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Paper 2 Section B Option D Restoration England, 1660-1685 Scheme of work Restoration England, 1660-1685 This resource gives you one example of a scheme of work for teaching Restoration England 1660-1685 depth study topic from our new GCSE in History. We hope the suggested activities will support your teaching of this topic. It is intended as a guide only and not as a prescriptive approach. This scheme of work enables students to understand how England changed during the reign of King Charles II from an economic, religious, political, social and cultural standpoint. It also included details of how the specified site for the historic environment in 2022 can be incorporated into your teaching of this unit. The specified site for 2022 is The Theatre Royal, Drury Lane, London. Assumed coverage This teaching and learning plan is intended for 30 classroom lessons, each of one hour. It doesn’t include homework learning time. Assessment Assessment points in the learning activity column indicate possible assessment opportunities. These could be short tests of about ten minutes (exam- style questions, short factual tests, source evaluation) or longer assessments (exam-style questions). Resources Research exercises assume students have access to a textbook(s) and/or internet. You can supplement textbook(s) by other sources. Please note that when accessing clips from the Education Recording Agency a licence from the Educational Recording Agency is required in order to view this clip for educational purposes. To check your school’s status, contact ERA [email protected]. When considering primary and secondary evidence, it worth remembering that the assessment covers students’ ability to analyse and evaluate an interpretation (AO4); however, as part of your teaching you may wish to look at contemporary sources (AO3) as well. © AQA 2020 1 of 29 Part One: Crown, Parliament, plots and court life Crown and Parliament Lesson Specification content Guidance Learning activity Resources number 1 • The legacy of the Students learn the background of the In pairs, students create a large Textbook English Civil War and Restoration of the monarchy poster on sugar paper on either Commonwealth including an overview of England Charles in exile or England Film explaining background under Cromwell and Charles’s life as under Cromwell (half the class to the Restoration i.e. Part 1 • The restoration of the an exile. will do one, the other half will do Charles II, Dunbar, Scottish Monarchy (1) the other): Covenanters. Part 2 Charles Students should be able to explain leads Scottish Covenanter what England was like in 1660 and • The group looking at army vs. Cromwell at suggest how Charles’s experiences Cromwell’s England Worcester and then exile. may affect his rule. need to focus on who Worksheet on legacy of Civil was in charge and what War / Background to life was like for ordinary Restoration. people. • Those looking at Part 3 could be shown to Charles’s exile should finish or revise in lesson 8. cover the story of his escape and his Cromwell and the experiences abroad. Commonwealth: Pairs share their findings with a Life under Puritan rule group that looked at the other topic. Cromwell and the Restoration Or Worksheet on Background to Reasons for Parliamentary Restoration. victory in the English Civil war © AQA 2020 2 of 29 Lesson Specification content Guidance Learning activity Resources number Group/class discussion on the Accounts of Charles’s escape following questions: from England: • What challenges will need to be dealt with by the returning Document reference - the king? Declaration of Breda: • What effect do you think Charles’ experiences might - The return of Charles to have on the sort of king he England: was? Overview of Charles II reign Analysis of image of Charles arriving back in England. Images of Charles’s returning Discussion - How are people to England: reacting? Why? Historian’s written Students create a spider assessment of how well diagram of the problems Charles did immediately after Charles faced when he became his restoration. king. Focus should be on the idea of a divided country – Historical information in religiously and politically. ‘Rulers and Ruled’ on Civil Students rank problems in order War and Cromwell of importance. Historical judgement on How successfully did Charles Cromwell deal with these problems? Students discuss how well Horrible Histories account of Charles dealt with each Cromwell challenge – particularly through the regicides and the Declaration of Breda. © AQA 2020 3 of 29 Lesson Specification content Guidance Learning activity Resources number 2 Relations and issues with Students learn about the role and Starter activity on the King and General information about Parliament (1). power of the Cavalier Parliament Parliament. Review with the history and workings of and the rise and fall of Clarendon. students the role of Parliament Parliament: The key focus should be the and the tense relationship after relationship between Charles and the Civil War. Students draw a Textbook Parliament particular in relation to brief diagram to remind them of the three key issues of money, who Parliament/the King were. Key dates in Parliament: foreign policy and religion Students come up with ways to (including the Clarendon Code and judge/criteria how good the Biography of Clarendon: the Second Anglo-Dutch War). relationship was between the King (and his ministers) and Students should be able to assess Parliament. the state of the relationship at the end of the Clarendon Ministry and Create a short timeline to show explain what his fall from power can the key events of the Clarendon tell us about this relationship Ministry – its rise, the Clarendon Code, the Second Anglo-Dutch War and the Raid on the Medway. Students record the key points of the Clarendon Code. Enquiry question, ‘Was the Clarendon Ministry a success?’ Students write a ‘school’ style report on the state of the relationship between Parliament and the King during the Clarendon Ministry – Money, © AQA 2020 4 of 29 Lesson Specification content Guidance Learning activity Resources number religion and foreign policy represent the three school subjects. More able students can write an overview linking the three areas (in the style of a tutor report) – this can be adapted to suit how reports are issued in each school. 3 • Charles and his Students learn how the Cabal Enquiry Question: ‘Why was Textbook relations and issues with Ministry functioned and how it 1672 a turning point in the Parliament (2). differed from what had gone before. relations between Parliament Painting of the Cabal Students should be able to assess and King?’ by Sir John Baptist de • The Cabal and ‘Party what the period of the Cabal can tell Medina (1659-1710) Politics’ us about the Charles’s relationship Students create brief timeline with Parliament. Once again, the that shows the key events of Whigs and Tories: focus should be on money, religion rise and fall of the Cabal. and foreign policy and how the Students create a visual Briefing cards for political actions of Parliament contributed to reminder of what Cabal stands party-making exercise. the downfall of the Cabal. for. For Lauderdale see AQA Note the Duke of Lauderdale (who Party making exercise: each Historic Environment resided at Whitehall and Ham student is given two beliefs of Resource Pack 2019 – Ham House) as clearly one of the Cabal. one of the political parties House: Background (See AQA Historic Environment (Country and Court) e.g. Information, Resources C – Resource Pack 2019 – Ham House) ‘freedom of religion for J, Resources K and L Protestants’ and ‘disliked the Cabal’. Their job is to find others who agree with them or hold similar views (they might have one or two of the same beliefs on their cards). Students will © AQA 2020 5 of 29 Lesson Specification content Guidance Learning activity Resources number eventually find themselves in two distinct groups and can then be told that they have formed two political parties. Students assess the King’s relationship with Parliament during this time by creating a Venn diagram with money, religion and foreign policy for the period of the Cabal Ministry. They can then write a brief assessment of the state of the relationship by the time of the Cabal’s fall. 4 Relations and issues with Students learn the rise and fall of the Students create a profile of Lord Textbook Parliament (3) Danby Ministry and the end of the Shaftesbury. Cavalier Parliament and the rise of Biography of Shaftesbury: party politics (including the key figure Students create a brief timeline of Lord Shaftesbury). Students gain of the Danby Ministry. an overview of the three short-lived Biography of Lord Danby: parliaments which followed the end They will need to assess the of the Cavalier Parliament (Habeas state of the relationship between Corpus, Exclusion and Oxford King and Parliament during this Parliaments). The focus should be time in relation to MONEY, on the Charles’s relationship with RELIGION and FOREIGN Parliament in relation to money, POLICY. foreign policy and religion and in Enquiry Question: ‘Why did how the three played a role in the Charles fall out with deterioration of the relationship. Parliament?’ © AQA 2020 6 of 29 Lesson Specification content Guidance Learning activity Resources number Students create a comic strip to show the short-lived Parliaments that followed the end of the Cavalier Parliament. They must show why Charles kept dismissing Parliament and include the names given to these sessions. 5 • Relations and issues Students take a wider view of Recap the story of Charles and Textbook with Parliament (4) Charles’s relationship with his Parliament through card sort Parliament through his reign and ordering activity that includes Card sort exercise resources • Rule without parliament consider how money, religion and the ministries, Parliament and from 1681 power dominated how they worked key events (including laws) in together.
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