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Year 8 - The Stuarts 1603-1704

Key Stage 3 History schme of work, which focuses on the question: "What were the causes of the English Civil War?"

Michael Brodie

on 18 February 2018

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Transcript of Year 8 - The Stuarts 1603-1704

The Stuarts 1603-1704
What type of king was James I?
Was Guy Fawkes Guilty?
Learning Objectives
Know - Key features of James I.

Understand - How reliable the evidence on James I is.

Concept - Evidence
Success Criteria
1)What's odd about these flags?

2) Why are they different?

2) In which country do you think each one was used?
Evaluates evidence and considers whether James I's character would lead him to have any enemies.

Explains features of James I rule.

Describes key features of James I.
TASK - James I Fact File
Step 1: Draw a picture of James I in the centre of your page using the description of his appearance in Source 2. Label the picture.

Step 2: Create a fact file around your drawing using these categories: personality, beliefs and policies. Use the sources sheet for information to complete your fact file.

AIM - Are there any conflicts between the sources? What might explain this?
In 1603, Elizabeth I died without any heir.

James VI of Scotland was invited to become King of England. So he became James I.

These are both flags used in Scotland (a) and England (b) to show the new union of crowns. Noting that the Ireland is not represented in these versions.

James was invited because he was the son of Mary Queen of Scots (a cousin of Elizabeth I) and because he was a protestant.
1) Is there anything in the sources which suggests James I may potentially make enemies.

2)How reliable are sources A,B and C for telling us about James I?

3) How useful are they for a historian trying to find out about James I?
Learning Objectives
Know - What the Gunpowder plot was.

Understand - Whether Guy Fawkes was guilty or not.

Skills - Evidence
Success Criteria
Did the same person write these signatures?
Makes a judgement supported by evidence on whether Guy Fawkes was guilty or not.

Explains the reasons behind the gunpowder plot.

Describes the Gunpowder Plot.
TASK: Using the sources you need to come to a decision whether Guy Fawkes was guilty or not.
When analysing sources we need to think about their reliability (how accurate and valid a source is).

To do this we need to do two things:

1) Compare the source to our own knowledge.
2) Look at the provenance - this means examining the situation in which the source was written, who wrote it and whether it is one-sided. You need to ask yourself - What are the limitations?
How to know when a source is reliable
Step 1: Analyse the sources and complete the sheet.

Step 2: Answer the question: Was Guy Fawkes Guilty? Use evidence from the sources to support your answer. Consider both sides of the argument.
Was Guy Fawkes Guilty?
Steps to success
1) Consider both sides of the argument.
2) Make a judgement and explain it fully.
3) Use evidence to support your answer.
Learning Objectives
Success Criteria
Why was there a struggle for power between Crown and Parliament?
Know - The differences between Crown and Parliament in the Seventeenth Century

Understand - The reasons why the Parliament and the Crown quarrelled.

Skills - Causation
Makes a judgment supported by evidence on the how important different causes are.

Categorises the reasons for the conflict between Crown and Parliament.

Explains the conflict between Crown and Parliament.
How would you feel and what would after all of these things had happened:
*You had to pay really high taxes to pay for wars that Britain kept losing.

*You were forced to pay even higher taxes to pay for rebuilding the military after the defeats.

*The Queen decided to take personal control of the country, banned parliament, and would not let anyone else have any say in decisions.

*The Queen raised an army to attack Scotland because its people wanted to have more independence.

*The Queen tried to arrest the Prime Minister and other members of parliament.
Who was more responsible for the bad relations?
Step 4 - As a group you need to think of overall categories that the cards could fit into.
How different were the Roundheads and Cavaliers?
Step 1 - You each have a card look at it and try to think of a broad cause category it could fit into. E.g. money.
Causes of the Civil War Discovery
Step 2 - Organise yourselves into a timeline in the correct chronological order.
Step 3 - Categorise yourself into long and short term causes. Also, identify the one person with the card which is the trigger cause.
Steps to Success
You will be working in groups of 15/16.

The group which finishes first (and it is correct) is the winner of each round.

The overall winner is the group who wins the most rounds.

You MUST work sensibly, effectively and quickly to be successful.
In 1642, a Civil War broke out in England. It split families and friends apart on different sides.

On one side were the forces of King Charles I.

On the the other side was army of the English Parliament led by Thomas Fairfax and Oliver Cromwell.
How did the creation of the New Model Army help to win the Civil War?
Learning Objectives
Know - How battles were fought during the English Civil War.

Understand - How reforms made by Parliament helped them to win the war.

Concept - Causation

Skills - Source analysis and Reenactment.
Success Criteria
What was the experience of Bristol during the Civil War?
Was Oliver Cromwell a protector or a dictator?
Using the knowledge you have picked up in the lesson.

You need to write a paragraph explaining the role that
card played in causing the Civil War.

Success Criteria
*Say whether it is a long or a short term cause.
*Say what category it fits into. E.g. money, religion or power.
* Make a judgement on how important your cause is and explain how you reached your decision.
How important was religion in causing the Civil War?
Learning Objectives
Know - The different religious causes of the Civil War.

Understand - The importance of religion in causing the Civil War.

Skills - Causation.
Success Criteria
TASK 2: How important was religion in causing the English Civil War?
Describes religious causes of the Civil War.
Explains religious causes of the Civil War.
Assesses the overall importance of religion as a cause of the Civil War.
Success Criteria
Describes religious causes of the Civil War.
Explains how the religious factors helped to cause the Civil War.
Assesses the overall importance of religion as a cause of the Civil War.
Steps to Success
Step 1
Describe the different religious causes.
E.g One of the religious causes of the war is Charles' religious beliefs. Charles believed that.......

Step 2
Explain how each religious factor helped to cause the war.
E.g. Charles' religious beliefs helped to cause the war because........

Step 3
Evaluate the overall importance of religion. You must justify your answer.
E.g. Overall the religion
What is the message of this painting?
Who can talk about religion and the Civil War for 30 seconds?
Task 1: Evidence Harvest
Information is placed around the room. You will have 15 minutes to collect the evidence and fill out your sheet. You need to work hard because you will need the evidence for the next task.
Who is this?
What is going on here?
How important was the struggle for power in causing the Civil War?
Dr Brodie's Expectations - The 3 Rs
1) Be Ready - Come to class prepared to work. This means having all the equipment needed for the lesson and having an open and inquisitive mind.

2) Be Responsible - Participate, pay attention, make your best effort and ask for help when you need it.

3) Be Respectful - Listen when others are talking, put your hand up to answer questions and encourage others' learning.
Do we agree these are fair?
What role did money play in causing the Civil War?
Learning Objectives
Know - How Charles I tried to raise money.

Understand - The consequences of Charles I's search for money.

Skills - Cause and consequence
Success Criteria
Describes the key events to do with money which helped to cause the Civil War.
Assesses how important the role of money was in causing the Civil War.
Why do you think this picture was made?
Why might a struggle over money turn into a struggle for power?
Think, Pair, Share.
TASK: Use the Information Sheet to answer the following questions in full sentences:
1) What were Charles' finances like when he took over the throne and why?

2) Explain how Parliament responded to Charles' use of Forced Loans?

3) Explain three ways that Charles I tried to raise money.

4) Why was Ship Money so unpopular?

5) In which part of England was Ship Money most heavily imposed?

6) What were the consequences of the Ship Money Tax?

7) Why did Charles try to raise money to put down rebellion in Scotland and what was the result of this?
TASK 2: Civil War Hot Seat
Three volunteers to play the roles of:

1) King Charles I
2) A Member of Parliament.
3) John Hampden
Everyone else must write down a question you would like to ask them.
Explains the role that money played in causing the Civil War.
Money more important than religion in causing the Civil War.
Learning Objectives
Know - The chronology of the power struggle between Parliament and the King.

Understand - The importance of the battle for power in causing the English Civil War.

Skills - Chronology and Causation.
Success Criteria
TASK: How important was the struggle for power in causing the English Civil War?
Describes the chronology of the struggle for power between the King and Parliament.
Judges who was winning the struggle for power at the beginning of the Civil War.
TASK: Plotting Power
Steps to success:

1) On your graph paper draw a Y axis which goes from 10 to 10 and label it ;'The power struggle between the King and Parliament over time.'

2) Read the cards as a pair and decide where they would go on your graph.

3) Label your graph with the events.

4) Identify the 'tipping point', where the struggle for power could only be solved by war.

5) Which side was winning the power struggle at the outbreak of the Civil War? Explain your answer.

6) Who was responsible for the outbreak of war. Explain your reasoning.
Steps to success

1) Explain who the struggle for power involved and what it was over.

2) Make a judgement on the most important event of the struggle for power and explain why.

3) Using your knowledge from our lessons on religion and money, compare the struggle for power to these factors to explain how important it was overall.
Evaluates the importance of the struggle for power by comparing to other factors.

Explains the most important part of the struggle for power.

Describes features of the struggle for power.
Success Criteria
As a class can we work out the message of this drawing?
What is
his body made of?
Who does he look a bit like?
Why is the man overlooking the land?
What type of person is he?
Evaluates the overall importance of the struggle for power in causing the English Civil War.
If this is the answer, what is the question?
Personal Rule.
Five Members.
Star Chamber.
Draw a picture of what you think a king should look like.
Think, Pair, Share
What makes a historical source reliable?

Why might a historian's work be accurate?
Was James I the 'wisest fool in Christendom?'
"The 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."
James I, Speech to Parliament in 1610.
TASK: Was James successful as a king?
Colour-code the boxes on the sheet into:
a) Evidence of James being a good king.
b) Evidence of James being a bad king.

AIM - Which was the best thing that James did during his reign and why?
This is Sir Anthony Weldon. He was a royal official under James I. He was sacked after insulting Scotland.

He wrote a book called 'The Court and Character of James I' which criticised the King. It was published in 1650, 25 years after James died.
STARTER: What can this source tell us about James I?
TASK: Source Analysis
"a very wise man once said he was the wisest fool in Christendom, meaning him, wise in small things but a fool in weighty affairs... I wish this kingdom have never any worse a king."
Anthony Weldon, The Court and Character of James I (1650)
Answer the questions on the sheet.
Learning Objectives
Know - Key differences between the Roundheads and Cavaliers.

Understand -Who supported them and why.

Concept - Similarity and Difference.

Skills - RARs, judgement, evaluation and debate.
Success Criteria
Which side would you be on?
TASK: Making a Decision.
1. Complete the sheet, using different coloured pencils - Make sure that you also explain why you came to the decision you made.

2. How different were the Roundheads and Cavaliers? Explain your answer using evidence.

AIM - Bill Bryson has described the Roundheads as 'right but repulsive" and the Cavaliers as "wrong but romantic." How accurate is this statement?

AIM - Were the Parliamentarians actually extremists?

Responds to assessment feedback.
Explains the differences between Roundheads and Cavaliers.
Judges whether they would have joined the Royalist or Parliamentarian army.
What's all this about?
What can learn about differences between Roundheads and Cavaliers?
Learning Objectives
Know - The experience of Bristol during the English Civil War.

Understand - Reasons for Bristol joining each side.

Concept - Causation

Skills - Categorising evidence, extended writing and peer assessment.
Learning Outcomes
What Really Happened?
TASK: What should Bristol do?
Step 1: Make a judgement:
Bristol should join the__________ army.

Step 2: Explain your most important piece of evidence.

My most important reason for this is _____________. It is really important because ______

Step 3: Explain other supporting reasons.

My supporting reasons for this are______.

Challenge Step: Compare your argument to those in favour of joining the other side and explain why joining one side is a better option.

AIM - Bill Bryson has described the Roundheads as 'right but repulsive" and the Cavaliers as "wrong but romantic." How accurate is this statement?
Word Bank
STARTER: Bristol in 1600
1. Do you think it was rich or poor – why?

2. Can you see any things in the picture that would make the city hard to attack in a war?

3.Why do you think the city was important to both sides?

4.Why might some Bristolian’s want to keep out of the war?

TASK: What should Bristol do?
Step 1: Using the sheet colour-code each piece of evidence into whether it suggests Bristol should support the Royalists or Parliamentarians.

Step 2: Design your own categories for the different types of reasons. E.g.

AIM: Why do you think Bristol may have changed sides during the war?
Makes inferences from a primary source.
Categorises the evidence for Bristol supporting each side during the English Civil War.
Judges which side Bristol should have joined during the English Civil War.
ship money
Review and Reward Bubble
Which was the most important piece of evidence in helping you reach your decision and why?

What categories did we come up with?

Why might different people support different sides in Bristol?

Are there any which suggest Bristol should remain neutral?
TASK: New Model Army Tactics
Two volunteers are required to demonstrate how the New Model Army fought.
Explain in your own words what fighting in the English Civil War was like
What can we learn about fighting during the English Civil War from this source?
VIDEO: The Battle of Naseby
Infers features of English Civil War fighting from a primary source.
Explains how the reforms made to create the New Model Army helped Parliament to win the English Civil War.
Describes how the Battles of the English Civil War were fought.
Learning Objectives
Know - Features of government of the Protectorate of Oliver Cromwell.

Understand - The different interpretations of Oliver Cromwell.

Concept - Evidence and Interpretations

Skills - Source analysis, PEA writing and debate.
Success Criteria
TASK: Dictator or Protector?
On 30 January 1649 Charles I was executed.
What can we learn about the execution from this source?
AIM: The executioners wore wigs and fake beards. Why do you think they did this?
Describes what a dictatorship is.
Explains the evidence for and against Oliver Cromwell being a dictator.
Evaluates whether Oliver Cromwell was a dictator.
What's a dictator?
What can they do?
HOT Questions
Step 1. Colour-code the statements into evidence for:
a) Cromwell as a Protector.
b) Cromwell as a Dictator.

Step 2: Which piece of evidence is most powerful in demonstrating Cromwell was a Dictator and why?

Step 3: Which piece of evidence is most powerful in demonstrating Cromwell was a Protector and why?

AIM - Could any of the statements be used to support Cromwell being both a Dictator and a Protector?
TASK: Cromwell PEA Paragraph
There is a lot of evidence to suggest Cromwell was a dictator. For example...

There is also a lot of evidence to suggest Cromwell was a protector. This includes...

The most convincing piece of evidence is...

Therefore, overall I think Cromwell was...
Lord Protector
How many strange things can you identify in this source?
What is the message?
How was the World Turned Upside Down?
Learning Objectives
Know - The variety of different radical groups in the seventeenth century.

Understand - The differences between the different radical groups of the seventeenth century.

Concept - Evidence

Skills - Source analysis and source creation.
Learning Outcomes
Infers the message of a primary source.
Explains the beliefs of different radical groups in the seventeenth century.
Creates a pamphlet promoting a radical group from the seventeenth century.
TASK: Dissenter Pamphlet
*Use persuasive writing to ​encourage others to support ​the views of the group.
*Use simple pictures to ​illustrate their views so that ​those who can’t read very ​well will still understand.
*You may decide to take the ​opportunity to attack the ​views held by others in your ​pamphlet.
CONTEXT: Pamphlets
In Seventeenth Century England pamphlets were a common way of sharing ideas. They were used for:
* Propaganda.
* To stir up political and religious ​thoughts.
* To inform the masses of your beliefs.
*To rouse (stir, provoke) fury against ​your enemy.
* To educate people in politics/religion
TASK: The Dissenter Threat
Complete the activity on p.63.
How popular was Charles II?
Learning Objectives
Know - The responses of different sections of society to the Restoration.

Understand - How popular the Restoration was.

Concept - Evidence.

Skills - Source analysis, gathering evidence, debate and creation.
Success Criteria
TASK: Loved By All?
You need to use evidence to find out how popular Charles II was. Use the information around the room to complete the question sheet.
Which group was most angered by the Restoration?
TASK: Restoration Memorabilia
You need to create your own piece of memorabilia to support the Restoration.

Success Criteria:
*Must promote Charles II.
*Must include an explanation.
*Should be something that can be seen.
*Could criticise Oliver Cromwell.
What's going on?
Creates a piece of Restoration Memorabilia
Assesses how popular the Restoration was using evidence.
Infers the message of a primary source.
What was it like to experience the plague of 1665?
Learning Objectives
Know - Features of the Great Plague of 1665.

Understand - How effective the response to the plague was.

Concept - Evidence.

Skills - Inference, knowledge recall and evaluation.
Learning Outcomes
STARTER: Meet the Plague Doctor
in 1665 a great plague struck London.

This is a plague doctor, patrolled the streets looking for dead bodies and enforcing the curfew for people.

Label your doctor and try to explain why they would have had each of these bits of their costume.

Waxed Cloak
Leather Gloves
Glass Eye
PLENARY: Plague Bingo
TASK: The Plague Quiz
You need to create a quiz for the person you sit next to to complete. You need to use pp. 82-85 for your information. House points who can score 9 or above.

Success Criteria:
* 10 questions.
* Closed Questions only.
* Must cover causes, symptoms and responses.
Daniel Defoe
Red Cross
bubonic plague
pneumonic plague
Samuel Pepys
Chicken's bottom
HOT Question
Did London respond to the plague appropriately?
Infers the purpose of different parts of a Plague Doctor's uniform.
Explains key features of the experience of the Great Plague.
Assesses how effective the response to the Great Plague was.
How valuable are primary sources for finding out about the Great Fire of London?
Learning Objectives
Know - Features of the Great Fire of London.

Understand - How to make inferences using primary sources.

Concept - Evidence.

Skills - Source analysis.
Success Criteria
Think, Pair, Share
How do historians find out about the past?
What influences the views of historians?
TASK: London's Burning!
TASK: Great Fire Brainstorm
Why did it spread?
How did it end?
1. Read the sources on p88-89 and answer the questions.

2. How useful is Source F to an historian investigating why the Great Fire of London Spread so quickly?

Success Criteria:
* Consider the authorship of the source - Are historians reliable? Why?
* Consider the purpose - Does this make it valuable?
* Consider the content of the source - Is it accurate? Does it tell us all the reasons why the fire spread so quickly?
* Refer to your own knowledge to help you.
Identifies why the work of historians helps us to find out about the past.
Explains the different features of the Great Fire of London.
Analyses sources and interpretations for their value.
PLENARY: Stuart Knowledge Quiz
1. In what year did Elizabeth I die?
2. Name one problem faced by James I.
3. What was ship money?
4. What was the nickname of supporters of Charles I?
5. What was the name of the army created by Oliver Cromwell?
6. What is the name of the battle where the Parliamentarians crushed the royalists?
7. What year was Charles I executed?
8. Give the names of 2 dissenter groups during the rule of the Protectorate.
9. What year was the monarchy restored?
10. What caused the Great Plague?
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