besides protecting their own privileges, the baronsincluded a few clauses recognizing the legal rights of towns-people and the church. Among the most significant of thesewas a clause protecting every freeman from arbitrary arrest,imprisonment, and other legal actions, except “by legal judg-ment of his peers or by the law of the land.” This famousclause formed the basis of the democratic right now known as“due process of law.”

The king also agreed not to raise new taxes without firstconsulting his Great Council of lords and clergy. Many centu-ries later, American colonists would claim that those wordsmeant that any taxation without representation was unjust.In 1215, though, neither the king nor his lords could haveimagined such an idea.

The Magna Carta contained two very important principles that in thelong run would shape government traditions in England. First, itasserted that the nobles had certain rights. Over time, those rights wereextended to all English citizens. Second, the Magna Carta made it clearthat the monarch must obey the law. The rule of law became a key princi-ple in the democratic tradition.

Development of Parliament In keeping with the Magna Carta,English rulers often called on the Great Council for advice. During the1200s, this body evolved into Parliament. Its name comes from theFrench word parler, meaning “to talk.” As Parliament acquired a largerrole in government, it helped unify England.

In 1295, Edward I summoned Parliament to approve money for hiswars in France. “What touches all,” he declared, “should be approved byall.” He arranged for representatives of the “common people” to join withthe lords and clergy. The “commons” included two knights from eachcounty and delegates from the towns.

This assembly set up the framework for England’s legislature. For thisreason, it later became known as the Model Parliament. In time, Parlia-ment developed into a two-house body. Nobles and clergy met in the Houseof Lords. Knights and middle-class citizens met in the House of Commons.

The Magna Carta, 1215According to one account, “King John, seeing that he was inferior in strength to the barons, . . . granted the underwritten laws and liberties, and confirmed them by his charter. . . .”

Primary Source

“ (38) In future no official shall place a man on trial upon his own unsupported statement, without pro-ducing credible witnesses to the truth of it.(39) No free man shall be seized or imprisoned, or stripped of his rights or possessions, or outlawed or exiled. . . except by the lawful judgement of his equals or by the law of the land.(40) To no one will we sell, to no one deny or delay right or justice. (45) We will appoint as justices, constables, sheriffs, or other officials, only men that know the law of the realm and are minded to keep it well.”

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Chapter 1 Section

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Triumph of Parliament

H-SS 10.2.2

Instruct

■

Introduce: Key Terms

Ask students to find the key term

absolute mon-arch

(in blue) in the text and define it. Ask

How do you think members of Parliament would react to a king who behaved like an absolute mon-arch?

(They would not accept the king’s behavior, because an absolute monarch by definition would usurp the estab-lished power of Parliament.)

■

Teach

Have students create on the board a chronological list of English rulers, including the Tudor and Stuart monarchs named in the text, as well as Oliver Cromwell. Then ask students to provide one or more key events, with dates if available, associated with each ruler. Ask volunteers to use the list to present an oral summary of the tri-umph of Parliament.

Answer

Parliament’s “power of the purse,” or right to approve taxes, allowed it to force the monarch to meet its demands to obtain funding.

L4

Advanced Readers L4

Gifted and Talented

Many traditions of the United States Congress have their roots in the practices of the British Parliament. Interested students may wish to research the two leg-islative bodies in order to compare and contrast their

customs and procedures. To report their findings, stu-dents might write a report, draw a chart showing sim-ilarities and differences, or prepare a multimedia presentation comparing the two bodies.

L3

Solutions for All Learners

Parliament Gains Strength England and France battled each otherover land claims, politics, and other issues off and on for centuries.Between 1337 and 1453, they fought a series of especially destructiveconflicts known together as the Hundred Years’ War. Once fightingstarted, economic rivalry and a growing sense of national pride made ithard for either side to give up the struggle. By the end, England had lostnearly all of its lands in France.

The Hundred Years’ War changed England politically. During the warEnglish rulers turned repeatedly to Parliament for funds, which helpedthat body win the “power of the purse.” That is, it won the right to approveany new taxes. With that power, Parliament could insist that the monarchmeet its demands before voting for taxes. In this way it could check, orlimit, the power of the monarch. Later, most democratic governmentswould incorporate similar checks on power into their constitutions.

Standards Check How did the English Parliament limit the power of the monarch? H-SS 10.2.2

Triumph of ParliamentFrom 1485 to 1603, the Tudor dynasty ruled England. TheTudors, including Henry VIII and his daughter Elizabeth I,shrewdly recognized the value of good relations with Parlia-ment. They continued the tradition of consulting Parliament,especially on issues related to finances.

During this time, Christians throughout Europe launchedprotests against questionable church practices. The resultingreligious reform movement became known as the ProtestantReformation. The Catholic Church resisted these protesters,who eventually split off to form various Protestant groups.In England, Henry VIII broke with Rome to form the Churchof England.

Elizabeth I died in 1603 without a direct heir. The thronepassed to her relatives the Stuarts, the ruling family of Scot-land. The Stuarts were neither as popular as the Tudors noras skillful in dealing with Parliament. The ongoing battlebetween the Stuart monarchs and Parliament resulted in a“century of revolution.”

The Royal Challenge The first Stuart monarch, James I, agreedto rule according to English laws and customs. Yet he behaved like anabsolute monarch, a ruler with complete authority over the govern-ment and the lives of the people. James rejected the demands of Puri-tans, a group that wanted to “purify” the Church of England of Catholicpractices. He clashed regularly with Parliament over money and foreignpolicy. In 1611 and again in 1614, James angrily dissolved the Parlia-ment, sending its members home.

James’s son, Charles I, also claimed absolute power. He imprisonedhis foes without trial and squeezed the nation for money. By 1628,though, his need to raise taxes forced Charles to summon Parliament.Before voting for any funds, Parliament insisted that Charles accept thePetition of Right. It prohibited the king from raising taxes without theconsent of Parliament and banned imprisonment without just cause.Charles signed the petition, but he dissolved Parliament the next year.

Henry VIII and Elizabeth IBoth Henry VIII and Elizabeth I continued the tradition of consulting with Parliament in hopes of preserving the power of the monarchy. Elizabeth’s successors the Stuarts, however, were not as skillful in dealing with Parliament and their reign marked the end of absolute monarchy in England.

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■

Quick Activity

Display

Color Transparency 6: The Key Princi-ples of the English Bill of Rights.

Ask

How did the Bill of Rights con-tribute to the development of the democratic tradition?

(It restated the traditional rights of English citizens. Although the Bill of Rights did not cre-ate a democracy, it established a limited monarchy, in which Parliament and the monarch governed in a partnership.)

Color Transparencies,

6

British Redcoats

During the English Civil War, Oliver Cromwell proved himself to be an excellent military strategist. He was responsible for the well-known brilliant red color of the English soldier’s uni-form. In the heat of battle, the bright red coats helped

soldiers distinguish between friendly forces and enemy forces. The red color also camouflaged any blood stains from wounds, thus helping to keep morale high.

History Background

1

2

3

4

Many of the democratic rights and freedoms included in the American Bill of Rights (1791) trace their origins to two landmark documents in British history: The Magna Carta (1215) and the English Bill of Rights (1689). These two documents confirmed the principles that governments need to be limited in their power and that individuals have rights that government cannot take away.

1215–The Magna CartaIn 1215, barons living under King John 11 were tired of the king’s military campaigns and heavy taxes. They wrote the Magna Carta, or Great Charter, to bring an end to arbitrary acts by the king and to establish in writing the fact that the power of the monarch was not absolute.

The Magna Carta established three key rights: The right to a trial by a jury of one’s peers, 2 the right of due process, or protection from the arbitrary taking of life, liberty or property, 3 and the right to private property. 4

5

6

7

89

10

INFOGRAPHIC

In 1640, Charles needed funds to combat a rebellion in Scotland, so hesummoned Parliament. When it met, however, Parliament launched itsown revolt. The Long Parliament, which lasted until 1653, triggered thegreatest political revolution in English history. In a mounting strugglewith the king, Parliament tried and executed the king’s chief ministers.It further declared that the Parliament could not be dissolved without itsown consent.

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

The English Civil War The civil war that followed lasted from 1642 to1649. Many wealthy nobles supported Charles. Rural landowners, town-dwelling manufacturers, and Puritan clergy backed Parliament, whoseforces were led by a skilled general named Oliver Cromwell. In a seriesof decisive battles, Cromwell’s army defeated the king’s troops. By 1647,Charles I was in the hands of parliamentary forces.

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Chapter 1 Section

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Connect to Our World


Have students work together in pairs to write two newspaper opinion pieces from the year 1688. One essay should support what would later be called the Glorious Revolution. The other should oppose it.

Monitor Progress

As students write their opinion pieces, circulate to make sure they understand why some people would have supported the Glorious Revolution and why others would have opposed it.

Civic Responsibility

Two decades before the Puri-tans gained power in England, a group of settlers established a Puritan society at Massachusetts Bay, across the Atlantic. The Puritans knew that to assure survival of their beliefs and culture, they would have to educate their children in their own ways. For this reason, the Puritans set up public schools to help train children to become good citizens of their community.

The United States would, over time, adopt the Puritan public school tradition. A literate, well-informed citizenry continues to be a major aim of American schools today. Ask students to list other institutions that help young people learn civic responsibility.

(Scouts, youth groups, places of worship, and volun-teer organizations)

Answers

Thinking Critically

1.

It was a costly war, and this forced the king to ask Parliament for the money to pay for it. Par-liament then used this as leverage to gain more power from the king.

2.

Sample: Disagree; both documents did far more than require the monarch to obey the law. They established certain democratic principles, such as the right to due process, the right to private property, and the right to petition.

5

68

10

9

7

1 2

34

1295–Model ParliamentIn the years between the Magna Carta and the English Bill of Rights, some monarchs respected the principles and rights of the Magna Carta and others ignored them. English rulers often called on the Great Council, or Parliament 5for advice.

1337–1453 Hundred Years’ WarParliament began requiring the king to meet their demands before they would allow the king to raise new taxes to fund the war. 6

1628 Petition of RightIn 1628, when Charles I 7 asked Parliament for more money in taxes, Parliament refused until he signed the Petition of Right. The petition limited the king’s power in several ways. Most importantly, the document demanded that the king no longer imprison or punish any person but by the lawful judgment of his peers, or by the law of the land.

1689–The English Bill of RightsIn 1688, after years of turmoil, Parliament offered the crown to William and Mary of Orange. In 1689, Parliament drew up a list of demands to which William and Mary had to agree. This document, The English Bill of Rights, repeated some of the demands listed in the Magna Carta and Petition of Right and added several new key rights: no cruel punishment, 8 no excessive bail or fines, the right to bear arms, 9 and the right to petition or bring one’s case to the king without fear of punishment. 10

Two years later, Parliament set up a court to try the king. It con-demned Charles to death as “a tyrant, traitor, murderer, and publicenemy.” The king’s execution sent shock waves throughout Europe. Forthe first time, a ruling monarch had been tried and executed by his ownpeople. The parliamentary forces had sent a clear signal that in England,no ruler could claim absolute power and ignore the rule of law.

The Commonwealth After the execution of Charles I, the House ofCommons abolished the monarchy, the House of Lords, and the officialChurch of England. Parliament also declared England a republic, knownas the Commonwealth, with Cromwell in charge. A series of threats ledCromwell to impose military rule in 1653.

Under the Commonwealth, Parliament exiled Catholics to barren landin the west of Ireland. Puritans gained influence throughout the govern-ment and society. Puritan preachers tried to root out godlessness andimpose a “rule of saints.” They also encouraged greater religious obser-vance and restrictions on various forms of entertainment.

Thinking Critically1. Draw Inferences How did the 100

Years War help Parliament gain more power over the king?

2. Synthesize Information Agreeor disagree with the following statement: The result of the Magna Carta and the English Bill of Rights was the establishment of a clear principle that even a monarchmust obey the law. H-SS 10.2.2

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Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 6

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

5

Reteach

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

Reading and Note Taking Study Guide,

p. 15

Adapted Reading and Note Taking Study Guide,

p. 15

Spanish Reading and Note Taking Study Guide,

p. 15

Extend

Have groups of students update, to the present day, various aspects of English society and politics introduced in this section, including the court system, the monarchy, Parliament, and the Church of England.

Answer

The Bill of Rights ensured the superiority of Parliament, required the monarch to summon Parliament regularly, gave the House of Com-mons the “power of the purse,” prohibited the monarch from interfering in parliamentary debates or suspending laws, barred Roman Catholic monarchs, abolished excessive fines and cruel or unjust punishment, and affirmed the principle of habeas corpus.

Section 5 Assessment

1.

Sentences should reflect an understanding of each term and person listed at the beginning of the section.

2.

Answers should refer to the Magna Carta, power of the purse, Petition of Right, and the English Bill of Rights.

3.

Royal courts, with their standardized laws and punishments, gradually replaced the courts of nobles or the Church.

4.

The Magna Carta affirmed due process of law as well as the idea that the monarch was subject to the rule of law.

5.

The English Bill of Rights gave Parliament much of the power that it had demanded for so long, thus ensuring the superiority of Parliament over the monarchy.

●

Writing About History

Responses should include several possible persuasive arguments and a clear explana-tion of why one of them is the strongest.

For additional assessment, have students access

Standards Monitoring

Online

at

Web Code mza-0155.

L3

L3

L1 L2

L2

L4

AssessmentStandard H-SS 10.1.2H-SS 10.2.2E-LA W 2.4

2, 32, 4, 5Quick Write

55

Oliver Cromwell died in 1658. Soon after, the Puritans lost their gripon England. Many people had tired of military rule and strict Puritanways. In 1660, a newly elected Parliament restored the monarchy byinviting Charles’s son to rule.

From Restoration to Glorious Revolution The new king, CharlesII, shared his father’s faith in absolute monarchy and secretly had Cath-olic sympathies. Still, he accepted the Petition of Right and shrewdlyavoided his father’s mistakes in dealing with Parliament.

Charles’s brother, James II, inherited the throne in 1685. Jameslacked his brother’s good sense. He suspended laws at whim and flauntedhis Catholic faith. He even appointed Catholics to high office. ManyEnglish Protestants feared that James would restore the Roman Catho-lic Church.

In 1688, alarmed parliamentary leaders invited James’s Protestantdaughter, Mary, and her Dutch Protestant husband, William III ofOrange, to become rulers of England. When William and Mary landedwith their army late in 1688, James II fled to France. This bloodless over-throw of the king became known as the Glorious Revolution.

English Bill of Rights Before they could be crowned, William andMary had to accept several acts passed by Parliament in 1689 thatbecame known as the English Bill of Rights. The Bill of Rights ensuredthe superiority of Parliament over the monarchy. It required the mon-arch to summon Parliament regularly and gave the House of Commonsthe “power of the purse.” A king or queen could no longer interfere in par-liamentary debates or suspend laws. The Bill of Rights also barred anyRoman Catholic from sitting on the throne.

The Bill of Rights restated the traditional rights of English citizens,such as trial by jury. It abolished excessive fines and cruel or unjust pun-ishment. It affirmed the principle of habeas corpus. That is, no personcould be held in prison without first being charged with a specific crime.

The Glorious Revolution and the English Bill of Rights did not createa democracy. They established a type of government called a limitedmonarchy, in which a constitution or legislative body limits the mon-arch’s powers. English rulers still had much power, but they had to obeythe law and govern in partnership with Parliament.

Standards Check What principles did the English Bill of Rights establish? H-SS 10.2.2

Standards Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: mza-0155

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Recognize Multiple Causes Use your chart to answer the Focus Question: How did Parliament emerge victorious in the struggle for political power in medieval England?

Comprehension and Critical Thinking

3. Draw Inferences How did Henry II’s innovative system of justice contribute to the growth of royal power?

4. Determine Relevance Why is the Magna Carta considered a source of traditional democratic principles?

5. Test Conclusions How do the demo-cratic principles in the English Bill of Rights demonstrate the triumph of Parliament?

● Writing About History

Quick Write: Choose Strongest Argument Parliament has chosen you to persuade William and Mary to accept the Bill of Rights. List several arguments that you might use to persuade them, and then choose the strongest argument. Explain why it is the strongest.

William and Mary of OrangeWilliam and Mary accepted the English Bill of Rights before they could be crowned as king and queen.

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History Background

The English Bill of Rights

Standards-at-a-Glance

•

Analysis Skills HR4

Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and sec-ondary sources; and apply it in oral and writ-ten presentations.

•

Also covered

H-SS 10.2.2

Thinking Critically

1.

Sample: To do their job, members needed to be able to speak freely and honestly about issues without fear of retaliation by anyone outside of Parliament, such as the monarch.

2.

No. According to the items listed here, certain of the monarch’s powers were not eliminated but were limited—mainly by the need to gain the consent of Parliament before acting.

L3

Build Background Knowledge

Ask students to recall and describe the purpose of the earlier English documents that took power away from the king.

(The Magna Carta and the Petition of Right both affirmed that the people, or at least the nobles, had certain rights.)

Then invite students to read the introduction and the selection.

Instruct

■

Ask students to restate, in their own words, each of the listed rights.

Monitor Progress

Ask students to point out which of the listed rights specifically concern increas-ing or affirming Parliament’s power over the king.

(rights number 1, 4, and 6; but accept other responses that students can justify)

L3

hereas, the late King James II . . . did endeavor to subvert1

and extirpate2 the Protestant religion and the laws andliberties of this kingdom . . . and whereas the said late King James IIhaving abdicated3 the government, and the throne being vacant. . . .

The said lords [Parliament] . . . being now assembled in a full andfree representative [body] of this nation . . . do in the first place . . .declare:

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

4. That levying money for or to the use of the crown by pretense ofprerogative4 without grant of Parliament . . . is illegal;

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

6. That . . . raising or keeping a standing army within the kingdomin time of peace, unless it be with consent of Parliament, is againstlaw. . . .

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 orplace out of Parliament. . . .

10. That excessive bail ought not to be required, nor excessive finesimposed, nor cruel and unusual punishments inflicted. . . .

13. And that, for redress5 of all grievances and for the amending,strengthening, and preserving of the laws, Parliaments ought to beheld frequently. . . .

W

The English Bill of Rights

When the Catholic king 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. However, Parliament insisted that William and Mary submit to a Bill of Rights. This document ensured the superiority of Parliament over the monarchy while spelling out basic rights and freedoms. A continuation of the struggle between the crown and Parliament, the English Bill of Rights summed up the powers that Parliament had been seeking since the Petition of Right in 1628.

1. subvert (sub VURT) v. undermine the principles of2. extirpate (EKS tur payt) v. destroy3. abdicate (AB dih kayt) v. give up power4. prerogative (pree RAHG uh tiv) n. right or privilege5. redress (rih DRES) n. satisfaction or compensation for wrongs done

H-SS 10.2.2; Analysis Skills HR4

� Members of the British Parliament offering the crown to William and Mary

Thinking Critically1. Determine Relevance Why was

item 9 especially important to Parliament?

2. Analyze Information Did the English Bill of Rights leave the monarch powerless? Explain.

� The English Bill of Rights

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