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Teacher Resource Bank
GCE History
Scheme of Work
HIS3D: British Monarchy: the Crisis of the State,
1642–1689
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Dr Michael Cresswell, Director General.
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Parliamentary
factionalism and the
politicization of the
New Model Army;
military opposition to
Parliament, 1646–1649
Charles I and the
failure of attempts to
reach a settlement,
1646–1649
The personality and
policies of Charles I
and reasons for the
defeat of the Royalist
cause, 1642–1646
Topic
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Presentation/Communication skills.
Understanding of narrative of the
failure of settlement, in particular how
Charles’s intransigence drove the
army to be more radical and the
division between army and
parliament.
Research skills.
Appreciation of the role of the
individual in History.
An appreciation of the role of the New
Model Army.
An appreciation of key groups at end
of war.
An appreciation of the strength of
Charles’s position
General Text(s).
An understanding of reasons for
Parliament’s victory.
DVD/Video – C4 series –
‘Cromwell: New Model
Englishman’.
1
More detailed examination
of this period can be seen in
D E Kennedy, The English
Revolution, (2000) or the
most recent interpretation in
I Gentles, The Revolution
and the Wars in the Three
Kingdoms, 1638–1652,
(2007)
DVDs – To Kill a King (Film
4, 2004)
DVD/Video – Cromwell
Selections from a range of
historians commenting on
Charles I’s position in 1646.
General Text(s)
BBC series – Civil War, part
4 ‘Endgame’.
All sections can be
supported by using the
general texts for this period
(see resources list).
Relevant Support Material
An appreciation of Charles’s
personality, especially his
intransigence, and policies that had
alienated political nation.
Copyright © 2008 AQA and its licensors. All rights reserved.
Newcastle Propositions
Politicization of New Model
Heads of Proposals
Engagement
Windsor Prayer Meeting
Second Civil War
Group presentations on the following key
areas:
Denzil Holles
Thomas Fairfax
Oliver Cromwell
Henry Ireton
Research and write short biographies of
key individuals to 1649:
Chart of key groups in post-war period.
Strength of Charles’s position.
Card sort of reasons for the defeat of the
royalists followed by a class discussion of
most important reason.
Brief overview of Charles’s personality and
policies.
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Outcomes: Skills and Concepts
From Monarchy to Republic, 1642–1653 (approx. 15 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
2
The ideas and
influence of the
Levellers and Diggers
Topic
Newport Treaty
Remonstrance
Pride’s Purge
Trial
Research skills.
Appreciation of radical group and
their agenda.
Copyright © 2008 AQA and its licensors. All rights reserved.
Research for short biography of
Gerard Winstanley.
Produce a Digger manifesto outlining what
they stood for.
Appreciation of nature of the
relationship between Levellers and
army.
Understanding of the practical limits
of the influence of the Levellers on
the army.
Research skills.
Research for short biography of
John Lilburne.
Construct a chart outlining how the Levellers
influenced the New Model Army and the
limits of Leveller influence over the New
Model Army.
Appreciation of radical group and
their agenda.
Outcomes: Skills and Concepts
Produce a Leveller manifesto outlining what
they stood for.
Class re-enactment of Charles I’s Trial.
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Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
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DVD/Video – extracts from
C4 documentary/reenactment, ‘Civil War –
England’s Fight for Freedom’.
General Text(s)
DVD/Video – C5 series ‘Civil
War’, episode on Cromwell.
DVD/Video – David Starkey’s
‘Monarchy’ – ‘Cromwell the
King Killer’ [C4 2006]
DVD/Video – BBC ‘Great
Britons’, Richard Holmes,
‘Cromwell’.
DVD/Video –
Simon Schama’s History of
Britain, ‘Cromwell’ episode.
Relevant Support Material
Appreciation of nature of the
Nominated Assembly/Barebones
Parliament and the reasons for its
failure.
Exam technique.
Students construct an A4 page of notes
outlining reasons for creation, failures and
end.
End of section examination-style question.
The parliament of the
Saints: reasons for its
creation, its failures
and the decision to
abandon it
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Understanding of Rump’s reform
and the alienation of the Army.
Spider diagram of Cromwell’s reasons for its
dissolution.
Its failures and
Cromwell’s reasons
for its dissolution
Copyright © 2008 AQA and its licensors. All rights reserved.
Appreciation of Cromwell’s
motivation.
Appreciation of establishment in the
context of Pride’s Purge.
Chart outlining reform and failings of Rump
Parliament.
The establishment of
the Rump Parliament
and the
Commonwealth
Research skills.
Appreciation of radical group and
their agenda.
Outcomes: Skills and Concepts
Appreciation of Historiography and
different interpretations.
Class presentations on each of these groups
outlining main ideas, leading examples and
actions.
Teaching Suggestions
Stretch and Challenge: Discussion of the
arguments of J C Davis and C Hill with
regard to the Levellers.
Radical religious
groupings: Fifth
Monarchists and
Ranters;
Presbyterianism and
independency
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
General Text(s)
I Roots, Speeches of Oliver
Cromwell, (1989) – extract
from his dissolution speech
can be set against
presentation by
Richard Harris in the film
Cromwell.
General Text(s)
3
J C Davis, Fear, Myth and
History. The Ranters and the
Historians, (1986)
C Hill, The World Turned
Upside Down, (1975)
General Text(s)
Relevant Support Material
Outcomes: Skills and Concepts
Timeline of Fifth Monarchy, 1648–1662.
The influence of
radical religious
groupings, including
the Fifth Monarchists
and Quakers; ideas of
religious toleration
4
An appreciation of the role of the
individual in History.
An understanding of the ideas of
Quakerism and the reasons for its
explosion as a movement and the
threat it represented.
An appreciation of the ideas of Fifth
Monarchists and the limits of their
political influence.
Copyright © 2008 AQA and its licensors. All rights reserved.
Short biography of George Fox.
Consideration of the case of James Nayler.
Timeline of Quaker movement early 1650s
to 1667.
Research skills/presentation.
Split class into three groups to research this
opposition and present material to class as a
whole.
Republican, Royalist
and military
opposition to the
Protectorate and
Cromwell
An appreciation of different groups
and examples of opposition.
An appreciation of the written
constitution underpinning the
Protectorate. The Instrument of
Government was Britain’s first
written constitution – this may be
considered from a citizenship
perspective.
Stretch and Challenge: Was Cromwell ‘King
in all but name’? Discussion of The
Instrument of Government.
Cromwell as Lord
Protector and theories
of government
An appreciation of aims and
motivation of Oliver Crowell.
From Republic to Monarchy, 1653–1667 (approx. 15 hours)
Teaching Suggestions
Consideration of the establishment of the
Protectorate.
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
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More developed material on
radicalism can be found in
J F McGregor and B Reay,
(ed.), Radical Religion in the
English Revolution, (1984).
Extracts from George Fox’s
Journal (Penguin Classics
Edition).
General Text(s)
General Text(s)
More detailed studies of
Cromwell as King or nature
of Instrument can be found in
R Sherwood, Oliver
Cromwell. King in all but
Name 1653–1658, (1997)
D Farr, John Lambert, (2003)
Copy of The Instrument of
Government (from
S R Gardiner, (ed.),
Constitutional Documents of
the Puritan Revolution,
1625–1660, [1906])
General Text(s)
Relevant Support Material
Understanding of the increasing
weaknesses in the coalition of antimonarchy groups after Cromwell’s
death.
Understanding of the reasons for
the collapse of Republican rule/the
Restoration.
Spider diagram of Republican divisions.
Construct list of reasons for the failure of
republicanism to prevent the Restoration.
Republican divisions,
1658–1660
The failure of
republicanism and the
Restoration
Settlement, 1658–
1667
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Copyright © 2008 AQA and its licensors. All rights reserved.
Debating skills.
Discussion: Did Cromwell follow a Protestant
foreign policy?
Cromwell’s foreign
policy, including
overseas trade and
the use of sea power
Understanding of main
developments in foreign policy in
this period as well as motivation for
foreign policy.
Cromwell’s reaction in the context of
kingship crisis of 1657.
Construction of notes, either chronological or
by country outlining main events of foreign
policy.
Stretch and Challenge – The impact of the
Major Generals. Review of the argument of
Christopher Durston – in particular his
concluding chapter.
Consideration of Cromwell’s reaction in
context of Kingship Crisis – Document study.
Appreciation of aims and reaction to
military rule.
A3 page – split into three. In centre – map of
how England was split up with names of
Major Generals for relevant area. On one
side the aims and activities of the Major
Generals. On the other side the reaction to
the Major Generals.
Reactions to the rule
of the Major Generals
Appreciation of different approaches
of different Major Generals.
Outcomes: Skills and Concepts
Teaching Suggestions
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
General Text(s)
Most detailed consideration
of this is R Hutton, The
Restoration, (1985).
General Text(s)
5
Extract from Slingsby Bethel,
The World’s Mistake in
Oliver Cromwell and
Clarendon, History of the
Rebellion, on Cromwell’s
foreign policy.
General Text(s)
Extracts from documents on
Kingship Crisis – for example
see T Barnard, The English
Republic 1649–1660, (1997)
in particular document 15 –
Cromwell’s speech to the
officers.
C Durston, Cromwell’s Major
Generals. Godly Government
during the English
Revolution, (2001).
General Text(s)
Relevant Support Material
An understanding of why Clarendon
fell from power.
An understanding of Charles II’s
foreign policy.
Presentation/communication skills.
An understanding of the imposition
of religious control.
Why Clarendon fell from power – priority
exercise identifying the main and lesser
factors.
Construction of chart – aims, factors that
shaped policy and main events of foreign
policy.
Parliamentary speech attacking failures in
Dutch War.
Produce notes on Clarendon Code and main
features of religious policy. Some focus on
factors that shaped policy, e.g. Charles’s
approach and that of Parliament.
Charles II’s relations
with France and the
Netherlands
The Second Dutch
War
Religious policies of
Charles II, 1660–1667
6
An understanding of the main
domestic policies 1660 to 1667.
Consideration of main domestic policies of
1660 to 1667.
The role of Clarendon
Copyright © 2008 AQA and its licensors. All rights reserved.
An appreciation of the factors that
shaped religious policy.
An appreciation of Charles II’s
personality and aims.
An understanding of the
‘Restoration Settlement’.
An appreciation of Republicanism in
the Restoration period.
Outcomes: Skills and Concepts
Character sketches of Charles II and
Clarendon.
Chart/spider diagram illustrating the
Restoration Settlement:
Political
Religious
Financial
Crown-Parliament
Republicanism 1660–1667
Teaching Suggestions
Charles II and royal
government to 1667
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
General Text(s)
General Text(s)
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DVD/Video – David Starkey’s
Monarchy.
DVD/Video – Simon
Schama’s History of Britain.
General Text(s)
DVD/Video – Restoration
(1996)
Most detailed consideration
of the Restoration is
R Hutton, The Restoration,
(1985).
Relevant Support Material
Exam technique.
End of section examination-style question.
Copyright © 2008 AQA and its licensors. All rights reserved.
Conceptual understanding and
appreciation of differing political
agendas of the period.
Discussion of definitions and concepts of
Court, Country, Tory and Whigs. Set this in
context of illustrative examples of what may
be seen as Court v. Country.
The clash between
Court and Country –
the emergence of
Tories and Whigs
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Understanding of areas of potential
conflict between Crown and
Parliament.
Research techniques.
An appreciation of the personality
and aims of Charles II.
Chart-based notes listing issues with Crown
view ‘opposed’ to Parliament view.
Spider diagram/mind map to illustrate the
influences on and of Charles II.
Individual research into Charles II’s
ministers.
Overview of personality and aims of
Charles II – mirror introduction on Charles II.
The Consolidation of Charles II’s Rule, 1667–1678 (approx. 15 hours)
An appreciation of opposition to
Charles II.
Presentation/Communication skills.
Outcomes: Skills and Concepts
Group work – each group offer a
presentation on different groups and their
opposition to Charles II.
Teaching Suggestions
Relations between
Crown and Parliament,
including issues of
finance
The role of key
personalities:
Charles II and his
ministers
The failure of
opposition to
Charles II, 1660–1667
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
General Text(s)
General Text(s)
More detailed consideration
of Charles II can come from
J Miller, Charles II, (1991)
and R Hutton, Charles II,
(1989).
General Text(s)
DVD/Video – C4 series –
‘Trial of the King Killers’.
7
Details of opposition can be
found in the work of
R L Greaves, Deliver Us from
Evil. The Radical
Underground in Britain,
1660–1663, (1986).
Extracts from DVD
Restoration.
General Text(s)
Relevant Support Material
8
Charles II, 1678–1685:
the exclusion crisis
and reasons for its
failure; his growing
absolutism
Charles II’s relations
with France and the
Netherlands
Divisions between
Anglicans and
Dissenters; the impact
of the Test Act
Continuing support
for Republicanism
Topic
Research/presentation skills
Debating skills
Citizenship.
Conceptual understanding.
Appreciation of different forms of
Dissent.
Stretch and Challenge – research and
debate – ‘Should Britain be a Republic?’
Define Anglicanism.
Chart of different forms of Dissenters.
Exam technique.
Understanding of the development
of foreign policy over the period.
An understanding of the reasons
for, the development of, and the
failure of Exclusion.
Copyright © 2008 AQA and its licensors. All rights reserved.
Make a timeline of the Exclusion Crisis.
Construct list of ordered reasons for the
Crisis.
Definition of the Exclusion Crisis.
Succession Crisis and ‘Glorious Revolution’, 1678–1689 (approx. 15 hours)
End of section examination-style question.
Add to chart constructed for earlier period.
Understanding of the impact of the
Test Act.
Appreciation of examples of
Republicanism.
Discussion directed at how much of a threat
Republicanism was.
Written exercise to explain the Test Act and
assess its impact.
Conceptual understanding of
republicanism in its post-Restoration
context.
Outcomes: Skills and Concepts
Definitions of the nature of Republicanism.
Brief notes on different examples of
continuing republicanism.
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0
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A detailed consideration can
be found in M Knights,
Politics and Opinion in Crisis
1678–1681, (1994)
General Text(s)
General Text(s)
General Text(s)
Details can be found in
R L Greaves, Deliver Us from
Evil. The Radical
Underground in Britain, 1660
–1663, (1986) and
R L Greaves, Enemies Under
His Feet: radicals and nonconformists in Britain, 1664–
1677, (1990).
General Text(s)
Relevant Support Material
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The ‘revolution’ of
1689 and the position
and power of
monarchy
James II, his
personality and aims;
political and religious
opposition to him and
the crisis of 1688–
1689
Topic
An understanding of the reasons for
and nature of opposition to
James II.
An understanding of the
development of the crisis.
Conceptual understanding of
Revolution.
Understanding of the change and
continuity of the powers of the
Crown as a result of the revolution.
Construct chart of opposition and its
motives.
Timeline of the crisis.
Card sort priority exercise looking at reasons
for Revolution.
Defining the nature of the Revolution.
Exam technique.
End of section examination-style question.
Copyright © 2008 AQA and its licensors. All rights reserved.
Debating skills.
Stretch and Challenge: Debate – Which was
the ‘real revolution’ – 1649 or 1689?
Construct a chart on power of monarchy
before and as a result of the Revolution.
General Text(s)
More detailed consideration
of James II can come from
J Miller, James II, (1989).
General Text(s)
An appreciation of the personality
and aims of James II.
Stretch and Challenge – Consideration of
extract from Andrew Marvell’s ‘An Account
of the Growth of Popery and Arbitrary
Government’, (1978).
Consider examples of Charles’s absolutism.
Overview of personality and aims – mirror
introduction on Charles I at start of course.
9
Relevant Support Material
Extract from
Andrew Marvell’s ‘An
Account of the Growth of
Popery and Arbitrary
Government’, (1978).
Outcomes: Skills and Concepts
An appreciation of how Charles II
could be viewed as absolutist.
Construct list of reasons for failure.
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3D / Version 1.0