Support materials – KS3 History
© Museum of London 2011
Countdown to Conflict: The
English Civil War
Contents
National Curriculum links and session description
1-2
Timetable
3
Practical guidelines
4
Visit preparation and pre-visit activities
5
Follow-up activities
6
Gallery plan
7
Planning your journey
8
© Museum of London 2011
Curriculum links
Sources workshop
This session fits into NC History: The
development of political power from the
Middle Ages; NC Citizenship: Advocacy
and representation. The session also
uses historical enquiry in looking at
sources and helps pupils organise their
thoughts into a coherent argument.
Pupils are then encouraged to
‘communicate their knowledge and
understanding’ using spoken language in
the form of a debate.
This session allows students to examine
relevant images, quotations and replica
objects that will help them to understand
the issues that divided the Royalists and
the Parliamentarians. Students then
start to build a defence argument that
they will debate for one side of the cause
or the other.
Session descriptions
Drama performance
The two opposing sides of the Civil War
are explored in this interactive drama.
The students meet Gibbon Goddard – a
staunch supporter of the Parliament
cause in the Civil War. We see him on
the battlefield as he reflects on his
political beliefs and ambitions, duties as
a soldier and hopes for future happiness
in the shape of Anne. Anne Hyde
explains the difficulty of courting a
Parliamentarian when her family are
firmly on the side of the Royalist cause.
Who will the students sympathise with
more? Students contribute to the
performance and have the opportunity to
hot-seat the characters at the end of the
performance and this will inform them for
their next session.
Debate
This final exciting stage of the Museumled session encourages students’
speaking and listening skills. The
students will have to defend either Anne
or Gibbon in the form of a trial where one
of them only can be saved. This session
underlines how the Civil War divided
families and loved ones and is an
excellent opportunity for students to
consolidate the knowledge they have
gathered from the performance and
workshop.
Gallery time
Students use the gallery activities to
examine a series of sources on display
in the War, Plague and Fire 1550s 1660s gallery. The activities encourage
students’ observational and imaginative
skills and will reinforce their learning on
the complex topic of the Civil War. As
the Civil War section of the gallery is
fairly small, we recommend that students
are divided into groups and given
different start points, while some of the
© Museum of London 2011
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group are exploring the other galleries.
Please make your own copies of the
activities for students to use at the
Museum.
Visit preparation and follow-up
activities
Before and after your visit
It is recommended that teachers prepare
students for this study day by working
through at least one of the preparation
activities suggested in this pack or any of
your own devising. We have also
provided follow-up activities that can be
used back in the classroom to
consolidate the museum experience.
© Museum of London 2011
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Timetable for Countdown to Conflict: The English Civil
War
Your group has been allocated ONE of the following sessions; please check your
confirmation letter:
Group 1
11.00am
Civil War drama – Activity Space 1
11.20am
Source workshop – Seminar room
12.00pm
Debate – Activity Space 1
12.30pm
Lunch
1.00pm
War. Plague and Fire 1550s -1660s gallery
Group 2
11.00am
War, Plague and Fire 1550s -1660s gallery
12.30pm
Lunch
1.00pm
Civil War drama – Activity space 1
1.20pm
Source workshop – Seminar room
2.00pm
Debate – Activity space 1
The sessions will run once only and at the times stated above so please arrive on time.
There will be schools booked for the other sessions and you will not be able to overrun
your allocated time.
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Practical guidelines
To maximise the enjoyment and value of the visit please consider the following:
•
copy the appropriate sheets for each student
•
bring along clipboards for each student
•
ensure that you have at least one adult for every 15 students and that the adults
accompany them at all times
•
remind the group that other members of the public will be using the Museum
•
please only use pencils in the galleries
•
please ask students not to lean on the glass cases
•
please visit the shop in small groups. You can visit the shop any time whilst in the
Museum
•
Photography during schools session is welcomed. You are also welcome to take
photographs within the Museum galleries without flash or tripod use. These images
may only be reproduced for personal or educational purposes, which include
reproducing the image as a classroom teaching aide or as part of a school project. Any
publication of the image for any other purpose is forbidden, which includes publication
on any website. As an alternative pictures of many of our key objects are available to
download from the picture bank on our website,
www.museumoflondon.org.uk/picturebank. Postcards and posters can be purchased
from the shop and prints may be purchased from our on demand print website
www.museumoflondonprints.com
Please note that accompanying teachers and adults are responsible for students’
behaviour at all times in the Museum; both in public areas and taught sessions.
© Museum of London 2011
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Visit preparation and activities
To maximise the enjoyment and value of the visit please consider the following:
• introduce to the group some general background about Museum of London.
• undertake at least one of the suggested pre-visit activities.
Ask the group to think of some questions for the workshop leaders at the Museum.
Pre-visit activities
1. Importance of religion
Religion was an issue that many people in Britain were very passionate about, and had
been a main part of their lives for a long time. Ask pupils to look into certain
disagreements between different religions, or even different strains of the same religion.
They can look at the examples below and find out what two religions were in conflict in
each case, and what their arguments were:
•
•
•
the Gunpowder Plot, 1605
the Pilgrim Fathers, 1620
the riots at St. Giles, 1637.
This could also lead on to a discussion examining religious conflict in today’s society.
2. Character of the king
Pupils can create a ‘mini-autobiography’ of Charles I. Use pictures and quotes from
contemporaries to brainstorm adjectives that describe the king onto the board. Then,
using this and their own research, pupils can create a ‘mini-autobiography’ (a sheet of A4
folded in half) about the character of the king.
This activity could also be done from a Puritan perspective (depending on the class and
ability level) and the pamphlet can be written as an attack on the king’s character (much
like those produced at the time). It must be clear to the students if this approach is taken,
that this is just one side’s view of the king and not everybody thought like this.
3. Parliamentary power
Using a timeline as the x-axis, chart the history of relations between the monarch and
parliament. Plot, like a graph, the relative power of the monarchs the class has studied
this year alongside that of their parliaments or advisors. Symbols, such as a crown for the
monarch, can be used and the class can discuss where they should be placed on the
graph.
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Follow-up activities for the classroom
1. Read all about it!
Pupils can create the front page of a newspaper from Stuart times. The main article
should be about the debate that has taken place, reporting on what happened and the
outcome of it.
Again, this task can be extended, by letting the pupils remain in character. They will be
producing a piece of propaganda putting across their side of the argument and making the
opposition look less favourable. This could be compared to sources of original
propaganda from the time.
2. Who’s in the right?
In pairs, pupils can write a script for their argument between a Royalist and a
Parliamentarian. Pairs can perform their drama to the rest of the class.
3. What happened next?
What do pupils think happened to Edward Hyde and Gibbon Goddard after their
argument? Pupils can imagine that they are one of these characters, and write in their
diary at the end of that day reporting on what has happened and their feelings about it.
4. In support
Pupils can research into who else supported the two sides of the Civil War. They could
look for examples of specific people, or look at geographical areas of the country or social
class. This research could culminate in a display about the support on both sides.
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Gallery plan
© Museum of London 2011
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Planning your journey
Museum of London
Free Admission
Open
Mon to Sun 10am--6pm
Last admission 5.30pm
Museum of London
London Wall, London EC2Y 5HN
0870 444 3851
www.museumoflondon.org.uk
[email protected]
Free Travel
All schools within the Greater London area can take advantage of Transport for London’s
School Party Travel Scheme. See www.tfl.gov.uk/schoolparty or call London Underground
Customer Services on 0845 330 9881 for details.
Getting to the Museum
By tube - St Paul’s, Barbican
By rail - Moorgate, Liverpool St, City Thameslink
By bus - 4, 8, 25, 56, 100, 172, 242, 501, 521
Cancellation charges
We are able to offer these sessions free to schools thanks to generous funding. However,
any cancellations will incur a charge. For details of cancellation charges please see
www.museumoflondon.org.uk/schoolsbookings
© Museum of London 2011
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