None of Henry VIII’s children had children, so
who will rule next?
Henry had a sister!
She had a daughter,
she had a son
who became King!
Find out the names of all the people in bold
and draw the Family Tree!
Welcome to the Stuarts!
None of Henry VIII’s children had any children!
So who will rule?
Henry VIII had a sister
Who had a daughter
Who had a son
Who became King
Simple really
Find out the names of all these people and fill in the
family tree
From Tudors to Stuarts
Stuart
Tudor
Stuart
Tudor
Sister
Husband
Henry VIII
Tudor
Stuart
Son
Child 1
Child 2
Child 3
Daughter
Stuart
Son
Stuart
Son
Stuart
Son
Complete
the family
tree.
From Tudors to Stuarts
Stuart
Tudor
Stuart
Tudor
Margaret Tudor
James IV Scot
Henry VIII
Tudor
Stuart
James V Scot
Mary
Elizabeth
Edward
Mary Queen of Scots
Stuart
James VI Scot
Stuart
Charles I
Stuart
Charles II
Complete
the family
tree.
From Tudors to Stuarts
The Stuart Reign: timeline
Mark the following events on your timeline:
• Each time a monarch changes (there are 3 !)
• Plague
• Fire of London
• Gunpowder plot
• Start of Civil War
• End of Civil War
• England was a republic (no King or Queen!)
1603
1685
From Tudors to Stuarts
The Stuart Reign: timeline
James I
1603-1625
Plague
1665-66
Civil War ends
1649
Civil War began
1642
1603
Gunpowder Plot
1605
1685
Charles I
1625-1649
Charles II
1660 -1685
England was a Republic
1649-1660
Fire of London
1666
Bonfire Night
• Write down three things you know about
Bonfire Night in the back of your books
Title: Was Guy Fawkes Framed?
Date: _________________
Learning Objectives:
• To investigate the story
of guy Fawkes
• To categorise the
evidence
• To come to a
conclusion as to
Fawkes’s guilt
Success criteria:
• To complete a reasoned
argument
www.historytl.com
Was Guy Fawkes Framed?
What other questions do I want to ask?
What else do I need to know to explain this source?
What do I know already that helps explain this source?
What can I learn from this source?
Two examples of Guy Fawkes’ signature whilst he was in the Tower of
London. One was written just after his
arrest and the other was scribbled a few days later
Was Guy Fawkes framed?
In pairs complete this:
Look through all of the EVIDENCE. You need to sort it out into
Evidence we have found that Guy Fawkes was framed is..
We think the most important piece of evidence is
Because
Evidence we have found that Guy Fawkes was not framed is..
We think the most important piece of evidence is
Because
The soldiers were sent by Robert Cecil. He
seemed to know who the plotters were and
where they were hiding long before Guy
Fawkes confessed their names
The only place to get gunpowder in such
large quantities was the Tower of London.
Only someone in a powerful position in
Government could have obtained permission
to take so much gunpowder out of the Tower.
We can not tell who it was because the
record book for 1604 is missing! Who could
it have been?
Catesby and Percy were the leaders of the
plot. They were both shot dead. Catesby and
Percy were shot dead on the specific orders of
Robert Cecil. He did not want them taken
alive. The man who killed them received a
pension for the rest of his life
Thirty Six barrels of Gunpowder were
loaded into the cellar by Guy Fawkes. Men
were sent to the cellars and Guy Fawkes was
arrested. He made a full confession
One of the plotters, Francis Tresham,
was Monteagle’s brother-in-law. He was
the only plotter who was not captured
quickly. He was only caught on 12
December. He died of a mysterious
illness on 22 December, locked away in
the Tower of London. Some said he had
been poisoned.
The 36 barrels of gunpowder were kept in a
cellar next to Parliament. The cellar was rented
to Thomas Percy by John Whynniard, a friend of
Robert Cecil.
Whynniard died suddenly and unexpectedly on
the morning of 5 November
All supplies of Gunpowder were kept under
guard in the Tower of London.
The records for 1604 are missing .
Holbeach House, where some other
plotters were hiding out, was surrounded
on 7 November, only two days after Guy
Fawkes was captured. According to the
Government report, it took them two days
of torture to get Fawkes to reveal his real
name, never mind his role in the plot
(which he didn't reveal for another 2 days)
and the names of the other plotters were
not revealed for another 6 days!
According to a Catholic visitor to London in
1604, Robert Cecil said:
“The King is too kind to Catholics. This gives
great offences to others. We cannot hope for
good government while we have a large
number of people who obey
foreign rules as Catholics do. The Catholic
priests preach that Catholics must even kill
the King to help their religion.”
Lord Monteagle took the warning letter to
Robert Cecil on 27 October. The cellars below
Parliament weren't searched until at least a
week later.
Their Punishment
After a quick trial the plotters were sentenced to death!
They were dragged through the streets of London, hung until
they were NEARLY dead, cut down, cut open and their insides
pulled out and burned in a fire in front of them. The their
corpses were cut into pieces and put on display around the
country.
Part of Thomas Winter’s confession, read out at the trial. The original confession has never been seen. A
copy was written out by Robert Cecil for the trial.
“We were working under a little entry to the Parliament house. We under-propped it with wood. We
bought the gunpowder and hid it in Mr Percy’s house. We worked another two weeks against the stone
wall, which was very hard to get through. At that time we called in Kit Wright. About Easter we rented
the cellar. After this Mr Fawkes laid into the cellar 1000 sticks and 500 faggots”
Note: a faggot is an old fashioned word for a bundle of firewood
Was Guy Fawkes framed?
As a table complete this:
Look through all of the EVIDENCE. You need to sort it out into
Evidence we have found that Guy Fawkes was framed is..
We think the most important piece of evidence is
Because
Evidence we have found that Guy Fawkes was not framed is..
We think the most important piece of evidence is
Because
Was Guy Fawkes framed?
Level 4 (on baseline)
One reason he could be framed is… because
One reason he was not framed is… because
Overall I think he was … because
Level 5+ (on baseline)
One reason he could be framed is… because
Another reason he could be framed is… because
One reason he was not framed is… because
Another reason he could be not framed is… because
Overall I think he was … because
Bonus! For an even better answer support your reasons with a quote
from the sources!
Were the Gunpowder Plotters Framed?
In 1605, there were laws past against people who were Catholic because King James I was Protestant. Catholic Priests were ordered to leave the
country or they would be executed. A small group of Catholics decided that they wanted James dead. They hoped a new King or Queen would
treat them better. Every year the King or Queen officially opened Parliament. In 1605, Parliament was due to be opened on 5 November. Most
of the important people of England would be there—they still are today! The plot was to blow up the King when he was in Parliament, take his
young daughter, Elizabeth, who lived in the Midlands and place her on the throne instead. She was far too young to rule of course and so would
need help ... From Catholics!
Source
Does it prove the gunpowder
plotters were framed? Yes or no?
What evidence (quotes) from the source do you
have to prove this?
A
B
C
D
E
F
G
H
I
Were the Gunpowder Plotters Framed? Explain your answer
Who wrote the source? Is that important?
The Gunpowder Plotters were framed
I definitely
agree
I definitely
disagree
What does each line refer to?
Remember, remember the 5th of November,
Gunpowder treason and plot,
I see no reason why gunpowder, treason,
Should ever be forgot.
www.historytl.com
Why did the English go to war with themselves?
What other questions do I want to ask?
What else do I need to know to explain this source?
What do I know already that helps explain this source?
What can I learn from this source?
Why did the English go to war with themselves?
What other questions do I want to ask?
What else do I need to know to explain this source?
What do I know already that helps explain this source?
What can I learn from this source?
Annotate and label this painting of Charles 1st
What impression do
you get of Charles
1st?
How can you tell?
Title: Why did the English go to war with themselves?
Date:____________________
Learning Objectives:
• To know the causes of the
civil war
• To understand the different
groups involved
Learning Outcomes:
• To be able to prioritise the
causes of the civil war
www.historytl.com
What is a Civil War?
In pairs decide on what a Civil War is and
complete the sentence in the front of your
books
A Civil War is… (Max 10 words)
Why did the English Civil War start?
The King was to
blame (Royalists)
The Parliamentarians were to
blame (Roundheads)
Other reasons the war started
Why did the Civil War start?
• The king can be to blame because……
• Another reason why the King maybe to blame
is…….
• The Parliament can be to blame because……
• Another reason why the Parliament maybe to
blame is…….
• In conclusion I think …… was to blame
because…..
Charles I was a firm believer in the "divine right of kings”
How far does this statement explain why the English went to
war with themselves? Explain your answer
Success Criteria
•Write 3/4 - 1 side of your book
•Give 2 reasons to agree AND 2
reasons to disagree
•Explain each reason
•Refer to the History literacy
objectives
•Use the writing frame to guide
your structure
Structure
Introduction: 2 sentences
• Who was Charles I and why did the country go to
war with him? What does ‘divine right’ mean?
Main
• Give two reasons why Charles’ belief in the ‘divine
right’ WAS the cause of civil war explain those
reasons
• Give two reasons why Charles’ belief in the ‘divine
right’ WAS NOT the cause of civil war explain
those reasons
Conclusion
• Why do you think the civil war broke out?
http://www.youtube.com/watch?v=3FyQnEDt
7eA
Title: Who fought in the civil war?
Date: _________________
Learning Objectives:
• To know who the two sides
were and understand who
fought in the civil wars
• To be able to comment on
which side you would rather be
part of and why
Learning Outcomes:
• To be able to identify the
strengths and weaknesses of
each side
www.historytl.com
Who fought in the civil war?
Can you spot any similarities and differences between the two sides?
Roundheads
http://www.youtube.com/watch?v=Tl0LL6yWGRU
Cavaliers
Who fought in the civil war?
Royalists V Parliamentarians
Do recognise any parts of these names?
What do you think each side wanted? Draw a table in your books
• The King is chosen by God – he has a divine right to rule
• Parliament’s job is to follow the Kings commands
• No King of England should marry a foreign Catholic
• The King is there to serve his country – not the other way around
• One man cannot govern an entire nation
www.historytl.com
Who fought in the Civil War?
Job/ Role:
What do they do?
Who do they protect?
When do they fight? And
how?
Equipment?
What equipment do they
carry?
What do they wear?
Danger:
How dangerous do you think
their job is?
What are the possible
dangers?
Overall importance:
How important do you think
these soldiers are and why?
The Cavalry
Job/ Role:
What do they do?
Who do they protect?
When do they fight? And how?
Equipment?
What equipment do they carry?
What do they wear?
Danger:
How dangerous do you think their job is?
What are the possible dangers?
The Musketeers
Job/ Role:
What do they do?
Who do they protect?
When do they fight? And how?
Equipment?
What equipment do they carry?
What do they wear?
Danger:
How dangerous do you think their job is?
What are the possible dangers?
The Pike men
Job/ Role:
What do they do?
Who do they protect?
When do they fight? And how?
Equipment?
What equipment do they carry?
What do they wear?
Danger:
How dangerous do you think their job is?
What are the possible dangers?
Organise your army! You are being attacked
Using half a page in your books position your army to face the enemy
You have 8 blocks of Pike men (Red)
You have 5 blocks of Musketeers (Blue)
You have 3 blocks of cavalry (Green)
You have one Commander (Black Dot!)
Enemy
Where are you going to position your army?
Title: Was the New Model Army a success?
Date: ________________
Complete the Single bubble that
describe a soldier
Learning Objectives
• To know what the new
model army was
• To understand the
reasons why it was formed
Learning Outcome:
• To be able to comment
on how it was run and if
it was successful
www.historytl.com
Soldier
Complete the Single bubble that describe a soldier
Soldier
Battles!
• The first major battle of the civil war was at Edgehill in
1642 and it ended in a draw!
• The King’s cavalry performed well and Parliament
realised that they needed a better army if they were
going to win the war!
• Oliver Cromwell, a member of Parliament and
Roundhead Commander, was given the job!
www.historytl.com
The New Model Army proved how good it was by winning important battles. At Naseby the Kings army
was almost wiped out by a series of clever moves and brave changes by Cromwell's men.
On May 5 1645 King Charles decided to give up the fight.
Source
Source A
These men were strictly trained
and strictly disciplined. But
above all, they fought for God.
Singing hymns, they charged into
battle and their discipline proved
too much for Rupert’s Cavalry,
for although the cavaliers were
good horsemen, they were not
always good soldiers
Source B
Give me a russet coated captain
who knows what he fights for
and loves what he knows, than
that which you call a gentlemen
and is nothing else
Source C
Cromwell taught his cavalrymen
to care for their horses and clean
their weapons...regular training
and strict discipline made his
cavalry easier to control than the
Royalist cavalry
www.historytl.com
Does it say the
new model army
was a success? Yes
or no?
What evidence (quotes) is
there to prove this from the
source?
What does this evidence mean? Why
did this mean it was successful?
Explain
The New Model Army proved how good it was by winning important battles. At Naseby the Kings army
was almost wiped out by a series of clever moves and brave changes by Cromwell's men.
On May 5 1645 King Charles decided to give up the fight.
Title – Was the New Model Army a success?
Copy the table below into your books,
use 2/3 of a page
Source
Source A
Source B
Source C
www.historytl.com
Does it say the
new model army
was a success? Yes
or no?
What evidence (quotes) is
there to prove this from the
source?
What does this evidence mean? Why
did this mean it was successful?
Explain
Does it say the
new model army
was a success? Yes
or no?
What evidence (quotes) is
there to prove this from the
source?
What does this evidence mean? Why
did this mean it was successful?
Explain
Source A
These men were strictly trained and strictly
disciplined. But above all, they fought for God.
Singing hymns, they charged into battle and their
discipline proved too much for Rupert’s Cavalry, for
although the cavaliers were good horsemen, they
were not always good soldiers
Does it say the
new model army
was a success? Yes
or no?
What evidence (quotes) is
there to prove this from the
source?
What does this evidence mean? Why
did this mean it was successful?
Explain
Source B
Give me a russet coated captain who knows
what he fights for and loves what he knows,
than that which you call a gentlemen and is
nothing else
Does it say the
new model army
was a success? Yes
or no?
What evidence (quotes) is
there to prove this from the
source?
What does this evidence mean? Why
did this mean it was successful?
Explain
Source C
Cromwell taught his cavalrymen to care for their
horses and clean their weapons...regular training
and strict discipline made his cavalry easier to
control than the Royalist cavalry
Explain why the New Model Army was a success.
Success Criteria
• Write 1/3 – 1/2 of a side
of your book
• Give 3 reasons for the
success
• Explain why each reason
led to success
• Refer to the History
literacy objectives
• Use the writing frame to
guide your structure
The New Model Army was a success.
One reason it was a success was …
This led to it being a success because …
A second reason it was a success was …
This led to it being a success because …
Another reason it was a success was …
This led to it being a success because …
Title: Did people want the King to lose his head?
Date: ______________
Learning Objectives:
• To know how the civil war
came to an end
• To understand the events
that led to the trial of
Charles I
Learning Outcomes:
• To be able to successfully
complete an assessment
next lesson
www.historytl.com
The Execution of Charles 1st
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Complete the thought
bubbles
www.historytl.com
http://www.youtube.com/watch?v=IPmSR--BktE
Title - Did people want the King to lose his
head?
Source 1
I saw the blow given, I can truly say with a sad
heart. At that instant, I remember well, there
was such a groan by thousands then present,
as I never heard before and desire I may never
hear again
In your books
1) Does this source show people wanted the king to
lose his head?
2) How do you know? Evidence from the source
www.historytl.com
Title - Did people want the King to lose his
head?
Source 2
The King’s head was thrown down and his hair was
cut off. Soldiers dipped their swords in his blood.
Base language was used over his dead body.
In your books
1) Does this source show people wanted the king to
lose his head?
2) How do you know? Evidence from the source
www.historytl.com
Title - Did people want the King to lose his
head?
Source 3
When they had murdered him, those who
wanted to dip their handkerchiefs in his blood
were admitted for which the soldiers took a
shilling (5p).
In your books
1) Does this source show people wanted the king to
lose his head?
2) How do you know? Evidence from the source
www.historytl.com
Did people want the King to lose his head?
Source
Yes, no
or both?
What evidence (quotes) is there to
prove this from the source?
Source 1
I saw the blow given, I can truly say
with a sad heart. At that instant, I
remember well, there was such a groan
by thousands then present, as I never
heard before and desire I may never
hear again
Source 2
The King’s head was thrown down and
his hair was cut off. Soldiers dipped
their swords in his blood. Base
language was used over his dead body.
Source 3
When they had murdered him, those
who wanted to dip their handkerchiefs
in his blood were admitted for which
the soldiers took a shilling (5p).
Source 4
The King was beheaded. It much
discontents the citizens.
Did people want the King to lose his head? Explain your answer
www.historytl.com
What does this evidence mean?
Explain
Did people want the King to lose his head?
Source
Yes, no
or both?
What evidence (quotes) is there to prove
this from the source?
Source 1
Source 2
Source 3
Source 4
Did people want the King to lose his head? Explain your answer
www.historytl.com
What does this evidence mean? Explain
Did people want the King to lose his head?
Source 1
I stood amongst the crowd where the scaffold was erected, and saw what was done. I saw the blow
given, I can truly say with a sad heart. At that instant, I remember well, there was such a groan by
thousands then present, as I never heard before and desire I may never hear again
Source 2
The King’s head was thrown down and his hair was cut off. Soldiers dipped their swords in his blood.
Base language was used over his dead body.
Source 3
When they had murdered him, those who wanted to dip their handkerchiefs in his blood were
admitted for which the soldiers took a shilling (5p).
Source 4
The King was beheaded. It much discontents the citizens.
Source 5
‘Here is a letter from King Charles to his son. He is asking his son to get a foreign army together to
invade England. Charles wants foreigners to kill Englishmen. He can’t be trusted … he’s a traitor”
Source 5
‘Here is a letter from King Charles to his son. He is asking his son to get a foreign army
together to invade England. Charles wants foreigners to kill Englishmen. He can’t be trusted
… he’s a traitor’
Does this source explain peoples reaction to the execution of the King?
Success Criteria
• Write 1/3 – 1/2 of a side
of your book
• Explain why it does
explain people’s reactions
• Explain why people may
have had other reactions
• Refer to the History
literacy objectives
• Use the writing frame to
guide your structure
Structure
The source does explain people’s reaction to the
execution of the King because …
There is evidence in the source to support this …
However, I know that there were other reactions such
as …
People had different reactions because …
Homework: Complete the multi
flow map for next lesson.
Effect
Root Causes
Causes
Major Event
The Execution of
Charles 1st
Cause and Effect: The major function is to show causes- which can be sorted by
www.historytl.com
root , immediate, proximal or long term causes- and their effects in relation to a
major event; can be indefinitely expanded to include multiple cases.
Title: Why was Charles I executed?
Date: ______________
Learning Objectives:
• To know how the civil war
came to an end
• To apply our knowledge
of Charles I and the Civil
War
Learning Outcomes:
• To complete your
assessment
www.historytl.com
Title: Why was Charles I executed?
In pairs can you think of two reasons?
Write them in the front of your books
Why was Charles I executed?
“Charles wants foreigners
to kill Englishmen.”
Why was Charles executed according to this source?
"traitor and murderer;
and a public and cruel
enemy to the Kingdom of
England."
Why was Charles executed according to this source?
"the office of the king in
this nation is unnecessary
and dangerous to the
freedom and public
interest of the people.“
Why was Charles executed according to this source?
After the execution what
happened in England?
Look back through your
books and find causes of
Charles’ execution.
Effect
Root Causes
Causes
Major Event
The Execution of
Charles 1st
Cause and Effect: The major function is to show causes- which can be sorted by
www.historytl.com
root , immediate, proximal or long term causes- and their effects in relation to a
major event; can be indefinitely expanded to include multiple cases.
On the back of your
sheet their is a writing
frame to help you.
Your essay should be
¾ of a side of your
book minimum.
Look at the level
descriptors to see what
you need to include to
do better than your
last assessment.
You have the rest of
this lesson to complete
the assessment.
www.historytl.com
Title: Why was Charles I executed?
Date: ______________
Learning Objectives:
• To apply our knowledge
of Charles I and the Civil
War
• To develop our written
skills
Learning Outcomes:
• To produce a newspaper
article on the execution of
the King
www.historytl.com
People reporting
from the action
Report live from the
scene
Studio newsreader
Pictures of
the
execution
Details of what
happened during the
execution
What you could
include in your
news report?
Interviews with a
member of the
crowd
What people thought of the
execution
Success Criteria
Level 4
Level 5
Knowledge and  Your news report  Your news report
content
describes briefly
shows some
about the
factual
execution.
knowledge.
 You describe in
detail what
happened.
 You say why the
even is significant
Level 6
 Your news report
shows in depth
factual knowledge.
 You explain in
detail the execution’
 You explain why the
event is significant.
 You also have
different
interpretation of the
execution.
Title: Whatever happened to Cromwell’s head?
Date: ______________
Learning Objectives:
• To understand
Cromwell’s reign as
‘Lord Protector”
• To infer meaning
from sources
Learning Outcomes:
• To produce an
obituary
www.historytl.com
What does this image suggest about
people’s feelings towards Oliver Cromwell?
Whatever happened to Cromwell’s head?
Put the cards into chronological order and draw a timeline of
the events into your book
1658
1960
1658
Cromwell dies. Doctor Bates
cuts out and weighs his
brain. He says it weighs 82.5
oz. The average brain weighs
49 oz. Bates is probably lying
– why?
1702
Barnes dies and he
tells his family where
he has hidden the
head. They sell it to a
Frenchman who puts
it in a museum.
1814
Dr Wilkinson buys the head.
He keeps the head in a box,
wrapped in silk. He writes
that an ear is missing, there’s
a hole in the top where a
pole has been and there are
axe marks on the neck.
1660
King Charles II wants to
punish Cromwell. His body
is dug up and hanged at
Tyburn. His head was stuck
on a pole outside
Westminster Abbey.
1738
The museum owner
dies and a young actor
called Samuel Russell
buys it. He pays his
rent by charging
people to see it.
1935
Doctors examine the head.
They decide that the man
has definitely had his head
cut off and that the pimples
and warts do match
Cromwell’s portrait.
1685
Head stays on the pole for 24
years. Strong wind blows the
head off the pole. It is found
by a soldier called Barnes
who takes it home and hides
it in his chimney.
1789
Russell sells the head
to a group of
businessmen for
£230. It goes on
display in Bond
Street, London.
1960
Wilkinson’s family gives
head away. The head is given
to Cromwell’s old college,
Sidney Sussex, in
Cambridge. The head was
buried secretly. It is still
there today.
An obituary is a news article that reports the recent death of a
person, typically along with an account of the person's life
Write an obituary for Oliver Cromwell
Must include:
o information about his life
o information about his career
o information about his achievements and failures
o a picture of him
o be written in columns (like a newspaper article)
o Research using textbooks
Title: Was Charles II really ‘the merry Monarch’?
Date: _________________
Learning Objectives:
• To use sources to infer
meaning
• To research an answer
to the key question
Learning Outcomes:
• To write a balanced
answer
Was Charles II really ‘the merry Monarch’?
What other questions do I want to ask?
What else do I need to know to explain this source?
What do I know already that helps explain this source?
What can I learn from this source?
(1) Letter sent by a man living in London to one of Charles II's
advisers (1659)
You cannot imagine how all people here are affected with joy at the
hope of having a King again. His (Charles) picture is hung up in
many places in the streets... there was a man yesterday who said
that he had seen him lately and that he was not so handsome as
that picture, at which the people were so angry that they fell upon
the man and beat him soundly.
(3) John Evelyn, diary entry, (4th
February, 1685)
He (Charles II) had many great
faults... He neglected the needs of
the people... Wars, plagues, fires
made his reign very troublesome
and unprosperous.
Was Charles II really ‘the merry Monarch’?
How did people feel about Charles?



In one colour highlight evidence of his popularity
In another colour highlight evidence he was considered
‘merry’
In another colour highlight evidence that he was disliked
(4) Gilbert Burnet, History of My Own
Time (1723)
King Charles II... was corrupted by
France... he was continually cheating his
people... he was lazy... he enjoyed the
pleasures of wit and laughter, with the
most worthless, vicious men of his age.
http://www.youtube.com/watch?v=4M0PQct9ytg
(2) In his diary, John Evelyn described Charles II
entering London. (29 May 1660)
There were 20,000 soldiers... shouting with joy; the
streets covered with flowers, the bells ringing,
fountains running with wine.
Charles II was ‘the merry Monarch’
I have evidence from the source ….
This proves he was merry because …
Also, from my research, I know that …
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This proves he was merry because …
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Have I met the success criteria?
Is my argument balanced?
Have I used evidence (quotations) from
the source?
Have I used evidence from my research
time (textbooks)?
Have I explained how each of my points
answers the question?
Have I come to a judgement?
Was Charles II really ‘the merry Monarch’?
What evidence can you find?
Charles II was not ‘the merry Monarch’
I have evidence from the source ….
This proves he was not merry because …
Also, from my research, I know that …
This proves he was not merry because …
Judgement: What do you think? Why?
I have evidence from the source …. Because it says “he enjoyed the
pleasures of wit and laughter”. This proves he was merry because … it
implies that he liked to make jokes and laugh. I think this means that
he did not take being a King seriously.
Also, from my research, I know that …because it says that “all people
here are affected with joy at the hope of having a King again”. This
proves he was merry because …people were celebrating about having
Charles as their King, this means he made them happy.
I have evidence from the source …. Because it says “he was continually
cheating his people”. This proves he was not merry because …it suggests
that he was cheating people and not being a good King. Also, from my
research, I know that …it says “Wars, plagues, fires made his reign very
troublesome”. This proves he was not merry because …he brought
trouble to the country in his reign and made people in the country
unhappy.
Quick of the draw
Each table has 5 tasks to try and complete before the other tables!
You have the following to help you:
• The Making of the United Kingdom page 68/9
• Changing Britain page 44-46
• The Making of the United Kingdom page 52/53
You must complete one task and then bring it back to the teacher to check before
you collect the next task.
The first table to complete the task wins!
When your group is finished you need to answer the following question in your
book while the other groups finish:
• Why did England have a King again and was it a good thing?
Title: Would you make a good Stuart Doctor?
Date: _____________________
Learning Objectives
-To investigate the health of Charles
II
- To research and evaluate some of
the treatments used by Stuart
Doctors
- To assess our own decision making
skills
www.historytl.com
Context (Background Information)
In Stuart times, approaches to medicine were a combination of different idea’s.
Some were very clever ... But others were just crazy!!!
Some Doctors were beginning to work out how the human body worked ...while
others didn’t have a clue!
One of the most widely used cures was ‘blood letting’ . This was based on an old
Greek and Roman idea that too much blood in the body caused illness. The answer
was to cut the patient and let the bad blood out and soon their body would be back
to normal again.
Needless to say it didn’t work, but that didn’t stop many of London’s famous
Doctors trying it.
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At 8:00 am on 2 February 1685, Charles II fainted!!!
It soon became clear that he was very ill.
A dozen Doctors crowded around him, this was their
chance to prove themselves as great Doctors.
Actually Year 8 ... This is YOUR chance to prove that YOU
are great Doctors!
If you succeed you will be reward ... If you fail...well no one
wants the blame for killing the King of England!
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You are going to work in threes
Treatment Decision reached
Reason you chose
that decision
Points
you
gained
Was it a good
decision? Yes or no?
and why?
Overall how did your group work? How successful were you?
Treatment Decision reached
Reason you chose
that decision
Points
you
gained
Was it a good
decision? Yes or no?
and why?
Your Task!
• In groups you will be given a series of
choices to make based on real
treatments available at the time.
• Can you cure King Charles II?
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2 February 1665
After collapsing, the King has been unconscious
for two hours. As the Doctors arrive, he begins
to wake up. He is in pain.
Treatment 1
Do you?
a) Open up a vein in his arm and drain 16 ounces of blood,
then make him vomit?
b) Do nothing and wait and see if he gets any better?
c) Wash his hair in urine?
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Make your decision now!
Treatment 1
a) Yes, this is what the doctors did 5 points
b) You must do something – you are one of the King’s
doctors – you can’t jut sit there 0 points
c) Don’t be silly, this is a Stuart cure for ringworm. It
might be worth a try though 3 points
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2 February 1665
The King is just as bad! You must keep trying!
Treatment 2
Do you?
a) Bleed him again, perhaps another 8 ounces of blood
from his shoulder this time?
b) Shave his head and burn his scalp to make it blister?
c) Pray?!
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Make your decision now!
Treatment 2
a) This is what the doctors did. Bloodletting was the key
to success ... Or so they thought: 5 points
b) The doctors did this too. Good thinking: 5 points
c) Not a bad idea, perhaps God would help him 2 points
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3 February 1665
The King is speaking again but still feels poorly. He still
faints occasionally but recovers sooner than he did before
(maybe you have been doing something right?)
Treatment 3
Do you?
a) Suggest injecting him with antibiotics?
b) Drain more blood and then pump a liquid up his bottom
to make him empty his bowels?
c) Leave him alone, he seems better today – perhaps he is
getting well?
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Make your decision now!
Treatment 3
a) Antibiotics? They’d never heard of them. Nobody knows what
you are talking about – be careful, some people might think
you are a witch! Points
b) Good idea. This is what the Kings doctors did. 5 points
c) Sounds sensible doesn’t it? But you are missing a days bleeding
0 points
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4 February 1665
He wakes up bright and early but collapses again at dinner
time. He seems to be getting worse! 
Treatment 4
Do you?
a) Bleed him again – more than before today?
b) Give him powdered human skull in a sweet drink – this
is viewed by many as a super cure for any illness?
c) Call another Doctor; perhaps he can help more than
you. Some people are saying that herbal remedies can
really work?
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Make your decision now!
Treatment 4
a) Not a bad idea, but if you bleed too much you might
put him ‘out of balance’ again 3 points
b) This is what the doctors did 5 points
c) Get another doctor! Don’ be ridiculous. The King’s
doctors know what they are doing (even if he’s not
getting better) 0 points
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5 February 1665
The King is getting worse. He collapses again. He sometimes
cries out in pain. The doctors are very frustrated.
Treatment 5
Do you?
a) Mash up the brain of a young man that has died violently,
add some wine and horse dung and pour this over the
Kings body?
b) Carry out more bleeding – perhaps give him a laxative to
empty his bowels?
c) Force him to eat Peruvian tree bark, a general medicine
used for fevers?
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Make your decision now!
Treatment 5
a) A good treatment, but one for the plague. Perhaps
worth a try though! 3 points
b) Another good treatment, perhaps tomorrow? 2 points
c) This is what the doctors did: 5 points
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6 February 1665
The King is worse. The doctors think there is great danger that he
may die. Perhaps there is one last chance?
Treatment 6
Do you?
a) Cut his gums open with a new nail, and then hammer the nail into an
old oak tree?
b) Give him some oriental Bezour stone – this is a substance found in
the stomachs of Persian goats. Added to wine, it should stop all
poisons?
c) Stop treating him; nothing you do seems to have any effect?
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Make your decision now!
Treatment 6
a) A common treatment for toothache – I don’t think the
King has toothache, but you never know! 2 points
b) This is what the doctors did: 5 points
c) You can’t stop treating him, he’s the King! 0 points
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The King is dead!
Shortly after noon he collapsed for the last time.
The doctors failed to keep him alive.
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