The English Civil War & The Glorious Revolution
Written By Rachael Freed
(The Battle of Marston Moor)
“Mercy and truth preserve the king: and his throne is upheld by mercy.” (Proverbs 20:28
NKJV)
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Welcome!
Welcome to what I hope to be a fascinating exploration of the people, places, and
events of the Glorious Revolution and the English Civil War, a pivotal time in history, the
effects of which we still experience today. In the ninth grade students are dealing with
increasingly complex historical events. The goal of this unit is to encourage students to
develop their critical thinking skills. Students will be encouraged to think broadly and
critically about the Glorious Revolution, the English Civil War, and the Jacobite Uprising,
its causes, key figures, key events, and to compare and contrast the varying
perspectives of participants. Students will be covering the following:
● The English Civil War
● The Glorious Revolution
● The Jacobite Uprisings
● Oliver Cromwell
● The Stuarts
● The Hanovers
● Absolutism vs. Limited Government
● Thomas Hobbes
● John Locke
● The long-term results of the English Civil War, Glorious Revolution, and the
Jacobite Uprisings
Students will be encouraged to examine events and issues from a Christian worldview
perspective. They will gain an understanding of historical events in their wider context,
and discover that nothing in history occurs in isolation. I hope you will enjoy learning
more about this fascinating time in history.
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British Columbia Social Studies Provincial Learning Outcomes Met
Students will be able to:
Curriculum in British Columbia is currently undergoing significant revision. This kit is
designed to fulfill the requirements of the exciting new curriculum.
Big Ideas
● Change is driven by multiple causes and results in multiple consequences.
● Ideas and ideologies developed during this period shaped our modern world
profoundly.
● Values shape political, social, and cultural identities.
Curricular Competencies
● Use Social Studies inquiry processes (ask questions, gather, interpret and
analyze ideas, and communicate findings and decisions)
● Assess and compare the significance of people, places, events, and
developments over time and place, and determine what they reveal about issues
in the past and present (significance)
● Ask questions and corroborate inferences about the content, origins, purposes,
and context of multiple sources (evidence)
● Compare and contrast continuities and changes for different groups across
different periods of time and space (continuity and change)
● Determine and assess the long- and short-term causes and consequences and
the intended and unintended consequences of an event, decision, or
development (cause and consequence)
● Explain different perspectives on past or present people, places, issues and
events, and distinguish between worldviews of today and the past (perspective)
● Recognize implicit and explicit ethical judgments in a variety of sources (ethical
judgment)
● Make reasoned ethical judgments about controversial actions in the past and
present after considering the context and standards of right and wrong (ethical
judgment)
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Concepts and Content
Students will know and understand the following concepts and content related to
Canada and the Modern World (18th to early 20th Century):
● nationalism and the development of modern nation-states, including Canada
● features and characteristics of major world political revolutions and conflicts
● features and characteristics of social, economic, and technological revolutions
● the relationship between humans and the physical environment
If you wish to learn more about the new curriculum in British Columbia the Transforming
Curriculum and Assessment website produced and maintained by the Government of
BC and the Ministry of Education is an excellent place to start.
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Biblical Worldview Exploration
HCOS students are encouraged to develop a Biblical worldview and to explore a variety
of areas of study from a Christian perspective. Students are encouraged to think
critically about a wide-variety of issues and how they pertain to us as Christians. Each
unit is designed to encourage students to read the word of God in order to gain a
deeper understanding of our Creator and His plan for humanity. This unit focuses on
connecting Biblical texts to the study of the Glorious Revolution and the English Civil
War. Students are encouraged to work towards a Biblical perspective throughout the
unit, however, there are specific lessons designed to emphasize the Biblical
perspective.
During this unit, students will be learning about absolutism, constitutional monarchies,
the divine right of kings, and considering the idea of a Biblical system of government.
They will be examining the source of conflict between Catholics and Protestants and
discussing what happens to the Christian witness when different Christian
denominations are viewed as fighting amongst themselves. They will consider whether
religion or race was the primary driving factor behind the many of the events of the
English Civil War and the Glorious Revolution.
Students will be reading about philosophers of the time-period and what they believed
about the nature of human-beings, and the Christian perspective on humanity and our
desperate need for a saviour. Students will be challenged to find scriptural support for
their opinions.
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The British Civil War & The Glorious Revolution
Digital Resources for Use With This Kit:
To learn more about the different types of digital PDF resources, and how to
download them the help page has excellent instructions.
The Children of the New Forest by Frederick Marryat
OR
The Children of the New Forest by Frederick Marryat (Audio Version)
Online Resources:
Discovery Education
Learn 360
Bible Gateway
Additional Information:
Discovery Education and Learn 360 have passwords. You will need to email your child’s
teacher for the login information for both sites.
On the next several pages you will find a table with a summary of the reading for each
day. After the table you will find detailed day plans with links, videos, activities, and
discussion questions.
Important Information: Students will be reading “The Children of the New Forest” by
Frederick Marryat. This lovely book was written in 1847 and tells the story of the
changing fortunes of the four Beverley children. The novel begins in 1647 and is set
against the backdrop of the English Civil War and the Glorious Revolution. it is
important for students to have a deeper understanding of the events of the English Civil
War and the Glorious Revolution as well as their aftermath. Each day includes
recommended activities. It is important that students do the daily recommended
activities in order to meet the learning outcomes, build skill, and gain a clearer picture of
these important historical events.
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Unit Overview
Day
The Children Of the New Forest
The Children Of the New Forest (Audio
Version)
Day 1
Chapter One & Chapter Two
Chapter One & Chapter Two
Day 2
Chapter Three & Chapter Four
Chapter Three & Chapter Four
Day 3
Chapter Five & Chapter Six
Chapter Five & Chapter Six
Day 4
Chapter Seven & Chapter Eight
Chapter Seven & Chapter Eight
Day 5
Chapter Nine & Chapter Ten
Chapter Nine & Chapter Ten
Day 6
Chapter Eleven & Chapter Twelve
Chapter Eleven & Chapter Twelve
Day 7
Chapter Thirteen & Chapter Fourteen
Chapter Thirteen & Chapter Fourteen
Day 8
Chapter Fifteen & Chapter Sixteen
Chapter Fifteen & Chapter Sixteen
Day 9
Chapter Seventeen & Chapter Eighteen
Chapter Seventeen & Chapter Eighteen
Day 10
Chapter Nineteen & Chapter Twenty
Chapter Nineteen & Chapter Twenty
Day 11
Chapter Twenty-One & Chapter
Twenty-Two
Chapter Twenty-One & Chapter Twenty-Two
Day 12
Chapter Twenty-Three & Chapter
Twenty-Four
Chapter Twenty-Three & Chapter Twenty-Four
Day 13
Chapter Twenty-Five
Chapter Twenty-Five
Day 14
Chapter Twenty-Six
Chapter Twenty-Six
Day 15
Chapter Twenty-Seven
Chapter Twenty-Seven
Day 16
Day 17
Day 18
Day 20
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Day Plans
Day One:
The Children of the New Forest Chapter One & Chapter Two
After reading, journal about the following:
● Conduct research on Frederick Marryat. Who was he? What other books did he
write? When and where did he live? What might have inspired him to write The
Children of the New Forest?
Recommend Activities:
Watch The History of Britain--Revolutions from the BBC. This documentary serves as
an excellent overview of the time period and the events leading to, and during, the
Glorious Revolution.
What was the Glorious Revolution? Read briefly about the Glorious Revolution from the
World Book Encyclopedia. Then, watch this video clip from Discovery Education.
Throughout this unit we will be exploring many “big” ideas, not only about the English
Civil War and the Glorious Revolution, but about humanity in general. This period of
time in Europe and North America was marked by rapid growth and change, conflict,
and major advancements in industry and technology. The events of the English Civil
War and the Glorious Revolution give rise to many important questions about the way
people perceive the world around them. Today you will begin keeping a social studies
journal. This is not the same as a personal journal. A social studies journal, or a learning
journal, is a way of keeping track of thoughts, ideas, questions, and answers. Your
journal can take a variety of formats including:
● a handwritten notebook or journal.
● Popplet- mind mapping
● typed pages.
● audio recordings.
● video logs.
● a Glog.
● A PowerPoint Podcast
● A Google doc (View a tutorial here)
I encourage you to choose a style of journaling that works well for you. Feel free to
include pictures and diagrams in your journal. Feel free to vary the length of your
answers, some questions will have longer and more detailed answers than others.
Remember, many of the journal questions are opinion based. Use facts to support your
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personal opinions. Specific journaling questions will be included throughout the
unit. Today you will be journaling about the following key questions. Journal about the
following questions, and keep these questions in mind throughout the unit. Create a
Wordle to see the keywords you are creating as you research the topic.
● Consider the different streams of Christianity. How many different denominations
can you name? What are the fundamental similarities in these denominations?
What are the fundamental differences?
● What role does faith play in how we leave our public lives? What role does faith
play in the sort of government we elect?
● Why are their conflicting values in diverse groups? What causes this conflict in
values? How do you think societies do, or should, deal with the challenges that
result from from conflicting values amongst citizens? How do you think Christians
should address conflicting values within a culture?
● What conflicting values do you anticipate there having been in England, Scotland
and Ireland in the 1600’s and 1700’s?
Day Two:
The Children of the New Forest Chapter Three & Chapter Four
After reading, journal about the following:
● Consider the writing style of Frederick Marryat. What do you notice about the
words he uses and the way he “speaks” to his readers? Are there differences
between the writing in The Children of the New Forest and more recent novels?
What differences do you notice? What similarities do you notice?
Recommend Activities:
Read about the English Civil War. Then, use the National Archives to learn even more.
Read about life in England under Oliver Cromwell.
Read about Oliver Cromwell and the British Civil War.
Day Three:
The Children of the New Forest Chapter Five & Chapter Six
After reading, journal about the following:
● How would the situation the orphaned Beverley children find themselves in be
handled today? Why do you think changes in the way that children are cared for
have taken place? What are these changes? Can you think of any more modern
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stories in which children must learn to fend for themselves? What is appealing
about these stories to young readers?
Recommend Activities:
View a timeline of Oliver Cromwell’s rise to power. Then, watch a video about historical
interpretations of Oliver Cromwell from the BBC.
Read the BBC article ‘Civil War and Revolution, 1603-1714.’
Day Four:
The Children of the New Forest Chapter Seven & Chapter Eight
After reading, journal about the following:
● In modern society we spend a great deal of time discussing “gender politics” and
the idea of gender roles. Much has changed about the roles of men and women
in the last hundred years. What gender roles do you see in The Children of the
New Forest? What responsibilities to Edith and Alice have? What responsibilities
do Edward and Humphrey have? On what do you think these specific roles are
based? Do you think different genders should have specific roles? Why or why
not?
Recommend Activities:
Read about the Glorious Revolution from the BBC. Then, watch a video clip about
Charles I’s religious policies from the BBC.
Read about James Francis Edward Stuart from World Book Encyclopedia.
Read about Charles Edward Stuart, also known as Bonnie Prince Charlie from the
World Book Encyclopedia. Watch a BBC animation about Bonnie Prince Charlie.
Day Five:
The Children of the New Forest Chapter Nine & Chapter Ten
After reading, journal about the following:
● What time period does The Children of the New Forest take place in? What do
you know about this period in time? What was happening in the world? What
changes were taking place? Conduct some research to learn more about the
setting of The Children of the New Forest.
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Recommend Activities:
Read a BBC article about the Gunpowder Plot. Then, watch a CGI rendering of what the
Gunpowder Plot could have been like had it succeeded.
Read the BBC article ‘What If the Gunpowder Plot Had Succeeded?’
Read about the enduring memory of the Gunpowder Plot.
Day Six:
The Children of the New Forest Chapter Eleven & Chapter Twelve
After reading, journal about the following:
● What role does faith and religion play in the daily lives of the Beverley children?
How is Christianity portrayed in the novel? How do you feel Christianity is
portrayed in more modern writing? Do you believe there has been a shift? If so,
why?
Recommend Activities:
Read about William III from the World Book Encyclopedia.
Read about choosing sides in the English Civil War. Then, watch a BBC video clip
about the divisions created as a result of the English Civil War.
Read about the civil war in the west of England.
Read more from the BBC about the Glorious Revolution and the Jacobite Risings.
Day Seven:
The Children of the New Forest Chapter Thirteen & Chapter Fourteen
After reading, journal about the following:
● The Children of the New Forest is one of the first works of historical fiction written
for a younger audience. Why do you think historical fiction for young people
might not have been popular up until the 1800’s? Why do you think that The
Children of the New Forest has had a lasting impact? Why do you think The
Children of the New Forest continues to be read today? What elements in the
story are relatable to modern readers?
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Recommend Activities:
Read the BBC article ‘Thomas Hobbes: Balancing Dominion and Liberty.’
Read Pages 15 (22 in the PDF) and 16 (23 in the PDF) of this document. John Locke
and Thomas Hobbes are extremely famous philosophers. Both had distinct philosophies
and ideas about humanity and governance. Their ideas held great sway over the world
during the time of the Glorious Revolution. The reading above summarizes much of
their philosophy. After reading about their philosophies. Journal about the following
questions:
● Why would the basic nature of humans be a topic of discussion?
● What is the basic nature of human beings from a Christian/Biblical perspective?
Find scriptural support for your answer.
● Why would an understanding of the basic nature of humans be important for
developing a concept for an ideal form of government?
● How would these writers have come up with their point of view?
● How could Locke and Hobbes have come to such different conclusions? What
role does personal experience play in shaping our understanding of issues and
events?
● How might a Christian respond to Thomas Hobbes?
● How might a Christian respond to John Locke?
Read the BBC article ‘The Levellers and the Tradition of Dissent.’
Day Eight:
The Children of the New Forest Chapter Fifteen & Chapter Sixteen
After reading, journal about the following:
● Chivalry features prominently throughout The Children of the New Forest. What
is chivalry? What images come to mind when you hear the word (if any)? Why do
you think chivalry was considered important? Do you feel that chivalry has a
place in the modern world?
Recommend Activities:
Read the BBC article ‘The Execution of Charles I.’
Read the BBC article ‘Charles II: The Masquerading Monarch.’
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Day Nine:
The Children of the New Forest Chapter Seventeen & Chapter Eighteen
After reading, journal about the following:
● Write two-three journal entries from the perspective of one of the Beverley
children. Consider what they have been through as you explain their thoughts
and feelings about their current situation.
Recommend Activities:
Read the BBC article ‘The Personality and Political Style of Charles I.’
Today you will be learning about Absolutism versus a Constitutional Monarchy. Begin
by researching the terms ‘absolutism,’ ‘constitutional monarchy,’ and ‘divine right,’ it will
help to have a working definition of each. Then, read about absolutism in France, then,
read more about absolutism here. You can read about Canada as a constitutional
monarchy here. After you have learned about absolutism, read about the idea of
constitutional monarchy. Journal about the following questions:
● What were the defining characteristics of an absolute monarchy?
● What are the defining characteristics of a constitutional monarchy?
● Can you think of any Biblical passages that might suggest the ‘divine right of
kings’?
● What are the problems with ‘divine right’ as it appeared in France, England and
other countries throughout the centuries?
Recently in Canada, and the rest of the British Commonwealth, there has been a great
deal of debate surrounding the idea of constitutional monarchy and whether the
monarchy in England is still a worthwhile institution given that Great Britain and the
other Commonwealth countries all enjoy the freedoms of a democratic government.
Rather than ruling, Queen Elizabeth and Prince Philip are simply figureheads. They
draw a salary and have official duties, but have no real power. However, some people
point out that the monarchy is long-standing and has historical significance and should,
therefore, be preserved.
● What do you think about the idea of constitutional monarchy?
● Do you feel that the idea of Kings and Queens is still relevant in today’s world?
● Are there any benefits to having a constitutional monarchy?
● Any downsides?
Day Ten:
The Children of the New Forest Chapter Nineteen & Chapter Twenty
After reading, journal about the following:
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● The Beverley children learn to adapt from the life of aristocrats to the life of
simple foresters. They are required to learn a new set of skills and
understandings in order to survive. If you found yourself in similar circumstances
to that of the Beverly children how do you think you would cope? What would you
miss the most about your current life? What might you enjoy about a simpler
lifestyle?
Recommend Activities:
Today you will begin reading through an overview of the Glorious Revolution. Begin by
learning about Catholics and Protestants. After you have finished reading, watch this
video about religious tension in 1600’s England. What do you know about the
differences between Catholics and Protestants? Use advanced google to research
about some of the theological differences between the two groups, then, journal about
the following questions:
● In what areas do Catholics and Protestants agree?
● In what areas do Catholics and Protestants disagree?
● In this time period, why did it matter whether the king was Catholic or Protestant?
Do you think it still matters today?
● Do you think the conflict during the English Civil War, the Glorious Revolution,
and the Jacobite uprisings was caused more by politics or by religion? Explain
your thinking.
● How are Catholics and Protestants called to treat one another based on
scripture? Do the actions of each side during this time in history reflect Biblical
mandates?
● What message/witness does it send to non-Christians when Christian groups
fight with one another?
Day Eleven:
The Children of the New Forest Chapter Twenty-One & Chapter Twenty-Two
After reading, journal about the following:
● Most novels feature a variety of characters. People with unique appearance,
personality, and roles to play in the story. Often when we read we find ourselves
identifying with one or more of the characters in the story. We may identify with
them based on gender, personality, appearance, actions, or beliefs. Which
character in The Children of the New Forest do you most identify with? Why?
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Recommend Activities:
Continue reading through an overview of the Glorious Revolution. Today you will be
reading about Whigs and Tories.
Read more about the Glorious Revolution on pages one and two of this document, then
journal about the following questions.
● Based on what you have learned about the Glorious Revolution, why was James
II unpopular and why did so many look forward to rule under his daughter Mary?
● Why were William and Mary invited to England and why did they accept the
offer?
● Why didn’t civil war erupt when William and Mary arrived?
● Who were the Whigs and the Tories and why did each group support William and
Mary?
● What was so “glorious” about this revolution? Is “glorious” an accurate
description of the revolution, or a romantic one? Explain your thinking.
● What happened in Ireland as a result of the Glorious Revolution?
● Why is the Glorious Revolution considered more than an invasion or palace
coup? What events occurred as a direct result of the Glorious Revolution?
Day Twelve:
The Children of the New Forest Chapter Twenty-Three & Chapter Twenty-Four
After reading, journal about the following:
● What do you think the most important historical elements in The Children of the
New Forest are? Why do you think it is important for children and young people
to learn about history? Do you think it is important for historical fiction to be
accurate? Why or why not? What impact does personal perspective have on how
an individual views historical events? Do you think it is possible to write unbiased
historical fiction? Why or why not? Do you think the author, Frederick Marryat, is
more sympathetic to the Royalists (Cavaliers) or to the Roundheads? Use
evidence to support your answer.
Recommend Activities:
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Continue reading through an overview of the Glorious Revolution. Today you will be
reading about the Reign of James II.
Read about the Jacobite cause.
Read pages 10-19 in this document from the Scottish Government.
Major project: as a major project for this unit you will be creating a presentation, of
your choice, on a critical figure from the English Civil War OR the Glorious Revolution.
This could be a monarch, a philosopher, or another political leader from the time period.
You will need to address the following elements in your presentation about this
individual:
● Their early life and influences.
● Facts about the time period in which they lived.
● Their rise to power or prominence.
● The major events they influenced and/or experienced.
● Why they are significant.
● The circumstances of their death.
You can choose how you would like to create your presentation. Similar to your social
studies journal, the choice is yours. Ideas include:
● written essay.
● newspaper about the person.
● video report about their life--use costumes!
● series of journal entries or letters “written” by the person.
● play about their life.
● a fictional story containing historical details about the person and their life.
● a Glog.
● a Prezi.
● a Weebly page.
● a PowerPoint Podcast.
● a poster-board presentation or timeline.
● a digital timeline.
● Edu Buncee
In order to conduct your research you will want to use Student Research Center from
EbscoHost. You can also try using advanced Google. Be sure to use specific keywords
when searching for information. Remember, you can eliminate words like “and, “or” and
“the,” search engines do not use these words in their searches. You will want to work on
your project over the next several days.
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Day Thirteen:
The Children of the New Forest Chapter Twenty-Five
After reading, journal about the following:
● All literature has one or more overarching themes which run throughout the work.
Consider writing that you have done in the past, what are some of the themes
that you have chosen to use? What do you think inspire authors to use certain
themes? What role do you think personal experience plays in the literary themes
you choose? What do you think the main themes in The Children of the New
Forest are?
Recommend Activities:
Continue reading through an overview of the Glorious Revolution. Today you will be
reading about Invasion and Desertion.
Read Pages 20-29 in this document from the Scottish Government.
Continue working on your presentation.
Day Fourteen:
The Children of the New Forest Chapter Twenty-Six
After reading, journal about the following:
● Fiction generally features both static and dynamic characters. A static character
remains fundamentally the same throughout the plot and may experience little to
no personal growth. A dynamic character grows and changes over the course of
the story. Which characters do you think are static in The Children of the New
Forest? Why? Which characters do you think are dynamic in The Children of the
New Forest? Why?
Recommend Activities:
Continue reading through an overview of the Glorious Revolution. Today you will be
reading about the Convention and The Bill of Rights.
Read Pages 30-35 in this document from the Scottish Government.
Watch Battlefield Britain: The Battle of Culloden 1746.
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Continue working on your presentation.
Day Fifteen:
The Children of the New Forest Chapter Twenty-Seven
After reading, journal about the following:
● In many ways, The Children of the New Forest is both a historical and adventure
novel. Do you think the historical elements, or the adventure elements are more
important to the author? Give examples to support your position.
● Do you think that historical fiction does a good job of presenting history? What
might be problematic with historical fiction? What do you think the benefits of
historical fiction are? What do you think the best use of historical fiction is?
Recommend Activities:
Continue reading through an overview of the Glorious Revolution. Today you will be
reading about the Financial Revolution.
Continue working on your presentation.
Day Sixteen:
Recommend Activities:
Continue reading through an overview of the Glorious Revolution. Today you will be
reading about the Act of Settlement. Read about the impact of the Act of Settlement
today.
See if you can succeed in putting a Stuart King back on the throne by exploring this
interactive game from the BBC.
Continue working on your presentation.
Day Seventeen:
Recommend Activities:
The Glorious Revolution is described as “glorious” because it took place with very little
bloodshed and disruption to the lives of the people. Keep this in mind when comparing
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the Glorious Revolution to the American Revolution or the French Revolution.Although
the Glorious Revolution was primarily bloodless, the conflicts that arose from the
Glorious Revolution, in particular, the Jacobite uprising of 1745, were not. The Jacobites
were followers of James Francis Edward Stuart who they wanted on the throne of
England. They were called Jacobites from Jacobus which is the Latin form of the name
James. Read more about the Jacobites here. Between 1685 and 1746 there were three
important Jacobite attempts to remove the Protestant Hanover King and return a
Catholic Stuart king to the throne. All of these attempts failed. The most famous
Jacobite uprising began in 1745 and ended in 1746. It was an unmitigated disaster for
the Jacobite cause. The uprising ended at the Battle of Culloden during which an
estimated 1500-2000 Scots were killed. By comparison, only 50 British Soldiers lost
their lives. Following the rebellion it became illegal to be associated with a Scottish Clan
and Clan chiefs lost their lands. Traditional Scottish dress, kilts in particular, was also
outlawed punishable by up to sixth months in prison. Journal about the following
questions:
● Can this revolution, or any revolution, accurately be termed “glorious”?
● Think about what you know about other revolutions. What aspects of each of
these could be termed “glorious”?
● What role does perspective play in whether you perceive a revolution as glorious
or not?
● In your opinion, who benefited from the Glorious Revolution? For what other
reasons, aside from the conflict being primarily bloodless, could those who
benefitted from the revolution describe it as “glorious?”
● Which parties did not benefit from the Glorious Revolution and why?
● Describe the long-term effects of the Glorious Revolution.
Continue working on your presentation.
Day Eighteen:
Recommend Activities:
Read about the dramatic impact of the Highland Clearances.
Read the English Bill of Rights from the Avalon Project, then, read the U.S. Bill of
Rights.
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● What is similar in the documents?
● What is different?
● How did the English Bill of Rights define the relationship between the monarchy
and the Parliament?
Continue working on your presentation.
Day Nineteen:
Recommend Activities:
Throughout history, people have expressed sentiments, political, emotional, and
romantic, through songs. One of the most famous Scottish folk songs is "The
Skye Boat Song" is a Scottish folk song recalling the escape of Prince Charles Edward
Stuart (Bonnie Prince Charlie) from Uist to the Isle of Skye after his defeat at the Battle
of Culloden in 1746. The song tells how Bonnie Prince Charlie, disguised as a serving
maid, escaped in a small boat after the defeat of his Jacobite rising of 1745, with the aid
of Flora MacDonald. The song is a traditional expression of Jacobitism and its story has
also entered Scotland as a national legend. There are several versions of the song, the
original version, and the version with words by famous poet Robert Louis Stevenson.
After reading through the lyrics below, journal about the following questions:
● What is the overall tone of the pieces? How do you think the songs should be
sung?
● What emotions come to mind when you read the lyrics?
● Which set of lyrics do you think is the most hopeful?
● Which set of lyrics do you prefer? Why?
● What elements of the lyrics are similar? What are the differences?
● Which version do you think is the most historically factual? Which version do you
think is the most romanticized?
● In your opinion, why do people have a tendency to romanticize historical events?
● Can you think of any historical events that we currently hold a romanticized view
of?
● Are there inherent dangers in romanticizing historical events?
Original Lyrics
[Chorus:] Speed, bonnie boat, like a bird on the wing,
Onward! the sailors cry;
Carry the lad that's born to be King
Over the sea to Skye.
Loud the winds howl, loud the waves roar,
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Thunderclouds rend the air;
Baffled, our foes stand by the shore,
Follow they will not dare.
[Chorus]
Though the waves leap, soft shall ye sleep,
Ocean's a royal bed.
Rocked in the deep, Flora will keep
Watch by your weary head.
[Chorus]
Many's the lad fought on that day,
Well the Claymore could wield,
When the night came, silently lay
Dead on Culloden's field.
[Chorus]
Burned are their homes, exile and death
Scatter the loyal men;
Yet ere the sword cool in the sheath
Charlie will come again.
‘Sing me a song of a lad that is gone’ (1892) Robert Louis Stevenson
Sing me a song of a lad that is gone,
Say, could that lad be I?
Merry of soul he sailed on a day
Over the sea to Skye.
Mull was astern, Rum on the port,
Eigg on the starboard bow;
Glory of youth glowed in his soul:
Where is that glory now?
Sing me a song of a lad that is gone,
Say, could that lad be I?
Merry of soul he sailed on a day
Over the sea to Skye.
Give me again all that was there,
Give me the sun that shone!
Give me the eyes, give me the soul,
Give me the lad that’s gone!
Sing me a song of a lad that is gone,
Say, could that lad be I?
Merry of soul he sailed on a day
Over the sea to Skye.
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Billow and breeze, islands and seas,
Mountains of rain and sun,
All that was good, all that was fair,
All that was me is gone.
Day Twenty:
Recommend Activities:
Share your presentation with family and friends!
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Bibliography
Culloden -. (n.d.). Retrieved April 15, 2015, from
http://www.nts.org.uk/Culloden/Learning/resource_o.php
Diverse Views of the Glorious Revolution in England. (n.d.). Retrieved April 15, 2015,
from http://www1.umassd.edu/euro/2011papers/oday.pdf
Glorious Revolution. (n.d.). Retrieved April 15, 2015, from
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SCORE--Social Studies--Glorious, American and French Revolutions--Scenario. (n.d.).
Retrieved April 15, 2015, from
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