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OCR GCSE (9-1) History a Teachers' Guide Qualification Accredited GCSE (9–1) Teachers’ Guide HISTORY A (EXPLAINING THE MODERN WORLD) J410 For first teaching in 2016 Personal Rule to Restoration 1629–1660 Version 1 www.ocr.org.uk/history GCSE (9–1) History A (Explaining the Modern World) Teachers’ Guide Introduction and rationale Common misconceptions: This depth study focuses on the main political and religious developments in Britain • It is anticipated that students will find some of the religious concepts unfamiliar and from 1629–1660. The aim is to give learners the opportunity to study in depth a period of could easily underestimate the role that religion played during this period. fundamental significance in British history. This depth study should be taken alongside the thematic study ‘War and Society c.790–2010’. It takes a different focus from the thematic • As students of ‘Warfare’ as opposed to the ‘Power’ thematic study, they may also equate study by focusing on the role and development of Parliament in this period. In the course Parliament with today’s Parliament and it may be useful to go over how political society of the study learners will also be assessed on their ability to use historical sources in an was organised c.1600. investigation. • There is a danger of students misinterpreting the kind of revolution that England Students following the War and British Society thematic study will be familiar with social underwent and drawing the conclusion that groups like the Diggers etc. had more impact of the Civil War. The unit offers an opportunity for students to place the war in support than they really did. its political and religious context. They will further their understanding of its causes, and examine the nature and extent of the political and religious change over the period. Students • Linked to the above, a challenge may be presented in getting students to understand will study a remarkable period in British history, a ‘world turned upside down’. They will how terrifying the execution of a King was for most people, why it was deemed so examine: important to have one in the first place, and therefore why Cromwell was offered the • The nature of the relationship between Charles I and Parliament and the outbreak of crown and the monarchy was restored. Civil War in 1642. Note on the termly planning guide • The execution of the Charles I in 1649 and the abolition of the monarchy and the House of Lords. The key element in all of the termly planning guide is the Key Task. It is not the place of • The establishment of a republic for 11 years, the only time in British history that this has OCR to dictate teaching methods to teachers. However, it is the advice of the teachers and happened. examiners who have helped to create this Scheme of Work that it is not a productive use of course time to ask students to record and try to remember every event. The structure of the • The development of radical political and religious groups such as the Levellers. course and its assessment is such that if students have discussed, considered and possibly Personal Rule to Restoration 1629–1660 Restoration Rule to Personal • The nature of the rule of Oliver Cromwell. even argued about the questions in the issues column, and completed the Key Tasks, then it should be the work from those tasks which they should revise. This will prepare them most • The restoration of the monarchy in 1660. effectively for the examination. Overview 2 © OCR 2016 GCSE (9–1) History A (Explaining the Modern World) Teachers’ Guide Indicative content Teaching Specified content What kinds of issues Key Tasks Optional tasks Comments and guidance and do I want students to Please note that this does These are tasks designed These are more like enrichment It is always in the hands of teachers learning consider? not need to be covered in the to leave students with a tasks. They can be used to as to exactly how they balance depth hours same amount of detail as on reminder of key content help with engagement. They of coverage, pace, engagement legacy GCSE specifications and analysis which can also help students deepen and building knowledge and they will find useful for their understanding and build understanding but these comments revision knowledge which will help may be helpful as guidance. their answers in examination questions stand out The Long Parliament’s 1 The role of the King in What were the roles Develop glossary Give students glossary – This is scene-setting. The course criticisms of Charles I’s the 17th C; the role of and prerogatives of the of key terms and students summarise how the does not start until 1629 and Personal Rule 1629-40 Parliament in the 17th C. King? What were the concepts, e.g. Divine King and Parliament would see therefore the years preceding this roles and privileges of Right of Kings, each one differently. are not examinable; students will The relationship between Parliament? Royal Prerogative, nevertheless find the course easier Charles I and Parliament in Give students list / diagram Parliament’s Privileges, if they are familiar with the key Planning guide 1629 Why was there tension of the issues over which the Impeachment, Royal terms and concepts. between Charles I and King and Parliament quarrelled Finance. Parliament? (e.g. foreign policy, finance, Give students timeline royal marriage. Divine Right, Why did Charles I start a of key events 1621- Royal interference in choice of Personal Rule in 1629? 1629. Students MPs, Parliamentary privileges, highlight or categorise impeachment) – students rank long-term problems in order of importance. causing tension and catalysts leading to the Personal Rule. 3 © OCR 2016 GCSE (9–1) History A (Explaining the Modern World) Teachers’ Guide Indicative content Teaching Specified content What kinds of issues Key Tasks Optional tasks Comments and guidance and do I want students to Please note that this does These are tasks designed These are more like enrichment It is always in the hands of teachers learning consider? not need to be covered in the to leave students with a tasks. They can be used to as to exactly how they balance depth hours same amount of detail as on reminder of key content help with engagement. They of coverage, pace, engagement legacy GCSE specifications and analysis which can also help students deepen and building knowledge and they will find useful for their understanding and build understanding but these comments revision knowledge which will help may be helpful as guidance. their answers in examination questions stand out The Long Parliament’s 1 Financial measures of the How did Charles Spider diagram of Focus on Ship Money Trial criticisms of Charles I’s Personal Rule 1629-40 / raise money without sources of revenue - examine documents and Personal Rule 1629-40 suppression of criticism Parliament? – students match up statistics of payment. Was the measure with the there widespread opposition Why and how were people alienated by to Ship Money? these measures each measure, with Planning guide opposed? the reasons for this. What happened to Collect evidence those who opposed? in a table – Charles Was Charles trying to was trying to get permanently get rid of rid of Parliament Parliament or was he permanently VS merely being financially Charles was simply efficient? making the most of his resources. 4 © OCR 2016 GCSE (9–1) History A (Explaining the Modern World) Teachers’ Guide Indicative content Teaching Specified content What kinds of issues Key Tasks Optional tasks Comments and guidance and do I want students to Please note that this does These are tasks designed These are more like enrichment It is always in the hands of teachers learning consider? not need to be covered in the to leave students with a tasks. They can be used to as to exactly how they balance depth hours same amount of detail as on reminder of key content help with engagement. They of coverage, pace, engagement legacy GCSE specifications and analysis which can also help students deepen and building knowledge and they will find useful for their understanding and build understanding but these comments revision knowledge which will help may be helpful as guidance. their answers in examination questions stand out The Long Parliament’s 1 Religious measures of the What religious divisions Summarise basic Focus on trial of Prynne, criticisms of Charles I’s Personal Rule 1629-40 / existed in England? differences between Baswick and Burton 1637. Personal Rule 1629-40 suppression of criticism Protestants, and Examine Puritan woodcut of Why were Parliament Catholics. Laud and Prynne – why was it suspicious of the King’s circulated in 1637? religion? Examine in more Planning guide detail divisions within What were the religious the Anglican Church changes brought between Arminians about by Charles and and Puritans – card Strafford? sort on beliefs. Why and how were Examine list of / these measures diagram of Charles opposed? I’s / Laud’s religious What happened to changes and explain those who opposed? why Puritans opposed them. 5 © OCR 2016 GCSE (9–1) History A (Explaining the Modern World) Teachers’ Guide Indicative content Teaching Specified content What kinds of issues Key Tasks Optional tasks Comments and guidance and do I want students to Please note that this does These are tasks designed These are more like enrichment It is always in the hands of teachers learning consider? not need to be covered in the to leave students with a tasks. They can be used to as to exactly how they balance depth hours same amount of detail as on reminder of key content help with engagement. They of coverage, pace, engagement legacy GCSE specifications and analysis which can also help students deepen and building knowledge and they will find useful for their understanding and build understanding but these comments revision knowledge which will help may be helpful as guidance.
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