What does this Emblem suggest?
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What does this Emblem suggest?
Crown
Tudor
Rose
Scottish
Thistle
Did James I deserve his nickname “The Scruffy
Stuart”?
Learning Objectives:
 To learn about how the
Stuarts became England’s
monarchy.
 To identify why James I was
called ‘the Scruffy Stuart’.
 To compare James’ reception
with attitudes at his death.
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What does this tell us about James I?
The Scruffy Stuart???
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Title: The Scruffy Stuart?
Date: __________
• Read through the information on the A3 sheet and
then answer question 1 on page 79 in full sentences
• We will be going through the question and I will be
asking people to read out their answers to the class so
BE READY!
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Using the A4 sheet...
• Read through the sheet as a class
• Answer all of the questions in full sentences
(use the sentence starters to help you with
question 4)
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What do YOU think?
Voting Time!
• James I deserved his nickname ‘the
scruffy Stuart’.
• James I was not a very
successful king.
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Questions for picture reveal
1. What was James I of England’s other title?
2. Why was James VI of Scotland made King of
England?
3. What was James I nickname?
4. What did James say was his reception on
arrival?
5. Why was James not a successful King?
6. How long did he send Parliament away for?
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Title: Were the Gunpowder Plotters
Framed?
Learning Objectives
• To assess evidence
for and against the
gunpowder plotters
• To evaluate the
reliability of the
evidence
• To come to a
conclusion as to the
guilt of the plotters
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Were the gunpowder
plotters framed?
Read through the
information in your
evidence pack and use
it to fill in your
detective sheet
Make sure you do it in
full as you will need the
information later!
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Were the gunpowder plotters
framed?
• Point
There is evidence to suggest that the
gunpowder plotters were framed because ...
• Evidence
My evidence for this is ...
• Explain
This shows me that the gunpowder plotters
were framed and that ...
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Were the gunpowder plotters
framed?
• Point
However there is also evidence to suggest that
the
gunpowder plotter were not framed because ...
• Evidence
My evidence for this is ...
• Explain
This shows me that the gunpowder plotters
were not framed and that ...
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Were the gunpowder plotters
framed?
• Point
Overall I believe that the gunpowder plotters
were/were not framed.
• Evidence
This is because ...
• Explain
I think that this proves that ...
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Remember, remember the 5th of November,
Gunpowder treason and plot,
I see no reason why gunpowder, treason,
Should ever be forgot.
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What can we tell from this picture?
Look at his facial
expression, what
kind of person do you
think he is?
Try and make out
the background,
what does this
suggest?
Look at his
clothes, what
impression do
you get?
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Look at how he is
standing? What
does his suggest?
What is around
his neck? And
what does this
show about him?
Title: Why did the English Civil War
start?
Learning Objectives:
• To know the causes of
the civil war
• To understand the
different groups
involved
• To be able to
prioritise and group
the causes
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Parliament V the Crown!
In 1642 thousands of Englishmen went to war.
They weren’t going to fight the French, the
Spanish or any other foreign country. They
went to fight EACH OTHER!
For years Parliament and the Monarch, James I
and then his son Charles I, had battled about
how to run the country, now they were going
to war over it!
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Copy this table into your books
The King
(Royalists)
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Parliament
(Roundheads)
Other Reasons
Why did the English Civil War start?
In pairs you will investigate this mystery.
As you investigate, collect your evidence in your
table...
Who or what was responsible for the outbreak of the Civil War?
The King
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Parliament
Other Reasons
The King
(Royalists)
-Charles was angry with
Parliament for attempting to
reduce his power and tried to
arrest MP’s
-When Parliament did not do
as Charles wanted in 1629 he
dismissed them.
-The King was very powerful
-Charles married Henrietta
Maria who was catholic
-King believed in the ‘Divine
right of Kings’
-A lot of money was spent on
wars so Charles wanted to
raise taxes
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Parliament
(Roundheads)
-Parliament Got angry with
Charles and they wrote a long
list of all the things he did
wrong
-Parliament tried to take
away some of the Kings Power
-Cromwell was furious that
Charles had not agreed to
change and make things
better
-Oliver Cromwell was Puritan
and an MP and a talented
soldier
Other Reasons
-There were many wars that
were extremely expensive
including battles with
Scotland
-Cromwell set up a new model
army
-The Archbishop, who was
appointed by Charles, made
changes to the church that
made ceremonies more
Catholic
-Middle class people wanted
more of a say in how the
country was run
-Puritans wanted religion to
be simple
-England was Protestant
In your books...
• Choose the most important reason for the
outbreak of civil war in your opinion and tell
me why
• Then choose the least important reason and
tell me why
• You must use full sentences
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How different were the two sides? Complete the double
bubble tool below
Catholics
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Protestants
Title: Who fought in the Civil War?
The Roundheads fought on
the side of Parliament.
They wanted the King to
have less power. Many of
these men were Puritans- a
religious group that Charles
had not been kind to.
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The Cavaliers supported
the King and were known as
Royalists. They tended to
be Catholics and Anglicans.
They believed Parliament
should not try and reduce
the King’s power.
Title: Who fought in the civil war?
Learning Objectives
• To know who the
two sides were
• To understand who
fought in the civil
wars
• To be able to
comment on which
side you would
rather be part of
and why
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Royalists V Parliamentarians
Copy into books and decide which statement is
which belongs to which group
The King is chosen by God – he has a divine right to rule
Parliaments 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
•
•
•
•
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Royalists V Parliamentarians
Copy into books and decide which statement is
which
• The King is chosen by God – he has a divine right to rule
(Royalist)
• Parliaments job is to follow the Kings commands
(Royalist)
• No King of England should marry a foreign Catholic
(Parliamentarian)
• The King is there to serve his country – not the other way
around
(Parliamentarian)
• One man cannot govern an entire nation
(Parliamentarian)
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Royalists V Parliamentarians
Copy out into your books
• Royalists - A royalist supports a particular
monarch (in this case Charles I) as the
rightful leader of a country
• Parliamentarian – A supporter of Parliament,
believe that the country should be governed
by a group of elected people and that the King
is there to serve the country.
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Who fought?
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Which side?
• Not many people got to chose which side they
fought for
• It usually meant you fought for which ever
group got to your village first!
• Friends might end up fighting each other,
fathers fighting sons! It was awful
• But you have a choice: Which side would you
prefer to be on and why?
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Title: Was the New Model Army a success?
Learning Objectives
To know what the
new model army was
• To understand the
reasons why it was
formed
• To be able to
comment on how it
was run and if it was
successful
•
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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!
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Battles!
• This new set of troops would be
England's first ever professionally
trained army!
• It was to be called “The New Model
Army”
• Parliament wanted it to be the best so
training was tough!
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Laws of the Army
Read through the LAWS of the new model army
• Underline any words you do not know
In one colour highlight any laws that you
think are fair
In another colour highlight any laws which
you think are strange or odd
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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
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
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 .
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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
Was the new model army a success?
• Give 3 reasons why you think the new model
army was a success:
1.
2.
3.
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Multi-Flow Map!
Effect
Root Causes
Causes
Major Event
The Civil War
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?
Learning Objectives
• To know how the civil
war came to an end
• To understand the
events that led to the
trial of Charles I
• To be able to
successfully complete
an assessment next
lesson
www.historytl.com
How did the civil war end?
• On 5th May 1645 Charles I decided it was
time to give up
• He surrendered to the Scottish but they sold
him to Parliament for £400,000
• Charles was taken to Carisbrook Castle on the
Isle of Wight as a prisoner of Parliament
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Parliament had lost all confidence in their King
and so met with him to discuss what would
happen next.
They voted on what to do with the King –
whether to give him another chance or not.
However Cromwell stopped certain voters
from entering Parliament ...
..So by 26 votes to 20 it was decided to put
Charles on trial for treason. The trial was to
take place on Saturday 20th January 1649.
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Question time!
1. Who won the civil war?
2. Why did they win?
3. What happened next?
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Sources are incredibly important
when studying history as they give us
a real insight into what happened at
the time!
Look through the sources and answer
the questions
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Task 1: Answer questions 1,2, and 3 using
the sources
1. Charles I was put on trial in 1649 because ....
2. Parliament called Charles a traitor because ...
3. Charles I answered the charges against him
by Parliament by...
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Task 2: Complete the table
Sources
E
F
G
H
I
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Evidence that the trial Evidence that the trial
and execution were
and execution were
popular
unpopular
Task 2: Question 2
How far did the people of England support the
trial and execution of Charles I?
• The people of England supported the execution
of Charles I because: give 2 reasons
• The people of England did not support the
execution of Charles I because: give 2 reasons
• Overall, I think that the people of England did
/ did not support the execution of Charles I
because
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Watch the video clip and
watch the reaction of the
people in the crowd
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http://www.youtube.com/watch?v=IPmSR-BktE
Complete the
thought bubbles
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Why was Charles I executed?
Belief in his
own divine
right to rule
Ruled without
Parliament
Oliver Cromwell
He lost the
Civil War
Think about why these things led to the execution
of Charles I
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Multi-Flow Map!
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.
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Level 3
Level 4
Describes in simple terms some reasons for the execution of King
Charles I.
Describes with some details the reasons for Charles’ execution.
Mentioning some of the following: the role of Oliver Cromwell and the
New Model army, Charles’ policy to rule without Parliament and his
belief in his own divine right to rule.
Level 5
Explains in detail the reasons for his execution. Gives detail and
explanations on some of these reasons. Attempts to write a
conclusion summing up what they have found.
Level 6
Explains in detail the reasons behind Charles’ execution. Gives detail
and explanations of these reasons, using evidence to support their
comments. Reaches a clear conclusion on the main reason.
Level 7
Explains in detail the reasons for Charles’ execution and can comment
on how the reasons are linked. Gives detail and explanations of these
reasons, using evidence to support their comments. Reaches a clear
conclusion on the main reason. Demonstrates evidence of independent
study and individual style.
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Title: The Man who banned Christmas!
Learning Objectives
• To know who Oliver
Cromwell was
• To understand how he
ruled England
• To produce a timeline of
events
What does this man
look like?
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These portraits are both of Oliver Cromwell,
why might they be so difference?
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On the morning of 31st January 1649, the people of England and
Wales woke up to something they had never experienced before ...
They had no KING!!! Or Queen!
The moment the Kings head hit the floor the previous day Britain
became a republic.
Republic: a country that is not ruled by a King or
Queen
Nobody really knew what to do without a King or Queen so
they looked towards the most powerful man in England to help
them! Oliver Cromwell.
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Cromwell was a farmer, Member of Parliament and a Puritan
Does anyone know what a Puritan is?
Puritan: People who read the bible very carefully as they
believed it taught them how to lead their lives
Puritans tried to lead very simple lives. They didn’t believe in sports or
entertainments and dressed in plain clothes as they thought al of these
things distracted people from worship.
Christmas Day was even banned in 1652. No decorations! No Christmas
pudding! Soldiers even went round all the houses to confiscate the meat!
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However, Cromwell liked music and hunting, he played
bowls and even drank, he was not really a model Puritan...
1. What did a Puritan believe in?
2. Why was Cromwell not a model Puritan?
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What is a Puritan?
Complete the Single Bubble tool below
A
Puritan
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You are going to draw your own timeline of Cromwell’s life.
I have given you the outline and you must add the dates in the correct places!
1599 – Cromwell is born in Huntingdon, Cambridge
1616 – Cromwell attends Cambridge University
1620 – He marries Elizabeth Bourchier
1628 – Cromwell was elected member of Parliament
1629 – Cromwell attacks Bishops in Parliament
1640 – Cromwell elected MP for Cambridge
1642 – The English Civil war started and Cromwell raises a troop of Cavalry from Cambridge
1643 – Cromwell appointed Colonel of the Cavalry
1645 – The New Model Army is created
1648 – The Royalists are defeated by the New Model Army. Cromwell pushes for a full trial of
Charles I for treason.
1649 – Charles I is executed with Cromwell's signature on the death warrant. The Council of the
State of Commonwealth replaces the monarchy.
1650 – Cromwell is appointed Captain-General of the Commonwealth
1653 – Cromwell decides to rule without Parliament and is appointed as Lord Protector of the
Commonwealth
1657 – Cromwell is offered the crown of England but refuses it
1658 – Cromwell dies and a state funeral (usually reserved for Royalty) is held.
1660 – The Monarchy is in control again and King Charles II takes control
1661 – Cromwell’s body is dug up and symbolically executed.
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In the back of your books copy these
numbers into a bingo square
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1599
1629
1648
1661
1653
1658
1649
1657
1620
Title: The Merry Monarch returns
Learning Objectives
• To know who the
Merry Monarch
was
• To understand how
the return of the
Merry Monarch
changed the
country
• To be able to
comment on
London in 1660
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29th May 1660 was a special day for King Charles II for
two reasons!
1. It was his 13th birthday
2. It was the day he returned to London after living
abroad for almost ten years!
Thousands of people lined the streets of London.
England had a King once more!
In your books note down why 29th May 1660 was important
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Using the A3 sheet
answer questions 2
and 3
Restoration is a key word so
underline it when you write your
definition
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Remember to write
in full sentences
Take your time with
presentation and be
careful of your
spelling.
Design your own sign for a shop selling some of
the new products available in London
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Watch the you tube clip of Charles II from
horrible histories
Who was the Merry Monarch and why did he get
this nickname?
http://www.youtube.com/watch?v=P2kyNbZc7
oc
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How different were Charles II and Cromwell? Complete
the double bubble tool below
Charles II
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Cromwell
What does ‘ring a ring a roses’
have to do with the Plague?
A ring a ring a roses
A pocket full of
posies
A tishoo, a tishoo
We all fall down
www.historytl.com
http://www.youtube.com/watch?v=u1ShXbF3
6JI
What does ‘ring a ring a roses’
have to do with the Plague?
Learning Objectives
• To know what The Plague
was
• To understand what the
causes and symptoms of the
Plague were
• To be able to comment on
how people tried to cure the
disease
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In 1603 a plague killed 40,000 people, in 1609
12,000, in 1625 35,000, and in 1636 10,000.
However in 1665 the plague was about to kill even
more people! Eventually it killed 100,000 people.
A ring a ring a roses
A pocket full of posies
A tishoo, a tishoo
We all fall down
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Each line of this
nursery rhyme has a
hidden meaning linked
to the plague using your
cards match the
meanings to the lines
As well as the pus filled spots in
the victims armpit and groins, a
red rash and the victim had
black spots all over the body.
Some people thought the red
rash looked like a red rose.
A ring a ring a roses
A pocket full of posies
Sneezing was one
of the first
symptoms of the
plague. A high
temperature,
shivering,
dizziness,
vomiting, and
aches and pains
would soon follow.
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A ‘posy’ was a
bunch of flowers.
People carried
these around to
try and make the
air smell sweeter
because they
thought bad
smells caused the
disease.
A tishoo, a tishoo
We all fall down
A comment on
the amount of
people who died
from the plague.
People didn’t really know what caused the Plague. But now
we do!
We know that the plague was a germ that lived in the guts
of fleas, these fleas lived on rats and a single bite from a
flea led to the plague and the victim usually died.
Remedies to avoid the plague:
• Place a gold coin in vinegar for one day. Then put the coin
in your mouth and keep it there.
• wrap a victim in woollen blankets until they are sweaty.
Then cut a live pigeon in half and rub it on the boils. The
boils should begin to shrink.
• Place a live frog next to a boil. The frog will suck out the
poison, swell up and explode.
http://www.youtube.com/watch?v=4KHlIWpyJ
rQ
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The King has sent his
daughter
To fetch a pail of water
ah-tishoo, ah-tishoo
We all fall down.
This is a second verse
from Ring a ring a
roses.
I would like you to write
your own version.
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Multi-Flow Map!
Effect
Root Causes
Causes
Major Event
The Plague
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.
Sticking with the themes of nursery Rhymes
What do you think this one is talking about?
London's burning, London's burning.
Fetch the engines, fetch the engines.
Fire fire, Fire Fire!
Pour on water, pour on water.
London's burning, London's burning.
Fetch the engines, fetch the engines.
Fire fire, Fire Fire!
Pour on water, pour on water.
London's burning, London's burning.
Fetch the engines, fetch the engines.
Fire fire, Fire Fire!
Pour on water, pour on water.
Pour on water, pour on water.
Pour on water, pour on water.
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http://www.youtube.com/watch?v=2iQ3TmkS
Rj8&playnext=1&list=PLC688EF8743323302
Title: What caused the Great Fire of
London?
Learning Objectives
-To know the cause of the
Great Fire of London
- To understand why the
fire spread so quickly
- To be able to look at
evidence and decide what
we can trust
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Using the evidence I have given you in you envelopes you are going
to work out who started the Great Fire of London! Was it a Catholic
or French plot or simply an unfortunate accidental fire?
Find evidence of a plot!
Evidence that someone started the fire on purpose and that someone
wanted to burn down London! Who might it be? Which sources support this
view?
Find evidence that the fire was an accident!
Perhaps no one started it on purpose. Where could it have started? Why
did it spread so quickly?
Which sources can you trust?
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You are going to watch a
video that has been made
describing the events of
the Great Fire of London.
You will be expected to
answer questions while you
are watching!
So pay attention and don’t
get too carried away with
the music 
www.historytl.com
http://www.youtube.com/watch?v=b7vXcYmKFDQ
The evidence that the fire was a plot is:
•
•
The evidence that it was an accident is:
•
•
I believe that the fire of London was a plot/accident. I think this
because
__________________________________________________
And
__________________________________________________
A good source of evidence is
__________________________________________________
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How do we write a successful assessment?
Title: Was the Great Fire of London an accident or a
plot?
Learning Objectives
• To practice our writing
skills
• To understand what
makes
a successful essay
http://www.youtube.com/watch?v=Dn6E_4g4
UAw
www.historytl.com
Level 3
Describes in simple terms some causes of the fire of London.
Level 4
Describes with some details the causes for the fire of London.
Mentioning some of the following: wooden houses that were
close together, wind blowing in the wrong direction and Catholic
plot
Level 5
Explains in detail the causes of the fire. Gives detail and
explanations on some of these reasons. Shows both sides of
the argument (plot and accident). Attempts to write a
conclusion summing up what they have found.
Level 6
Explains in detail the causes of the fire. Gives detail and
explanations of these reasons, using evidence to support their
comments. Reaches a clear conclusion on the main reason.
Level 7
Explains in detail the causes of the Great Fire of London and
can comment on how the reasons are linked. Gives detail and
explanations of these reasons, using evidence to support their
comments. Reaches a clear conclusion on the main reason.
Demonstrates evidence of independent study and individual
style.
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How do we write an introduction?
What do we need to include?
• Set the context – what is happening at the time? Brief
introduction to the topic we are covering
In 1666 a fire raged through the city of London
causing devastation on a level never seen before. At
the time the fire was blamed on
______________________________________.
However, there is another argument that it was simply
an accident caused by
___________________________________.
I will assess the cause of the fire and come to a
decision as to whether it was a plot or an accident.
www.historytl.com
How do we write in the main part of our answer?
What do we need to include?
• Paragraph 1 – evidence to show that it could have been a plot
• Paragraph 2 – evidence to show that it was an accident
There is evidence to show that the fire of London was
a plot arranged by _______________________. This
is that ___________________________________
_________________________________________
_________________________________________
____________________.
I think that this shows that it was a plot because
_________________________________________
_________________________________________
_________________________________________
____________________.
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There is evidence to show that the fire of London was a plot arranged by
_______________________. This is that ________
________________________________________________________
______________________________________________.
I think that this shows that it was a plot because ____________
________________________________________________________
______________________________________________.
There is evidence to show that the fire of London was an accident. There
is evidence to show this because ____________
________________________________________________________
________________________________________________.
I think that this shows that it was an accident because ________
________________________________________________________
________________________________________________.
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How do we write in the conclusion?
What do we need to include?
• Assess which argument is the strongest and come to a decision
Overall I have decided the cause of the Great Fire of London was a
plot/accident. I have come to this decision because
___________________________________________________ and
________________________________________________
___________________________________________________.
www.historytl.com
Level 3
Describes in simple terms some causes of the fire of London.
Level 4
Describes with some details the causes for the fire of London.
Mentioning some of the following: wooden houses that were
close together, wind blowing in the wrong direction and Catholic
plot
Level 5
Explains in detail the causes of the fire. Gives detail and
explanations on some of these reasons. Shows both sides of
the argument (plot and accident). Attempts to write a
conclusion summing up what they have found.
Level 6
Explains in detail the causes of the fire. Gives detail and
explanations of these reasons, using evidence to support their
comments. Reaches a clear conclusion on the main reason.
Level 7
Explains in detail the causes of the Great Fire of London and
can comment on how the reasons are linked. Gives detail and
explanations of these reasons, using evidence to support their
comments. Reaches a clear conclusion on the main reason.
Demonstrates evidence of independent study and individual
style.
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Title: Would you make a good
Stuart Doctor?
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
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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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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.
So who made a good Stuart doctor?
I think our team were / were not good Stuart doctors because
_______________________________________.
I think I was / was not a good Stuart doctor because ____
_______________________________________________.
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Title: The Last of the Stuarts!
Learning Objectives
• To know how the reign of
the Stuarts came to an end
• To understand how the
Stuarts were related
• To come to a decision as to
who your favourite Stuart
is!
Complete your crossword
using the information in
front of you and your
own knowledge
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Using the information on your table we are going to
complete your worksheet: “The end of the Stuarts”
Answer questions 4 and 5
Who is your favourite Stuart Monarch and why?
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Title: How had Great Britain changed between
1603 and 1703?
Learning Objectives
-To cement our knowledge of
the Stuarts
- To test our knowledge from
the last half term
- To successfully complete an
assessment
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What are the
key words in
this question?
You will need to include:
• An introduction on the way Britain was organised and run at the start
of the Stuart dynasty (when James I was king! Remember the Scruffy
Stuart!)
• Information on some of the big changes that occurred:
-The execution of Charles I and the rule of Cromwell
- The reasons that Parliament stepped in after James II had a son
- The Glorious Revolution (what was it?) and how things changed with
William and Mary as King and Queen (The Bill of Rights)
• A conclusion on all the changes that had taken place
You should all be aiming to get at least 1 sub level better than
your last assessment e.g. If you got a 4c you should be aiming
for AT LEAST a 4b
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Hangman!!!
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Title: How did England become the
United Kingdom?
Learning Objectives
• To work sensibly and
carefully in the
classroom
• To gather
information for
ourselves
• To be able to
comment on how the
United Kingdom was
formed
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Question Time
You will need to be able to answer these questions based on the notes
you have gathered during the lesson
1.
2.
3.
4.
5.
In what year was the Act of Union with Wales?
Which King made this act?
How many counties was Wales divided into?
Which King finally defeated Ireland?
Even though the British population in Ireland was 25% how much of
the land did they own?
6. Name 2 things Irish Catholics could not do by order of the English
Parliament
7. What year had the English and Scottish shared the same monarch
since?
8. Who was the first monarch to call herself Queen of Great Britain?
9. What was the name of the group of people who wanted the
descendants of James II to rule Scotland?
10.Who was Bonnie Prince Charlie?
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You will be going on a tour of Ireland, Scotland
and Wales!
Using your table you will move around the room
and collect information.
You will have 8 minutes at each table and then you
must move round to the next one!
Remember you will have to answer questions using
only the information you have collected by at the
end of the lesson!
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Question Time
Answer these questions based on the notes you have gathered
1.
2.
3.
4.
5.
In what year was the Act of Union with Wales?
Which King made this act?
How many counties was Wales divided into?
Which King finally defeated Ireland?
Even though the British population in Ireland was 25% how much of
the land did they own?
6. Name 2 things Irish Catholics could not do by order of the English
Parliament
7. What year had the English and Scottish shared the same monarch
since?
8. Who was the first monarch to call herself Queen of Great Britain?
9. What was the name of the group of people who wanted the
descendants of James II to rule Scotland?
10.Who was Bonnie Prince Charlie?
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