Enquiry: Teachers’ notes - yorkclio.files.wordpress.com · Web view7/18/2019 · Key learning...

Enquiry: Teachers’ notes

Enquiry title: Ruling Britannia! How did the fears of those in power change 1688-1783?

Enquiry overview

Outline

This enquiry explores British politics and changes that impacted on politics in the period 1688-1783. It is an exciting time, with political and economic turmoil, the first Prime Minister, London becoming the world financial centre, the forming of the UK and unceasing media chatter. This is a sequence of lessons rich in knowledge that makes the development of the substantive concepts of monarchy, government and Parliament clear. It builds sense of period and works with the second-order concepts of causation and change.

Key areas of focus are:

The development of British government 1688-1783 and the people who were part of that change,

The fears that caused people in power in Britain to act and adapt in the period,

Stories and people from the time to develop a sense of period and conceptual understanding.

Lessons

The content is appropriate for addressing the relevant requirements of the National Curriculum for teaching a key section of the development of state and society in Britain and ideas, political power, industry and empire in Britain. It also meets some of the curriculum requirements relating to Citizenship education.

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About the lessons

This series of lessons has been designed to enable students to learn about power and political change in Britain in the period 1688-1783. Through the unfolding narrative, students learn about key concepts, including monarchy, government and Parliament, identify causal factors and develop a sense of period. Finally they assess how power and the fears of those in power changed across the period.

Key learning points

Explain, analyse and make a judgement re the enquiry question about how the fears of those in power changed between 1688-1783,

Gain knowledge about the period 1688-1783 to inform their understanding of the UK today,

Learn and use key conceptual terms (such as minister, national debt, rebellion, political liberty) in context,

Describe, explain and analyse the changing definitions of government, monarchy and Parliament over the period,

Develop a sense of period relating to Britain and British politics 1688-1783.


Enquiry title: Ruling Britannia! How did the fears of those in power change 1688-1783?The lessons are designed for use with Key Stage 3. It would be helpful if your students had already studied some of the history of Britain before 1688, including the Civil War period. It may also be useful, but not essential, to have studied the early part of the Industrial Revolution and the development of Empire.

Rationale for the enquiry:

i) Scholarly rationale

This enquiry has been created by a team of recently qualified teachers working with HA Chartered History Teachers. To create it the team began by turning to the academic literature. It was not a topic that any of the group had studied before. We drew heavily on several leading historical works and these are listed in the references. It is a period when there were significant shifts in power between Parliament, government and monarchy; government was reformed and reshaped. Britain and the British were being changed by the acquisition of Empire. There was lots of unpredictability and unforeseen circumstances which had to be adapted to and which led to an adaptable system. There was a huge influence from commerce and trade and banking which led to government action and reaction.

ii) Curricular rationale

This enquiry explores a topic currently rarely taught at KS3. No wonder, it's hard! But it's also crucial to an understanding of so many things in the UK today, from union with Scotland to the role of Prime Minister and from the City of London as a financial centre to the ongoing legacy of the slave trade and colonialism. It's also a time when the key substantive concepts of monarchy, government and parliament were changing. Without an understanding of this change, students will struggle to understand how the monarchy we have today relates to the monarch of the Civil War period, or how the Parliament referred to at the time of Henry VIII became the institution we have today. Students are entitled to a historical education that helps them to understand the world around them and this sequence supports an understanding of the UK’s national politics. The sequence has a lot of concepts and content so we have designed it with a central activity that repeats to avoid confusion for students and teachers. It would be possible to stop the enquiry at 1742, or to reduce the number of situations used if fewer lessons are available. This is indicated in the text.

Breakdown of the scheme of work

Lesson Key content

Lesson 1: What can three lives reveal about Britain 1688-1783?

Students use three biographies of famous people from across the period 1688-1783 to gain a sense of the period.

They capture their learning onto a prepared timeline and use a Dictionary to start to learn key words and concepts.

They have a class discussion about the enquiry question and define the three key concepts of Parliament, monarchy and government in 1688.

Lessons 2-5: How far did those in power in

Students work through a series of situations. They summarise these onto a chart and identify the fear factors at work in each.

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Enquiry title: Ruling Britannia! How did the fears of those in power change 1688-1783?

Britain shape the events of the 18th Century?

Students then learn about the actions taken in response to these situations. They summarise the action taken onto a chart and then decide who was wielding most power (monarch, minister, Parliament)

At the end of each lesson they review the fear factors at work in each period section and make a judgement about the impact of each fear.

There are optional worksheets that explore some contemporary sources and some a historians’ view on an aspect of the period.

Finally, students redefine the key concepts of Parliament, monarchy and government to make then appropriate for 1783.

Lesson 6: Ruling Britannia! How had the fears of those in power changed since 1688?

Students identify the key events that the three figures from lesson 1 had witnessed in their lifetimes.

They write two ‘explain what’ assessment paragraphs, one about change in relation to the people in power 1688-1783 and another about the change in the fears of people in power 1688-1783.

References

O’Gorman, F. ‘The Long Eighteenth Century: British Political and Social History 1688-1832’ Bloomsbury (2016)

Langford, P. ‘A Polite and Commercial People: 1727-1783’ Oxford University Press (1989)

Hoppit, J. ‘A Land of Liberty: 1689-1727’ Oxford University Press (2000)

There are relevant and excellent episodes of BBC Radio 4’s ‘In Our Time’ – for example on the Gordon Riots. A full index can be found here: https://onebighistorydepartment.com/2019/02/08/knowledge-rich-does-not-being-to-describe-it/

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https://onebighistorydepartment.com/2019/02/08/knowledge-rich-does-not-being-to-describe-it/

https://onebighistorydepartment.com/2019/02/08/knowledge-rich-does-not-being-to-describe-it/


Lesson 1: What can three lives reveal about Britain 1688-1783?

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Starter: (L1 Powerpoint, The Dictionary)

Give students a copy of The Dictionary to skim read and choose one word they do not already know and learn it (PPT p1) (This should only take the time that the register is being taken and the class settled.) Give the students the lesson enquiry question title (PPT p2) to write into their books.

Activity 1: (L1 Isaac Newton biog, The Dictionary and L1 timeline worksheet)

Give pairs of students the biography of Issac Newton and each student needs a timeline worksheet.

PPT p3 - Read the biography of Newton as a class. Words in bold are in the Dictionary. Model for students how to use the Dictionary (they will need to do this many times across the sequence.)

PPT p4 - Support students to complete the sections on Newton on their worksheet timeline. Have a brief discussion of their new learning. What surprises them about his life? (Note: each character has different successes and struggles).

Activity 2: (L1 Samuel Johnson biog, L1 Georgiana biog, The Dictionary and L1 timeline worksheet)

PPT p5 - Students in pairs read the biography of Samuel Johnson and each complete the section on their timeline worksheet.

PPT p6 - Students then read the biography of Georgiana Duchess of Devonshire and do the same.

Plenary: (L1 timeline worksheet, The Dictionary)

PPT p7 Hold a class discussion about what these three lives have revealed about the period 1688-1783. Capture these words and phrases onto the timeline worksheet for reference in future lessons.

PPT p8 Use the biography of Newton to write the three missing definitions into ‘The Dictionary’. These are clear in one paragraph in the biography and are for: monarchy, government and Parliament. Students will then have definitions of what these meant in 1688. They are going to be tracing the changes to these definitions (concepts) in future lessons.

(Help for teachers: Monarchy: government by a hereditary king or queen who chose ministers and had much power (not Protestant of put in by Parliament yet!). Parliament: House of Commons and House of Lords. The Lords were most important. The Commons were wealthy men elected only by wealthy men. Parliament had no political parties. Parliament passed laws and the monarch’s ministers and the church’s bishops were part of it. Government: day-to day ruling done by the monarch seeking advice of ministers who discussed ideas with Parliament.)

Resources needed

L1 Powerpoint, The Dictionary (one each) , L1 biogs of Newton, Johnson and Georgiana (one of each per pair), L1 timeline worksheet (one each)


Lesson 2: How far did those in power shape the events of the 18th Century?

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Starter: (L2-5 Powerpoint, The Dictionary)

Display the lesson enquiry question (PPT page 1) and ask students to refer back to The Dictionary definitions they wrote for monarchy, parliament and government at the end of last lesson. They should try to learn them and other terms they met in Lesson 1. (This should only be done for the time it takes to do the register and settle the class.)

Activity: (L2-5 Powerpoint, The Dictionary, Fear Factors (laminated), L2 Student Chart, L2 Situation Cards cut up for each pair, highlighters/colours in green, blue and yellow)

The students are now going to work with four Situations and Actions from the first part of the period 1688-1727. Each student needs a L2 Student Chart, should be able to see a list of the Fear Factors and have their Dictionary to hand.

The situations are introduced one at a time in chronological order. Each situation is introduced with some short dramatic ‘teacher talk’ to set the scene. There is a PPT slide to show who is in power. Students then work in pairs with the Situation and do the task onto their Student Chart. The Action with a task is then displayed on the Powerpoint and the next part of the Student Chart is completed. (If you have a smart board with highlighters you can use it here!)

This process is repeated four times. There is a situation and an action narrative for each decade viewed through the prism of a particular key event. They introduce students to the government agenda (problems and fears) and their actions and responses.

The detail:

Situation 1 Teacher Talk: “The year is 1689. King James II was forced to give up his throne in 1688. A man called William of Orange, who is married to James’ daughter Mary, invaded, got support from powerful people in England and took the throne. They are now joint monarchs: King William III and Queen Mary II. In reality, William rules when he is in the country. But, he is often back home in the Netherlands. Then Mary rules. It is now the 1690s and England is at war.”

Show PPT page 2 – it shows the key people around the ‘table of power’ at the time. People further away from the table (and/or in a paler version of the colour) were less powerful than the others.

Give students ‘Situation 1 – Expensive War 1690s’ They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “The King needs to borrow money for war and needs to persuade lenders they can trust him.” 2) The fear factors here are: financial collapse, rebellion by the mob, investors, some re civil war, the French, hunger and disease).

Show PPT page 3 that has the Action 1690s and a student task to do onto their ‘Student Chart’ (‘Set up the Bank of England and the National Debt so the government had money.’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colour (see example in the picture) to show who wielded most power in decisions. (1690s was theKing, supported by Minsters. Parliament was not involved.) (continued…)

Activity continued:

The Detail continued…

Situation 2 Teacher Talk: “In 1688 King James II had been overthrown. He was angry. He, and his male heirs, wanted the throne back. King William, his ministers and Parliament did not want them back.” (Note the repetition of key points – this is deliberate!)

Show PPT page 4 – the people around the table of power.

Give students ‘Situation 2: Protestant Succession 1701’ to read and complete the task onto their chart

Teacher Crib:

1) Situation 2 in one sentence: ‘A plan was needed to prevent James’ Roman Catholic heirs inherited when childless Protestant William and Mary died.’

2) Fear factors here: Jacobites, the French, civil war, dissent

Show PPT page 5 – Action and students complete the next part of their chart.

(‘1701 Act of Settlement to give Westminster Parliament power to choose the monarch and 1707 formation of the UK and abolition of the Scottish Parliament.)

Then complete the final column of row two as a class. (King advised by Ministers working with and within Parliament.)

Situation 3 Teacher Talk: “It is August 1714 and Queen Anne has died, just a few months after her heir, Sophia of Hanover. Sophia’s son makes his way to London to be crowned King George I. He is delayed in the Netherlands by strong winds and arrives in England in the middle of September.”


Give students ‘Situation 3: Succession of King George I in 1714’ to read and complete the task onto their chart

Teacher Crib:

1) Situation 3 in one sentence: ‘Disagreement in among the powerful about how power should e split between the monarch and Parliament gave hope to the Jacobites who wanted to overturn King George.’

2) Fear factors here: Jacobites, religious groups, rebellion by the mob


(‘Riot Act, crushing of Jacobites, elections every 7 years instead of 3).

Then complete the final column of row two as a class. (Ministers directing King and using Parliament.)



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Activity continued:


Situation 4 Teacher Talk: “England is fighting France and Spain. War costs money. The government needs to raise more money quickly. Powerful men are unhappy with the way the country is being governed.”




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Activity continued:


Situation 4 Teacher Talk: “England is fighting France and Spain. War costs money. The government needs to raise more money quickly. Powerful men are unhappy with the way the country is being governed.”


Plenary: (L2 Student Chart and Fear Factors Chart)

Give each student a Fear Factors Sheet. Using the second column of their L2 Student Chart they decide which fear factors have been present in the period. If a fear factor has been very much in evidence it should get 3 ticks. If it has been there a fair amount it gets 2 ticks. If it has been there, but not much, then 1 tick. Fear factors that have not appeared get a ‘x’. (Note: this chart will be completed at the end of the next three lessons as well and used in lesson six.)

Reflect back on the enquiry question and take some views on it.

Resources needed

L2-5 Powerpoint, The Dictionary (students already have), Fear Factors list (laminated for pairs), L2 Student Chart (one per student), L2 Situation Cards (cut up for pairs), highlighters/colours in blue/green/yellow, Fear Factors Chart (one per student)



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Starter: (L2-5 Powerpoint, student worksheets from previous lessons)

Display the lesson enquiry question (PPT page 1 (sic)) and ask students to refer back to The Dictionary definitions they wrote for monarchy, parliament and government at the end of lesson 1 and the Student Chart and Fear Factors Chart from lesson 2 while you take the register and settle the class.

Activity: (L2-5 Powerpoint, The Dictionary, Fear Factors (laminated), L3 Student Chart, L3 Situation Cards cut up for each pair, highlighters/colours in green, blue and yellow, optional worksheets on Hogarth and Walpole)

The students are going to continue work with three Situations and Actions from the period 1726-1742. Each student needs a L3 Student Chart, should be able to see a list of the Fear Factors and have their Dictionary to hand.

Once again the situations are introduced one at a time in chronological order. Each situation is introduced with some short dramatic ‘teacher talk’ to set the scene. There is a PPT slide to show who is in power. Students then work in pairs with the Situation and do the task onto their Student Chart. The Action with a task is then displayed on the Powerpoint and the next part of the Student Chart is completed.

This process is repeated three times (not four). That means that, either there is more time for discussion of the key question, or there are optional extra worksheets on a source (Hogarth’s Gin Lane) and an interpretation (Hoppit on Walpole). These add to the sequence, but are not required for the final end of sequence assessment task. They could be used as homework tasks.

The detail: Situation 5 Teacher Talk: “King George I has died far away in Hanover. His son has become King George II without any complaint. This is a clear sign that Britain is more calm and stable that it has been for years. The new King was inclined to be angry with Walpole for supporting his father the old King. However, Queen Caroline has persuaded her husband that Walpole is an excellent Crown servant. Walpole has helped persuade Parliament to grant the new King a large personal allowance of money. However, trouble is brewing...”


Give students ‘Situation 5 – The Crisis with Spain in the later 1720s - They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “The government, led by Walpole, was keen to avoid war with Spain, but British traders were angry that they were not allowing the British slave trade in their colonies.’2) The fear factors here are: financial collapse, financiers, the French and other foreigners).

Show PPT page 11 that has the Action later 1720s and a student task to do onto their ‘Student Chart’(‘There was a small contained war against Spain and Walpole emerged more powerful and as Prime Minister’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colours, as in the previous lesson, to show who wielded most power in decisions. (later 1720s was very much led by Walpole with allied ministers in consultation with the King). (continued…)



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Activity continued:


Optional activity: ‘Introducing Walpole: what does a historian say?’ The student worksheet engages with some of the modus operandi of the UK’s first PM and students describe his methods in six words after reading it.

Situation 6 Teacher Talk: “The 1730s were not an easy time in the UK. Britain was changing fast and change made people fearful. Walpole’s actions were to show that the British government served the voters. They were only big landowning men. Other people could riot and rebel to protest, but that risked being faced by the King’s soldiers.”


Give students ‘Situation 6: Walpole’s Excise Crisis, riots and protests of the 1730s’ to read and complete the task onto their chart

Teacher Crib: 1) Situation 6 in one sentence: ‘Walpole controlled politics and was attacked in the free press. He introduced new taxes that did not affect his friends. There was rebellion.’ 2) Fear factors here: Jacobites, investors, big landowners, satire via the free press, the Mob

Show PPT page 13 – Action and students complete the next part of their chart. (‘Walpole introduced new taxes, there was criticism in the free press and rebellion, he was forced to back down and was no longer so powerful.’)

Then complete the final column of row two as a class. (Walpole taking action, with friendly ministers and support of the King, but Parliament fought back.)

Optional activity: ‘How can historical knowledge help us to understand a famous picture by Hogarth?’ The student worksheet shows students how knowledge can help them to make inferences from Hogarth’s ‘Gin Lane’.

Situation 7 Teacher Talk: “Walpole is not so powerful by the end of the 1730s. The King is getting older. No one knows that he is actually going to live for another 18 years. Younger men are looking to the future and paying attention to the Prince of Wales, thinking he could become king soon.”


Give students ‘Situation 7: War from 1739 to read and complete the task onto their chart

Teacher Crib: 1) Situation 7 in one sentence: ‘The King and his son were rival sources of power. Walpole did not want war, but there was trouble with Spain and France and other ministers wanted it.’ 2) Fear factors here: French and foreign powers, financiers, The Court


(Walpole reluctantly took Britain to war, it went badly, the King interfered, Parliament and other ministers turned against Walpole and he resigned.)

Then complete the final column of row two as a class. (King and Parliament reasserting selves, though ministers still there)



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Give each student a Fear Factors Sheet. Using the second column of their L3 Student Chart they decide which fear factors have been present in the period. If a fear factor has been very much in evidence it should get 3 ticks. If it has been there a fair amount it gets 2 ticks. If it has been there, but not much, then 1 tick. Fear factors that have not appeared get a ‘x’. (Note: this chart will be completed at the end of the next two lessons as well and used in lesson six.)


You could also ask students to write a note from Walpole to his successors summarising the main issues of the last 25 years. This could be a homework.

Resources needed

L2-5 Powerpoint, The Dictionary (students already have), Fear Factors list (laminated for pairs), L3 Student Chart (one per student), L3 Situation Cards (cut up for pairs), highlighters/colours in blue/green/yellow, Fear Factors Chart (one per student), optional Hogarth source and Walpole interpretations sheets (one per stude



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Display the lesson enquiry question (PPT page 1 (sic)) and ask students to refer back to The Dictionary definitions they wrote for monarchy, parliament and government at the end of lesson 1 and the Student Chart and Fear Factors Chart from lesson 2 and 3 while you take the register and settle the class – thinking about the answer forming to the lesson EQ.

Activity: (L2-5 Powerpoint, The Dictionary, Fear Factors (laminated), L4 Student Chart, L4 Situation Cards cut up for each pair, highlighters/colours in green, blue and yellow) The students are going work with four more Situations and Actions, this lesson from the period 1742-1779. Each student needs a L4 Student Chart, should be able to see a list of the Fear Factors and have their Dictionary to hand.

(Note: if short of time and needing to do Lesson 4 and 5 in one lesson, it would be possible to remove Situation 11 and Situation 13 and to do all the rest in one lesson, thus making lesson 6 into lesson 5)

Introduce situations one at a time in chronological order. Make your introduction teacher talk short but dramatic to set the scene. Again, there is a PPT slide to show who is in power. Students then work in pairs with the Situation and do the task onto their Student Chart. The Action with a task is then displayed on the Powerpoint and the next part of the Student Chart is completed. This process is repeated four times.

The detail:

Situation 8 Teacher Talk: “Some people are wondering how Walpole can be replaced. Others want to prevent there ever being another Prime Minster. King George II doesn’t like the Tories, the Tories and Whigs won’t work together, the leading Whigs are quite supportive of the King… It’s a mess in government!”


Give students ‘Situation 8 – Government after Walpole 1742 - They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “Crisis in government as Whigs and Tories and the King fail to agree how to form a government now Walpole has gone.” 2) Fear factors here: the court (otherwise it’s each other – an odd one out!)

Show PPT page 17 that has the Action post 1742 and a student task to do onto their ‘Student Chart’ (‘King George II, Tories and Whigs lots of disagreements and not working very well together.’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colours, as in the previous lesson, to show who wielded most power in decisions. (Monarch using more power than for a long time, but not without thought to some powerful ministers, who are also wielding plenty of power). (continued…)



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Activity continued:


Situation 9 Teacher Talk: “Henry Pelham is leading the ‘Broad-Bottom’ government and his brother Thomas Pelham is the Secretary of State but they can’t make the broad-bottom work. Whilst all of the arguing goes on at home, the international position of Britain continues to be dangerous. The British forces are defeated in the Low Countries (now Belgium and the Netherlands) and this makes the English Channel and British ships vulnerable to foreign attack…”


Give students ‘Situation 9: the Jacobite threat 1744-45’ to read and complete the task onto their chart

Teacher Crib: 1) Situation 9 in one sentence: ‘English government in a mess, Jacobites invade and it is their own weakness that prevents a worse crisis.’ 2) Fear factors here: Jacobites, French and other foreign powers

Show PPT page 19 – Action and students complete the next part of their chart. (‘Jacobites crushed. The shock of the invasion led to Whigs and Tories co-operating to make government function again.’)

Then complete the final column of row two as a class. (Ministers taking action to see off the Jacobite threat and then agreeing to work together. King stays in Hanover and not a big Parliament role.)

Situation 10 Teacher Talk: “Meanwhile, back in government in Britain, the King is even older. Although George II still doesn’t like him, William Pitt the elder is made finance minister at Treasury in 1746 and he does a good job. As minister in charge of military pay he impresses the King and other members of the government. Henry Pelham dies suddenly in 1756 and his brother Thomas Pelham the Duke of Newcastle takes over as Prime Minister. The government is unsettled and by summer 1757 Britain has lots of losses overseas, including the island of Menorca to Spain.”


Give students ‘Situation 10: Seven Years War 1756-63’ to read and complete the task onto their chart.

Teacher Crib: 1) Situation 10 in one sentence: ‘Desire to restore British power and protect British trade leads to alliances.’ 2) Fear factors here: financial collapse and the French


(British power restored and extended. New King who wants a new government. – Note: Pitt is NOT PM at this time, but he is an ambitious and able man on the up as a minister until the King dismisses him. )

Then complete the final column of row two as a class. (Lots of ministerial power here, but note the King changing still has a huge impact on government and ministerial careers. Royal favour remains important.)

Continued on next page…



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Situation 11 Teacher Talk: “The powerful people who rule Britain and control her trade are increasingly confident. They have gained more land, they have more wealth, they want more…”


Give students ‘Situation 11: The exploration of Captain Cook 1768-1775’ to read and complete the task onto their chart

Teacher Crib: 1) Situation 11 in one sentence: ‘Powerful people in Britain want more land and trade so they send Captain Cook to explore in the Pacific.’’ 2) Fear factors here: financial trouble, the French, free press


(British wealth, trade and prestige grows even more.)

Then complete the final column of row two as a class. (Monarch formally gives permission with ministers acting later once land is claimed.)


Ask each student to go back to their Fear Factors Sheet. Using the second column of their L4 Student Chart they decide which fear factors have been present in the period. If a fear factor has been very much in evidence it should get 3 ticks. If it has been there a fair amount it gets 2 ticks. If it has been there, but not much, then 1 tick. Fear factors that have not appeared get a ‘x’. (Note: this chart will be completed in Lesson 5 ready for use in lesson 6.)


Resources needed



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Display the lesson enquiry question (PPT page 1 (sic)) and ask students to refer back to The Dictionary definitions they wrote for monarchy, parliament and government at the end of lesson 1 and the Student Chart and Fear Factors Chart from lesson 2,3 and 3 while you take the register and settle the class – thinking about the answer forming to the lesson EQ.

Activity: (L2-5 Powerpoint, The Dictionary, Fear Factors (laminated), L5 Student Chart, L5 Situation Cards cut up for each pair, highlighters/colours in green, blue and yellow)

The students are going work with three final Situations and Actions, this lesson from the period 1774-1783. Each student needs a L5 Student Chart, should be able to see a list of the Fear Factors and have their Dictionary to hand.

Introduce situations one at a time in chronological order. Make your introduction teacher talk short but dramatic to set the scene. Again, there is a PPT slide to show who is in power. Students then work in pairs with the Situation and do the task onto their Student Chart. The Action with a task is then displayed on the Powerpoint and the next part of the Student Chart is completed. This process is repeated three times.

The detail:

Situation 12 Teacher Talk:: ”As a result of winning the Seven Years’ War by 1763 the British government controls many territories (called colonies) overseas. In the eastern part of north America there are 13 colonies settled by many people of European descent with the black people from Africa and of African descent who they have enslaved. The white colonists want to have their own members of Parliament in Westminster.”

Show PPT page 24 – it shows the key people around the ‘table of power’ at the time. People further away from the table (and/or in a paler version of the colour) were less powerful than the others. Still to add to PPT

Give students ‘Situation 12 – Losing America 1763-1783- They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “Refusal to compromise with the American colonists leads the British government into war in North America.” 2) Fear factors here: colonists, the mob, change, financial trouble.

Show PPT page 25 that has the Action 1776-1783 and a student task to do onto their ‘Student Chart’ (‘British ministers underestimated the American colonists, who, with the help of the French government, fought free of Britain and set up the USA.’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colours, as in the previous lesson, to show who wielded most power in decisions. (This is all ministers who sat in Parliament – King George III was going mad).

(continued…)



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Lesson 5 activity continued…

Situation 13 Teacher Talk:: ”The upheaval in the American colonies was a worrying time for the British government. Britain lost power, its trade was hit, there was a threat to wealth and the economy. British people were more discontent and the prison population rose. Some British people (often inspired by their religion) thought that the powerful needed to care more about British people and their suffering.”


Give students ‘Situation 13 – John Howard’s work 1770s - They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “John Howard’s work reveals the appalling state of British prisons.” 2) Fear factors here: the mob, sudden change, financial troubles.

Show PPT page 27 that has the Action 1779 and a student task to do onto their ‘Student Chart’ (‘Parliament took action to reform and control British prisons.’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colours, as in the previous lesson, to show who wielded most power in decisions. (Parliament is taking on a controlling role of institutions, in this case prisons. Into the 19thC there was to be a growth in the role of Parliament and local government in regulating other aspects of life in Britain eg working in mines, public health)

Situation 14 Teacher Talk:: ”Remember, the upheaval in the American colonies was a worrying time for the British government. Britain lost power, its trade was hit, there was a threat to wealth and the economy. British people were suffering and it would not take much to cause mobs of people to riot.”


Give students ‘Situation 14 – Fear and violence 1778-1780 - They read it (using the Dictionary for key words in bold) and then do the two tasks onto their ‘Student Chart’.

Teacher crib: 1) Situation in a sentence: “Government ignores warnings against more freedoms for Catholics and the fear triggers riots across Britain.” 2) Fear factors here: the mob, sudden change, financial troubles, bad harvest and disease, the French

Show PPT page 29 that has the Action 1780 and a student task to do onto their ‘Student Chart’ (‘Government struggled to control rioting in London and only did so with deaths, arrests and later executions.’)

Now complete the final column of the first row of the ‘Student Chart’ as a class using colours, as in the previous lesson, to show who wielded most power in decisions. (All government classes working together vs the mob here – unified by a common threat – a developing theme!)



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Plenary amending the Dictionary: (The Dictionary)

Students now look back to the Dictionary from lesson one. They defined ‘monarch’, ‘government’ and ‘parliament’ in 1688. Tell them that things have changed. It’s 1783 and the three meanings these three terms given by Johnson are now deemed to be out of date. They need rewriting.

Students look back through their notes to change the definitions, then improve their new definitions working with a partner, then agree three definitions for 1783 as a whole class, discussing why they have made the changes they have.

The aim is to get students to see that such conceptual terms change in meaning over time. Taking these three nicely bridges the key differences between the time of the Civil War and the 19th Century. Students can understand the idea that these institutions, so relevant to today, have evolved.

Here is a teacher crib:

Parliament: same structure, but the key change is that Parliament met all the time and had to be actively managed by ministers and there were two clear political parties (Whigs and Tories). Power over succession.

Monarch: big change. Could still influence, but the succession was ruled on by Parliament and ministers could get power by controlling Parliament as well as by being close to the monarch.

Government: there was now a role of Prime Minister and ministers could draw power from Parliament, it did not just come from the monarch. The monarch was still part of the government and could not be ignored.

Plenary to the main activity: (L5 Student Chart and Fear Factors Chart)

Ask each student to go back to their Fear Factors Sheet. Using the second column of their L5 Student Chart they decide which fear factors have been present in the period. If a fear factor has been very much in evidence it should get 3 ticks. If it has been there a fair amount it gets 2 ticks. If it has been there, but not much, then 1 tick. Fear factors that have not appeared get a ‘x’. (Note: this chart will now be completed ready for use in lesson six.)


Resources needed

L2-5 Powerpoint, The Dictionary (students already have), Fear Factors list (laminated for pairs), L5 Student Chart (one per student), L5 Situation Cards (cut up for pairs), highlighters/colours in blue/green/yellow, Fear Factors Chart (one per student).



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Starter: (L6 PPT, L6 starter worksheet, student worksheets from previous lessons)

Display the lesson enquiry question (L6 PPT page 1) “Ruling Britannia! How had the fears of those in power changed since 1688?” give every student a copy of L6 starter worksheet. L6 PPT page 2 - This has the three characters from lesson 1 of the sequence. Students look back through their charts and identify the key events that have happened in the lifetimes of these three people and write them in the boxes on their worksheet. This is a way to recap over all that has happened.

Final assessment activity: (L6 PPT, L6 student tasksheet, fear factors and 4 charts from previous lessons)

Give students the L6 tasksheet. They are going to write two ‘explain what’ paragraphs to answer the question. A PEE model would not help students here. It tells them what and not how to construct an ‘explain what’ paragraph. If you have time you can do peer review and DIRT work with these. This is the gist of what is on the student tasksheet:

In 1785 the first edition of what was to become ‘The Times’ newspaper was published. You have been asked to write a review of the years 1688-1783 for its first front page. You have been asked to focus on change in power and change in what people in power feared.

To do this you are going to need to use:

The coloured boxes in the final column of the 4 charts you have done in lessons showing monarch, minister and Parliament power.

Fear Factors’ chart completed in previous lessons

You are going to write:

One paragraph explaining what changed and what stayed the same about who had power in the UK between 1688-1783.

One paragraph explaining what changed and what stayed the same about what the people in power in Britain were afraid of between 1688-1783.

Start with the title: ‘Changes in power in Britain 1688-1783’

Look at the final coloured boxes on your 4 charts. Think about these smaller questions and make a few notes: How would you describe the power of the monarch 1688-1783? How would you describe the power of Parliament 1688-1783? How would you describe the power of ministers 1688-1783? Who had the most power when? Can you see any patterns and connections? Now think of at least one thing that stayed the same and one thing that changed? Overall, do you think there was more that changed or more that stayed the same?

You now need to think of one starter point for your paragraph. (Suggestion: “Although power in Britain was still exercised by the monarch, ministers and parliament, the balance of power between them changed 1688-1783.”) Now use your notes to describe what had happened to the power of the monarch, the minister and Parliament and explain what patterns and connections you have found. Finish your paragraph by giving your view about whether more had changed or more had stayed the same. (continued)



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Activity continued…

Gist of what is on the student tasksheet continued…

You are going to write paragraph two.

Write the title: ‘Changes in what people in power in Britain feared 1688-1783’

Look at your fear factors’ chart. Think about these smaller questions and make a few notes: What were people in power most afraid of in the first part of the time period? What were people in power most afraid of in the middle part of the time period? What were people in power most afraid of in the final part of the time period? What fears seem to be around most of the time? Are there any fears that disappear as time goes on? Are there any new fears that arrive as time goes on? Are there any fears that only happen at certain times? Is there anything else you notice about the biggest fears? Overall, do you think there were more fears that changed or more that stayed the same?

You now need to think of one starter point for your paragraph. (Suggestion: “People in power in Britain in 1783 had many of the same fears as people in power in 1688, but there were also new and different fears.”) Now use your notes to describe what fears seemed to be around most of the time for people in power 1688-1783. Then describe which fears had disappeared or got much less and which new fears had arrived. Write about anything else you have noticed about the fears and any connections you have made. Finish your paragraph by giving your overall view how the fears of those in power had changed 1688-1783.

Finally, review your work and improve it.

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