Countdown to Conflict: The English Civil War Support materials KS3 History
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
Curriculum links 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. 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. Sources workshop 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. 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 1
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. 2
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 1.00pm Group 2 11.00am 12.30pm Lunch War. Plague and Fire 1550s -1660s gallery War, Plague and Fire 1550s -1660s gallery 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. 3
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. 4
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. 5
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. 6
Gallery plan 7
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 info@museumoflondon.org.uk 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 8