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 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Personal Rule1629-40 I’s ofCharles criticisms The Long Parliament’s Indicative content 1 hours learning and Teaching 1629 IandParliamentCharles in The relationship between Parliament inthe17 the 17 The in role oftheKing GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content th C;therole of th C. Personal Rulein1629? a Why Istart didCharles Parliament? Iand Charles between Why wasthere tension Parliament? roles of andprivileges King? What were the and prerogatives ofthe What were theroles consider? do Iwant students to What ofissues kinds 3 Personal Rule. catalysts leadingto the causing tension and problemslong-term highlight orcategorise 1629. Students events 1621- of key Give studentstimeline Finance. Royal Impeachment, Parliament’s Privileges, Royal Prerogative, ofKings, Right concepts, e.g. Divine and terms of key Develop to leave studentswitha These are tasksdesigned Key Tasks revision willfindusefulfor they and analysiswhich reminder ofkey content glossary

in order ofimportance. impeachment) –studentsrank MPs, privileges, Parliamentary Royal interference in choiceof royal DivineRight, marriage. (e.g. foreign policy, finance, andParliamentKing quarrelled of theissuesover whichthe Give studentslist/diagram each onedifferently. andParliamentKing would see how the students summarise – Give studentsglossary questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional terms andconcepts.terms areif they familiarwiththekey findthecourseeasier nevertheless are notexaminable;studentswill therefore theyears preceding this until1629and does notstart This isscene-setting. The course may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Personal Rule1629-40 I’s ofCharles criticisms The Long Parliament’s Indicative content 1 hours learning and Teaching suppression ofcriticism Personal Rule1629-40/ Financial measures ofthe GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds efficient? merely beingfinancially Parliament orwashe of getrid permanently to Was trying Charles those whoopposed? What happenedto opposed? these measures Why andhow were Parliament? without raise money How didCharles 4 to leave studentswitha These are tasksdesigned Key Tasks resources. themostofhis making wassimply Charles VS permanently ofParliamentrid to get was trying in atable–Charles evidence Collect the reasons for this. each measure, with people alienated by the measure withthe – studentsmatch up sources ofrevenue Spider diagram of revision willfindusefulfor they and analysiswhich reminder ofkey content to ShipMoney? there widespread opposition statistics ofpayment. Was - examinedocumentsand Focus onShip Money Trial questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Personal Rule1629-40 I’s ofCharles criticisms The Long Parliament’s Indicative content 1 hours learning and Teaching suppression ofcriticism Personal Rule1629-40/ Religious measures ofthe GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds those whoopposed? What happenedto opposed? these measures Why andhow were Strafford? and about by Charles changes brought What were thereligious religion? suspicious oftheKing’s Why were Parliament existed inEngland? What religious divisions 5 to leave studentswitha These are tasksdesigned Key Tasks them. why Puritans opposed changes andexplain I’s /Laud’s religious diagram ofCharles Examine listof/ onbeliefs. sort and Puritans –card Arminians between the AnglicanChurch detail divisionswithin Examine inmore Catholics. Protestants, and differences between basic Summarise revision willfindusefulfor they and analysiswhich reminder ofkey content circulated in1637? –whyLaud andPrynne wasit Examine Puritan woodcut of 1637. Baswick andBurton Focus ofPrynne, ontrial questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History 1640 I calledParliament in why Reasons Charles Indicative content 1 hours learning and Teaching with Scotland Prayer bookrebellion /war the Personal Rule of/oppositionto Criticism GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds by War withScotland? more by oppositionor Personal Rulecaused Was the endto the 6 to leave studentswitha These are tasksdesigned Key Tasks Parliament. forced to recall Charles events inScotland question –Explainwhy Scotland. 10-mark about warwith informationRead strength. opposition /10for rank sources of –students Charles oppositionto Revise revision willfindusefulfor they and analysiswhich reminder ofkey content agree? he handledScotland.’ you Do governed England, butby how were notcauseby how he debate: ‘Charles’problems Paired discussion/class questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Parliament Divisions within war Events leadingto Civil Indicative content 2 hours learning and Teaching The 19Propositions Ordinance The Militia Attempt onthe5MPs Grand Remonstrance Rebellion Irish Strafford Attacks onLaudand GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds unavoidable? When didwarbecome 7 to leave studentswitha These are tasksdesigned Key Tasks inevitable’. is unlikely‘ on acontinuum, ‘War could plottheevents decision. ORthey the reasons for their inevitable, explaining point Civil War became and decideatwhich the timelineofevents Students read through from spec(seeleft). list ofevents 1640-42 Present studentswith revision willfindusefulfor they and analysiswhich reminder ofkey content  ‘War is ‘War to explainyour answer. sources andyour knowledge Usethe statement iscorrect? convince youA-C thatthis religion.’ How fardoSources 1629–1642 wascausedby Parliament intheperiod Iand Charles between SAMs: poorrelationship ‘The questionfrom20-mark 1641 andAug 1642. inNov 1640,Nov of theKing number ofMPs supportive in Parliament by notingthe formation ofaRoyalist party Students couldfollow the on acanon. steps to warasaroad, orfuse showing the strip cartoon a Students couldmake questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Newcastle) (Propositions of 1647 I1646– with Charles to reach agreement Parliament’s attempts Indicative content 1 hours learning and Teaching legacy GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds stubborn? Why so wasCharles Charles? peacewith to make Was it impossible 8 to leave studentswitha These are tasksdesigned Key Tasks he willnotsign them. speech explaining why Prerogative) to protect theRoyal execution; hewas trying him afterStrafford’s betray thoseloyal to up hismindnever to divided; hehadmade and opponentswere wascountry tired ofwar strong positionas he was inarelatively the proposals refusedCharles all of reasons that Examine diagram why? unacceptable and have found particularly wouldterms Charles deal? Which best offered the Charles 1647-48 –which of Newcastle) made (including Propositions of peaceterms Examine summaries revision willfindusefulfor they and analysiswhich reminder ofkey content – write a –write (e.g. (e.g. events. and thencompare to real an agreement canbereached if what isnon-negotiable?See prepared to give way onand you want?b) What are you as Parliament. a) What do andhalf the classasCharles of negotiationswithhalf Possibility here for arole play questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional Scots, Civil Second War, etc. escape, theEngagementwith of otherevents suchastheKing’s the proposals againstabackdrop However, to set itwillbenecessary and religious ofthewar. impact thematic study)butthepolitical throughstudents willlearn the why Parliament won (which campaigns or on themilitary The focus here shouldnotbe may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Quakers andDiggers Quakers including Levellers, and politicalgroups, religiousof new to theemergence ofParliamentReaction Indicative content 1 hours learning and Teaching legacy GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds react? How didParliament Were significant? they believe? and whatdidthey groups thatemerged Who were theradical 9 to leave studentswitha These are tasksdesigned Key Tasks one!)? forincreased support (ironically probably with theKing search for asettlement havethey hadonthe may and whatimpact people atthetime) of how alarmed they significant because significance (i.e. more about thegroups’ what doesthatreveal hostile to them– created by people we have more material should recognise that opponents? Students the group orits it produced by the groups –was relatingmaterial to Examination ofsource social problems, etc. potential to cause religious extremists, e.g. beliefinequality, for quickcomparison, and dotick-box table groups for background Examine thevarious revision willfindusefulfor they and analysiswhich reminder ofkey content Leveller etc. pamphlet. produce theirown anti- to bedangerous? They could which have themostpotential backto Parliamentreport – file onthevarious groups to Students couldcreate a ‘spy’ questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History and thedebate about parties Independent Presbyterian and emergence of the including the and theArmy, Parliamentbetween The relationship Indicative content King. settlement withthe 1 1 hours learning and Teaching settlement withtheKing and thedebate about parties and Independent Emergence of Presbyterian GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content Pride’s Purge Civil War Second Vote ofNoAddresses People. the The Putney Debatesand The Army revolt Parliament andtheArmy: The relationship between Agreements ofthe consider? do Iwant students to What ofissues kinds to blame? Were thePresbyterians with theKing? to reach anagreement to blamefor thefailure Army (or Independents) Was Model theNew Parliament? What issuesdivided 10 to leave studentswitha These are tasksdesigned Key Tasks the left. each ofthegroups on toevidence blame 1648.Find1647-Dec inpolitics intervention related to theArmy’s timeline ofevents Examine information/ Scotland. Army/ Model New relationship withthe attitude towards/ toleration/settlement, taxation,religiousKing, settlement withthe on issuessuchas: position each party’s individualsand key in atablestatingthe ‘parties’ andthenfill and Independent the Presbyterian the information about Students shouldread revision willfindusefulfor they and analysiswhich reminder ofkey content Putney debates. Study ofdocumentsfrom the questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Charles I1649 Charles The execution of Indicative content 1 hours learning and Teaching the King andexecutionThe trial of Pride’s Purge The Treaty ofNewport GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds the King’s execution? Who wasto blamefor and executed? tried Why wastheKing 11 to leave studentswitha These are tasksdesigned Key Tasks Parliament. Army/Cromwell, and for Charles, the evidence – collect and previous lessons fromthe evidence this Review of theKing. andexecutionto trial Study events leading revision willfindusefulfor they and analysiswhich reminder ofkey content answer. to explainyour knowledge Use thesources andyour that thisstatement iscorrect? convinceSources you A-C stubbornness.’ How fardo executed becauseofhisown Q: 20-mark Iwas ‘Charles and distribution? from theimage, itspublication saint-like. What canwe learn washoly/ suggest Charles to examples ofimagery of the Examination ofthefrontispiece Levellers, andtheScots. Parliament, theArmy, the present arguments for itbeing studentscould guilt. Other / presenting ofhis evidence students defending theKing inquest intheclassroom with orholdingan ontrial Charles for putting Opportunity questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional Eikon Basilike –find may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Cromwell 1649–1653 Rump Parliament and between Relationship 1649 Republic and thedeclarationof The RumpParliament Indicative content 1 hours learning and Teaching Oliver Cromwell to /overview Introduction GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds differently? Oliver Cromwell interpretedhistorians How andwhy have 12 to leave studentswitha These are tasksdesigned Key Tasks up. students match them each (muddled)– of sympathetic view with ahostileand the Rump),along expulsionof King, Cromwell becoming of Levellers, ideaof suppressionKing, Purge, execution of King’s escape, Pride’s PutneyKing, Debates, Ordinance, Seizure of (e.g. Self-Denying events 1642-1653 of somethekey Give studentsoutline view.modern and 1940s, Cold War, period,Victorian 1930s 19thC, 18th/ early II’sCharles reign, late of Cromwell –during simple historiography Provide studentswith revision willfindusefulfor they and analysiswhich reminder ofkey content questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional interpretation. their understandingofhistorical study aswell asstrengthening ofthedepth of thefinalpart help studentsgainanoverview This willnotbeexaminedbut may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Indicative content 2 hours learning and Teaching The Nominated Assembly Commonwealth Threats to the Rump The compositionofthe GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content Parliament) fail? Assembly (Barebones Why didtheNominated the Rump? Why didCromwell expel Commonwealth? the ruled during How wasEngland consider? do Iwant students to What ofissues kinds 13 to leave studentswitha These are tasksdesigned Key Tasks 1649–1653? Commonwealth fail – Why didthe question 10-mark case. /10 for successineach could give himamark problem. They each attempted to solve in how Cromwell narrative andfill – studentsread regime’s unpopularity) the Dutch, the radicals, theLevellers, uprisings, religious andRoyalist Rupert rebellion, PrinceIrish the Stuart, and Charles 1649-53 (e.g. Scotland facing theRump a tableofproblems Give studentswith revision willfindusefulfor they and analysiswhich reminder ofkey content questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History 1658 and Cromwell 1653– Parliamentbetween The relationship Indicative content 1-2 hours learning and Teaching Generals The ruleoftheMajor Government of The Instrument GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds Protectorate? was Cromwell’s How successful dictatorship? military Did Cromwell leada Parliaments? Cromwell andhis What issuesdivided Government? of Instrument What wasthe 14 to leave studentswitha These are tasksdesigned Key Tasks ‘healing andsettling’.‘healing reformation’ and stability, ‘godly e.g. political achieving relation to itsaims, Protectorate in Cromwell’s could evaluate AND/OR Jews. relaxing laws against andScotland,Ireland in Generals, action rule oftheMajor Parliament had),the Lord Protector and (the power the Government itself of the Instrument could examine against. E.g. students forevidence and are by collecting how justifiedthey Students mustexplain hostile to Cromwell. source material of contemporary Analyse variety revision willfindusefulfor they and analysiswhich reminder ofkey content students Major Generals. Major opposition to theruleof SAMs: Explainwhy there was questionfrom10-mark the questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Indicative content 1 hours learning and Teaching response Advice andCromwell’s The HumblePetition and GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds the offer ofthecrown? Why did Cromwell reject crown? offer Cromwell the Why didParliament 15 to leave studentswitha These are tasksdesigned Key Tasks to accept. to persuadehim trying Bulstrode Whitelocke him to reject theoffer; Fleetwood urging – e.g. Charles General Cromwell’s advisors 2of between aconversation/ act ofHP&A.Script terms events leadingto and narrative about Read revision willfindusefulfor they and analysiswhich reminder ofkey content questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Planning guide GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History Restoration c.1660 of including theterms of themonarchy, the restoration 1660; 1658 –April settlement September Attempts to reach a Indicative content 1-2 hours learning and Teaching legacy GCSEspecificationslegacy same amountofdetailason not needtobecovered inthe Please notethatthisdoes Specified content consider? do Iwant students to What ofissues kinds 1660? 1629– experienced revolution hadEngland of What kind restored? Why wasthemonarchy 16 to leave studentswitha These are tasksdesigned Key Tasks explain your answer. to your knowledge Use thesources and statement iscorrect? convince you thatthis far doSources A-C since 1649.’ How nothing hadchanged in 1660reveals that situation inEngland Question: ‘The 20-mark really changed? Wars. Hadanything changed by theCivil had beenpermanently ofthingsthat evidence the Civil Wars and to prior status-quo was ‘restored’ to the Find ofwhat evidence religion, finance, etc. constitution, thearmy, 1661 related to the restoration 1660– of Examine terms order. events 1658–1660in Place timelineof revision willfindusefulfor they and analysiswhich reminder ofkey content democracy). thegrowthbuilding theUK, of changes inreligious belief, back to theCivil Wars (e.g. any ofthemcouldbetraced think consider whetherthey post 17 ofdevelopments a variety They may bepresented with quotations from Students couldread historians’ inevitable? what pointdiditbecome Cromwell’safter death? At Was the restoration inevitable questions standout their answers inexamination whichwillhelp knowledge their understandingandbuild can alsohelpstudentsdeepen help withengagement.They tasks. can They beusedto These are more like enrichment tasks Optional th -C and be asked to andbeasked -C may behelpfulasguidance. understanding butthesecomments and and buildingknowledge of coverage, pace, engagement as toexactly balance how they depth isalwaysIt inthehandsofteachers Comments andguidance Teachers’ Guide

© OCR 2016 Candidate style answers Explain whyExplain there was to opposition theruleofMajorGenerals (10marks) given themarks achieving andNOT approach anexact for how ananswer shouldbestructured. Aslike. theseresponses have notbeenmoderated, are they bandedratherthangraded. Teachers may usetheseexemplar answers asanexampleofonepossibleway of answersThese candidate have style beenprepared by aseniormemberoftheassessmentteam, inorder to demonstrate whatahighormediumlevel answer mightlook Candidate answers style GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History convincing analysis. and understandingthatisused to develop afullexplanationandthorough, This response demonstrates arangeofdetailedandaccurate knowledge Commentary usurped. nobleslike manyoftheJustices were.not important felt like had been They they by thefact thattheMajorGenerals oftencame from humblebackgrounds andwere in local issues suchasthePoor Law orcollection oftaxes. This was oftenmadeworse often blocked theMajorGenerals’ actionsbecause resented interfering they theArmy opposition from magistrates local officials, orJustices particularly ofthe Peace. They peoplealsoresented thepower ofthearmy.Many important There was lotsof madetheruleofMajorGenerals unpopular. very entertainments bear–baiting orhorseracing. Notsurprisingly, clampingdown onmanytraditional like drunkenness (whichincludedclosingalehouses),swearing andentertainments Major Generals were enthusiasticaboutthisrole enforced andthey lawsagainst inorder tomakethe MajorGenerals Englandamore ‘godly’ partly place. The was because ofthereligious restrictions imposed. they Cromwell hadappointed ofthemainreasonsOne foroppositiontotheruleofMajorGenerals inthe1650s Top-level answer 17 to bemore fullydeveloped to reach thehigher levels. ofanalysisandexplanationneeds understanding demonstrated andthequality and to someanalysisandexplanationbuttherangeof knowledge is linked This response andunderstandingthat demonstrates accurate knowledge Commentary workedThey withtheleadersoflocal religious sects. weren’t They popular. very thework oflocal Justiceshelped tosupport ofthePeace by enforcing thePoor Law. swearing. shutdown They theatres andalehousesbannedhorseracing. They one. toclampdown The aimwas onbadbehaviourlike drinking, totry gambling and he dividedEnglandupinto11districtsandplaced aMajorGeneral incharge ofeach hardSpain andhethoughtwas enough.So beingpunishedby fornottrying God been entrustedamissionby God. Hisforces in theCaribbean hadbeen defeatedby Cromwell was determinedtobringinreligious changetoEngland. Hethoughthehad Medium-level answer Teachers’ Guide

© OCR 2016 Candidate style answers correct? Usethe sources your and knowledge to your explain answer. (20marks) Parliament Iand 1629–1642was Charles relationship intheperiod between poor caused by religion.’‘The How convince far doSources A-C you thatthisstatement is GCSE (9–1) History A (Explaining the Modern A(ExplainingtheModern World) GCSE (9–1)History blaming theKing’s ministerswas simplyapoliteway himself. ofcriticisingtheKing foreign powers. This shows how seriousthereligious divisionswere, especiallyas King’s to bring backtheCatholic Church for and evenworking ministersoftrying is extremely aggressive withtermslike ‘evil andaccusing someofthe conspiracy’ Source Calsoconvinces methat religion was amajorsource oftension.The language strongly thePuritans feltaboutreligion. Source Bisconvincing because biasedsource itisavery andthishelpsustoseehow dared topublishthispicture suggeststhatthereligious divisionswere serious. So very censorship sothe fact dared thatPrynne tospeakoutandthefact thatotherPuritans the church were again.They mutilatedandimprisoned. Atthistimethere was strict ofStarChamberforattacking were triedintheCourt in 1637he, andBurton Bastwick William Prynne. criticisedLaud Prynne andhadhisearscutoffasapunishment William Laud, ofbeingcruel, by showing himeatingtheearsofPuritan speaker B shows a Puritan propaganda picture. isaccusing It theArchbishop ofCanterbury, CharlesandParliament.between There were manypolitically active Puritans. Source theotherhandSources BandCsuggestthatreligionOn was amajorcause oftension withoutpermission. cannotemphasising thattheKing take property saying thatthejudgeswere supposed tofollow thelawnotKing’s andalso policy taxes were thecauses oftensionrather than religion. isobviously critical It ofCharles, the judgesruledinhisfavour, shown by Source A. This source convincing that isvery this was over illegalwhichwas and Hampdenwent ShipMoney whyJohn tocourt Charles brought taxcalled inanew ShipMoney. Manyofhisopponentsthought the badrelationship CharlesandParliament, between nitjustreligion. In1634 Source Aconvinces methatthestatementiswrong. suggeststhattaxes It caused Top-level answer 18 develops afullanalysisandtherefore would reach level 5 response which demonstrates arangeofdetailedandaccurate knowledge develop athorough analysis, andaconvincing judgementisreached. This This response usesdetailsfrom thesource content andtheprovenance to Commentary oftheGrand Remonstrance. supporters most important was alsoaPuritan soheopposedCharlesover taxandreligion. Hewas alsooneofthe and Charles’useofthelaw. For example, Hampden,whoappearsinSource John A, impossible toseparate religion taxes outfrom the othercauses oftension,particularly cause.one ofthecauses oftensionanditwas important However, avery itisalmost balance,On Iamnotcompletely convinced by thestatement.Religionwas certainly Teachers’ Guide

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