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.

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

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.

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,

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

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?’

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. Students should have an three columns. Key dates in Parliament: appreciation of how the relationship changed and the consequences of Working in small groups, that change and come to a judgment students create a large Venn about Parliament and the King’s diagram and organise the key relative power. moments in the relationship between Parliament and King into the three areas of money, religion and foreign policy. Which caused the most problems?

Students could create a living graph of the relationship between Charles and his Parliament and look for when it changed. The teacher will need

Lesson Specification content Guidance Learning activity Resources number to draw out explanations through questioning, for example, ‘why didn’t relations between Charles and Parliament get better under Danby?’

The Catholic question

Lesson Specification content Guidance Learning activity Resources number 6 Titus Oates and The Popish Students gain an understanding of Enquiry Question: ‘What was Textbook. Plot the context of religious division in the Popish plot?’ Religious division work sheet. England and its causes, and then explore the events of the Popish Students complete a worksheet The story of the Popish Plot Plot. They should have a knowledge about the background of and understanding of the key figures religious division in England. A useful interpretation of the and developments and, crucially, its Plot consequences. Students are provided with the initial accusations of the Popish Playing cards that tell the Plot and come up with questions story of the Popish Plot about the witness. What do they need to know? Do they trust him? etc.

Working in groups of 4, Students create the script for a news programme that tells the story of the Popish Plot. They could include some ‘breaking news’, for example: the murder of Godfrey. How did this event change things?

They could also have an expert interview where they suggest what the consequences of the Popish Plot could be.

Lesson Specification content Guidance Learning activity Resources number Class discussion: Why were people so ready to believe the Popish Plot? 7 • James, Duke of York Students learn about the background Enquiry Question: ‘Why was the Textbook • The Exclusion Bill, 1679 to the Exclusion Crisis, focusing on ‘Exclusion Crisis’ a crisis?’ • The succession issue the Duke of York and anti-Catholic Biography of James feeling in England before learning Students create a profile of about the attempts of Shaftesbury James, Duke of York. They James II’s wedding suit and others in Parliament to prevent should include his experiences James from becoming King through in exile and compare them to his The Exclusion Crisis the Exclusion Bills and other actions. brother’s. Why were some - This website includes people opposed to him primary sources as well as becoming King? information.

Students create a storyboard of the key developments of the Exclusion Crisis.

Class discussion: Could the Exclusion Crisis have led to another Civil War?

8 The Rye House Plot Students learn the context and Enquiry Question: ‘What was The story of the plot events of the Rye House Plot. The the Rye House Plot?’ focus should be on the An official account produced consequences of the plot, Starter question – Why didn’t at the beginning of James II’s particularly in relation to the some people trust King Charles reign Charles’s rule and James’s II? Students come up with as accession. many reasons as they can. Newspaper templates Questioning can draw out

Lesson Specification content Guidance Learning activity Resources number political issues and concerns Biography of James Scott, over his religious beliefs. Duke of Monmouth

Working in groups of four Though some knowledge of students are given a scene to the Anglo-Dutch wars is recreate as a freeze frame from useful, Charles II’s religious the Rye House Plot. Each group belief and character are the should be given a different thread of this final Part 3 clip. scene to allow them to be performed in order giving the Textbook class the whole story.

Students write a newspaper article on the Rye House Plot. They need to explain what the consequences of the Plot were.

Charles II’s court

Lesson Specification content Guidance Learning activity Resources number 9 Charles II’s character Students explore the character of Enquiry Question: ‘Was Charles Background films clips from Charles II and the way he operated the ‘merry monarch’?’ Lesson 1 provide reference within his court. The key question is to his character and whether his reputation as the ‘merry Show image or video clip behaviour. monarch’ is accurate or whether it suggesting that Charles was a was a carefully crafted public image. ‘merry monarch’ i.e. he liked to Interpretations of Charles II have parties and enjoy himself - and his court: and discuss whether what they have already learned about Rap/Horrible Histories Charles supports or challenges interpretation of the ‘Merrie this view. monarch’ provides a fun opening to a lesson on Create a market place activity Charles II’s character. on Charles. Groups look at the following areas: Account of Charles II’s • marriage mistresses • mistresses and illegitimate children Portrait of Charles II’s • sports, Arts and Science • parties Several sites contain • access to the King. reference to Charles and One member of the group mistresses, love life. remains behind as the teacher while others go and gather information. All students end up with a rounded knowledge of Charles in a spider diagram or other form.

Lesson Specification content Guidance Learning activity Resources number Teachers may direct students to consider, ‘How far was the ‘merry monarch’ a carefully created public image?’

10 Court life, fashions and the Students gain an overview of how Enquiry Question: ‘Why was Textbook. role of court Charles’s court worked including Charles II’s Court important?’ who had power and how they gained The reign and court of Louis it. Comparisons should be made with Starter question – How powerful XIV –for comparison. the court of King Louis and the was Charles II? Draw out importance of access to the King through questioning previous Writing frame for Charles’s through his advisors and associates. learning on Parliament and court essay. ministries. Some background Students will write an essay. information in AQA Historic After discussion about the Environment Pack 2019 - structure of the extended writing Ham House: Resources K students will make notes from and L the textbook about the structure of the court to go with the Reference to Charles and learning from the previous fashions as well as detail on lesson. The essay should innovation and projecting a explain how Charles’s court royal image. worked. They need to include the key terms and jobs like Privy Fashion at court Council, Lord Treasurer, Lord Chancellor and the Exchequer.

Students may also consider the question, ‘How similar was

Lesson Specification content Guidance Learning activity Resources number Charles’s court to the court of King Louis XIV?’ 11 Review and assessment of This is an opportunity to assess your Students complete exam-style Part One students understanding of Part One questions on Part One. and to develop their exam techniques.

Part Two: Life in Restoration England

Crisis

Lesson Specification content Guidance Learning activity Resources number 12 • The Great Plague of Students learn what the plague is Enquiry Question: ‘What was Textbook 1665(1) and its history in England. They the Great Plague?’ • Causes and need to understand the symptoms Bill of Mortality, contemporary views and the consequences of an Begin by showing a section of a Epidemics, • Measures to combat outbreak. Students need to bill of mortality. Discuss the • Records understand the cause of the plague causes of death listed and what And also • Results but also contemporary explanations. this source could tell us about A comparison of plague in the year 1665. Florence and London

Show cartoon images or video The Great Plague – clip to introduce plague and its information and sources: symptoms. Some Useful images exist Students create a brief guide to showing contemporary views, the plague for a patient. They and re-creative images should include what to expect as the disease spreads (the

Lesson Specification content Guidance Learning activity Resources number symptoms) and an overview of Full text of Defoe’s ‘Journal of the possible causes. the Plague Year’:

13 • The Great Plague (2) Students learn why the plague Students complete an answer to Textbook • Causes and spread so quickly in London. They a ‘How useful...’ type question contemporary views need to be able to explain how the about a source or interpretation The Great Plague – • Measures to combat layout and conditions in the city (Defoe’s Journal of the Plague information and sources • Records contributed to the spread. Students year or similar) to recap the • Results learn how the authorities attempted plague and how it was to halt the spread and make explained. judgments about how effective these actions were. Students should also Students create a table. One consider how Charles and his court column features the ways in reacted. which the plague was fought and the second column assesses the success of this action.

Students write a summary of the aftermath/consequences of the plague.

Class discussion: ‘How successfully was the plague dealt with?’

14 • Fire of London of Students learn the story of the Great Enquiry Question: ‘What can Textbook 1666(1) Fire including its outbreak, spread the Great Fire of London tell us • Causes and and how it was finally halted. The about Restoration England?’ contemporary views focus should be on the event, how • Results the fire was able to spread so quickly

Lesson Specification content Guidance Learning activity Resources number and what methods were used to try Starter activity – Show students AQA Historic Environment and stop the spread. Students also an image of London before the Resource Pack 2021 for the learn about the devastation the fire fire (crowded, wooden buildings St. Paul’s cathedral. left in parts of London. etc.) and give them 5 minutes to suggest possible problems and BBC resources on the Fire of Students learn about the London solutions if redesigning London. London. that did emerge and other, long term, consequences including, Card sort activity to place the Sorting cards telling the story economic results – taxation, foreign story of the Great Fire in the of the Great Fire. policy, insurance and the fire correct order. brigade. The Great Fire game on the Students create a newspaper Museum of London site deals article from during, or just after, simply with the event and a the fire. They will need to straightforward account is include: what happened; what provided by the London Fire damage has been done; how Brigade. people have tried to fight it; some different opinions about Pepys’s diary from the day of who was to blame and the the fire is valuable. reaction of the authorities; an image to show the destruction. Textbook Samuel Pepys diary can be Worksheet on the longer term used as an eyewitness account. consequences of the fire.

15 • Fire of London of 1666 Students learn about the plans for a Starter activity – Show students Christopher Wren’s design (2) new London after the fire and an image of London before the for London: • Results understand why they did not become fire (crowded, wooden buildings • Reconstruction a reality. Students learn about the etc.) and give them 5 to 10 Useful introductory summary London that did emerge and other, minutes to suggest designs a of the story of the building of long term, consequences including, new London. Compare their St Paul’s Cathedral. economic results – taxation, foreign

Lesson Specification content Guidance Learning activity Resources number policy, insurance and the fire ideas to those suggested at the brigade. time. Rebuilding St Paul’s Cathedral 1: After the Fire Students create a profile of Christopher Wren. AQA Historic Environment Resource Pack 2021 for the Create a spider diagram of the St. Paul’s cathedral longer-term consequences of Textbook the fire. Wren:

Restoration culture

Lesson Specification content Guidance Learning activity Resources number 16 and • Restoration comedy, Students learn how the theatre Enquiry Question: ‘What was Textbook 17 theatres and playwrights returned with Charles’s coronation. new about the Restoration AQA Historic Environment • The role and status of The focus should be on what was theatre?’ Resource Pack 2021, for the women new in the Restoration theatre. They Theatre Royal, Drury Lane. will gain knowledge of how the two Students use the textbook and patent theatre groups - the King’s AQA Historic Environment Restoration Theatre. Company and the Duke’s Company Resource Pack 2021, for the – functioned. Students learn the key Theatre Royal, Drury Lane to Restoration Drama feature of Restoration theatre and makes notes on the following explore some of the key figures aspects of Restoration theatre Images of audience and including actors and playwrights of (may be attached thumbnail of theatre the period. individual Resources): • The staging of Restoration Women and the Restoration Students explore the nature, style plays (D and F). theatre. and purpose of Restoration • The key figures and Discussion of politics and comedies. Students learn the key companies. (B and C) Discussion of newspapers, features of Restoration comedies • The changing role of women Coffee houses and politics. and explore how they were used to in theatre. (G) satirise politicians and events. • The fashions and culture Document reference – first Note censorship and control of the that grew amongst theatre play prologue 1660 Press. audiences. (I) celebrates Restoration: • Restoration comedies. (H) Licensing of the Press. Discussion, if time, around the lesson question - ‘What was new about the Restoration theatre?’

Students might explore the

Lesson Specification content Guidance Learning activity Resources number features of Restoration comedies. Ideally, they will be able to look at some examples from the school library. These could be read individually or sections could be read as a class. 18 and • Restoration comedy, Students will have the opportunity in Students should complete either AQA Historic Environment 19 theatres and playwrights this lesson to consider what was a worksheet requiring them find Resource Pack 2021, for the • The role and status of new about the Restoration theatre. evidence for a series of Theatre Royal, Drury Lane. women It is helpful to emphasise the statements about the political, economic, social, and Restoration theatre OR Background Information and cultural impact of the Restoration complete a diagram that shows Resources K and L. theatre. details about the political, economic, social, and cultural Students may then consolidate their impact of the Restoration understanding by choosing to write theatre. and present a talk about the Restoration theatre. Students collaborate to write in a pair, an 82-second talk from one of the following titles: (a) What was new about Restoration theatre? (b) Women and the Restoration theatre. (c) the Royal Court and the Restoration theatre. (d) Plays in the Restoration theatre. (These talks may be read in class, with or without notes. The

Lesson Specification content Guidance Learning activity Resources number two Restoration theatre companies combined in 1682.) 20 The arts and the sciences Students learn about some of the Enquiry Question: ‘Was the Textbook major developments of the Restoration a time of scientific Restoration in the arts and the and artistic progress?’ Robert Hooke sciences including the work of the Royal Society and its members. Students work in groups to Isaac Newton Students identify some key figures of create social media profiles for the Restoration in Sciences including key figures in the arts and the Robert Boyle men like Hooke and Boyle. sciences during the Restoration including – Hooke, Boyle, Pepys’s diary and Pepys, Wren, Newton, Milton information: inter alia. Milton Students research the places and societies that encouraged Wren scientific discussion, including An Assessment of Wren’s The Royal Society and the work coffee houses. The Royal Society Class discussion to conclude about the enquiry question. The ‘Fakebook’ – Facebook teacher will collate reasons for template and against the proposition. 21 Review and assessment of This is an opportunity to assess your Students complete exam-style Part Two students understanding of Part Two questions on Part Two. and to develop their exam techniques.

Land, trade and war

Land

Lesson Specification content Guidance Learning activity Resources number 22 and • The powers of the Students learn about the Divide students into small Textbook 23 East India Company establishment of the East India groups to produce a briefing • Bombay Company. They should learn about sheet to be shared amongst the Broad introduction to the East • Hudson Bay the reasons for its creation, and its other students so that they may India company. • Tangier motivations and actions in India, have an understanding of the • Captain Henry North America and the Caribbean. Enquiry Question: ‘Why were Talk focuses on marriage Morgan and the colonies important to from an economic Jamaica They should focus on: Restoration Britain?’ perspective

• the colonisation of Bombay, Students locate India and Some background to the and its early growth. The Bombay on a map and consider Dutch East Indies Company emphasis is on the financial in pairs why these were reasons for colonisation. considered good places for And the story of the East • how and why areas of North trading posts and colonies. India Company America were colonised by Students write a brief account of the British. The focus should the founding of British trade at Bombay be on economic gain but Bombay (in which they mention students will also explore the Charles’s other wedding gift – Colonisation of North reason for the establishment Tangier). America: of Pennsylvania by the Quakers. Students locate North America Map of North America • the colonisation of parts of on the map (colour-coded map showing European areas of the Caribbean by the British. to show which countries influence: They learn about Captain controlled which areas) and in Henry Morgan and the pairs students come up with Pennsylvania changing nature of reasons for establishing colonies here. Write a brief Caribbean colonisation

Lesson Specification content Guidance Learning activity Resources number colonisation (from piracy to account of the Quaker Captain Henry Morgan and business). settlement of Pennsylvania and Jamaica explain how this was different to other colonies

Students label a map of the Caribbean showing which countries controlled which colonies and spend time researching and noting why the Caribbean was important to the British. Write a brief account of the British colonies in the Caribbean concentrating on Jamaica (and mentioning the life of Henry Morgan).

Trade

Lesson Specification content Guidance Learning activity Resources number 24 • Mercantilism Students learn what the Navigation Enquiry Question: ‘What were Textbook • The Navigation Acts and Acts were. They need to know their the Navigation Acts?’ Worksheet on the Navigation their impact purpose (to protect British trade, and Acts therefore wealth), and how people Students consider the key points sought to do this. of the Navigation Acts and write Navigation Acts and an explanation about how each protectionism. There should be time in this lesson aspect of them would work to to introduce lesson 25 on the slave Britain’s advantage and to the trade. disadvantage of Britain’s commercial competitors.

Lesson Specification content Guidance Learning activity Resources number Give a brief explanation of the Students can begin to examine concept of trade and provide the slave trade by considering students with a definition of an image(s) of slaves working mercantilism (reference may be on a plantation in the West made to the use of the Royal Navy Indies. Students come up with to protect trade.) questions beginning with ‘who..., what...., where... and why...?’ 25 The slave trade Students learn about the early Enquiry Question: ‘How did the Textbook development of the slave trade and slave trade develop during the Britain’s involvement in it. They Restoration?’ Example image of slaves on should explore how and why the plantations (this is from trade grew. Students learn what Build on introduction from slightly after the period): motivated people to become lesson 24 with a quick revision involved in the slave trade in the of the Navigation Acts. Card sort on slave trade. colonies and in England. Blank flowchart diagram of Card sort ordering activity to slave trade. show development of the slave trade. The outcome will be used Slave Trade to help students explain how and why the slave trade History of slave trade and developed as a flowchart to documents. show the series of events – colonisation, need for more workers, using enslaved people from Africa

Students create a spider diagram that looks at the social and economic consequences of the slave trade on particular

Lesson Specification content Guidance Learning activity Resources number groups who participated in the slave trade, such as: • plantation owners • factory owners • ship builders • people in the English port cities • slave traders

War

Lesson Specification content Guidance Learning activity Resources number 26 • English sea power Students learn how naval warfare Enquiry Question: ‘How were Textbook • Naval warfare, including developed during the Restoration naval wars fought in the 17th tactics and technology including technology and tactics, the century?’ AQA Historic Environment birth of the Royal Navy and the Resource Pack 2020- Dutch changing focus of British operations Working in pairs students design Raid on the Medway: as part of the Blue Water policy. an educational website on the Resource N Navy during the Restoration. They should include: Royal Navy History • tactics • ships Blue water policy • key people • role (including Blue Water policy) • life in the navy (including press ganging).

The website can be designed on paper and/or using a computer depending on the resources that are available.

27 • Conflict with the Dutch Students should learn a basic Title: ‘The Anglo Dutch Wars’ Textbook • The Second Anglo- overview of the events involved in Base timeline/graph for Dutch War the Second and Third Anglo-Dutch Students construct a simple events • The Third Anglo-Dutch Wars. diagram based on the War background information to show AQA Historic Environment Students learn about the causes of 6 reasons that contributed to the Resource Pack 2020: the Anglo-Dutch Wars. outbreak and continuation of the Background Information and Anglo Dutch Wars. Resource M

Lesson Specification content Guidance Learning activity Resources number Students need to know why England Students create a graph for Second Anglo-Dutch War: was defeated and the impact they each war. On the x axis, they had back in England (particularly the write the key events of the war Anglo Dutch Wars Raid on the Medway). set against a timeline. On the y axis, they draw an English flag Anglo-Dutch Wars timeline at the top and a Dutch flag at bottom. They plot each key Third Anglo-Dutch War: event of the wars on the graph depending on whether it was Dutch war from the French good for England or the perspective Netherlands. Students should indicate the causes of the Images are to be found here events and their consequences in the Rijksmuseum of the in their labels. Anglo-Dutch War

Discussion points: Cartoon summary of Anglo • Where were the turning Dutch war: points in the conflicts? • Who were the winners and losers in the Anglo- Treaty of Dover (video clip): Dutch Wars? 28 • Conflict with the Dutch Students should be encouraged to Enquiry question: what AQA Historic Environment • The Second Anglo- understand the precise sequence of happened during the Dutch raid Resource Pack 2020. Dutch War events involved in the Dutch Raid on the Medway? • The Third Anglo-Dutch on the Medway Textbook War Using a map of South East This lesson should try to establish England and the channel the reasons for the success of the students should mark on the Dutch Raid on the Medway. path of the Dutch fleet.

Lesson Specification content Guidance Learning activity Resources number It is sometimes useful to suggest Daily timeline sheet for the that students consider the reasons events of the Dutch Raid on why the English failed to stop the the Medway may prove useful Raid. as a starting point

The student should be encouraged Using images B - J students to come to some final conclusion describe what happened on about the Raid, paying particular Raid. attention to the role of location, the military resources of each side, Enquiry question: why was the strategy/tactics, and their leaders. Dutch raid on the Medway successful? Students need to explore the impact The following headings are of the war in England where many distributed to pairs of students saw it as part of a wider Catholic to come find evidence from Plot. Resource pack to report back to the class on: Students may consider the question • size and nature of the fleets – why did the Secret Treaty of Dover • the condition of the 2 cause so much trouble for Charles? fleets/neighbours • luck/accident • strategy. • Leadership • communication • tactics/decisions. In order to contribute to the debate, started by a series of statements

Students may be asked to consolidate their understanding

Lesson Specification content Guidance Learning activity Resources number by writing a short essay of no more than 330 words to explain their view. This may be then set as a revision exercise to be summarised in no more than 100 words in preparation for Lesson 30. 29 Relations with France and Students explore the relationship Enquiry Question: ‘Why were Textbook Spain. between England and its two main Anglo-French relations difficult rivals – France and Spain. The focus question?’ The reign and court of Louis will be on France and the complex XIV relationship. Students need to Students review what they know explore this on the personal level of about England’s relationship Biography of the King of Charles and Louis but also on the with France and Spain and Spain Carlos II (Charles II) wider political and religious level. Charles relationship with King (from 1665 to 1700), his Louis. characteristics as the last Hapsburg ruler of Spain. Students create a mind map to show how the relationship between England and France was interlinked with other issues such as Charles relationship with Parliament, the Anglo- Dutch Wars, and the issue of religion. With regard to the latter, students will note and add comment to explain the arrival of the Huguenots in England. Had a separate area to consider and explain why England’s

Lesson Specification content Guidance Learning activity Resources number relationship with Spain was also important.

Class discussion: ‘Was Louis and Charles’ close relationship was more hindrance than help?’ 30 Review and assessment of This is an opportunity to assess your Students complete exam-style Part Three students understanding of Part questions on Part Three. Three and to develop their exam techniques.