Unit Title: Social Studies: England: Golden Age to Glorious

Revolution
Unit Dates: October 13-October 21

Teacher Name: Mrs. Potter

Duration of Unit: 7 days

Unit Summary
This period of English history was full of conflicts. Conflicts about religion highlighted an even more basic conflict between Parliament and
the king. These tensions resulted in a Civil War, which then led to the execution of the king. When the Catholic James II came to the
throne, he was deposed and driven out of the country. Parliament chose new, solidly Protestant rulers and required their allegiance to a new
Bill of Rights and the laws of Parliament before it would allow them to be crowned. After the Glorious Revolution, kings had less power; and
Parliament had more. Great Britain was well on its way to becoming a constitutional monarchy.

Previous Unit
Next Unit
Students in Core Knowledge schools should be familiar with
The next unit in Social Studies will be covering the Age of
Kindergarten through Grade 4:
Exploration (European Exploration, Trade, and the Clash of Cultures
English settlers (Grade 1)
The search for the Northwest Passage, Geography, and the
thirteen colonies (Grade 3)
England in the Middle Ages (Grade 4)
Cross-Curricular Connections
Language Arts is connected to this unit since students will be doing a great deal of both reading and writing. Students will be examining
primary and secondary sources and literature from this time period. Additionally, there is a great deal of vocabulary associated with this
unit.
Core Knowledge Sequence
This unit is derived from the Core Knowledge Sequence.
State Standards

Examine significant historical documents.

Analyze historical sources from multiple points of view to develop an understanding of historical context.

Unit Objectives
Identify Queen Elizabeth I as Good Queen Bess and Gloriana.
Understand how Elizabeth I unified and strengthened England.
Understand the significance of Elizabeth Is progresses.
Understand where Elizabeth stood on the Catholic/Protestant issue.
Identify Sir Francis Drake.
Understand the conflict between Spain and England during the reign of Elizabeth.
Recognize the Spanish Armada and describe the outcome of the armadas attempt to invade England.
Identify 1588 as the date of the battle between England and the Spanish armada.
Identify King James I and King Charles I.
Understand the causes of the English Civil War.
Name and describe the major factions in the English Civil War.
Identify Oliver Cromwell and understand his role in the English Civil War.
Understand the outcome of the English Civil War.
Identify Charles II as the king who restored the monarchy to England.
Understand the conflict between James II and Parliament.
Explain the circumstances leading up to William of Oranges invasion of England.
Describe the Glorious Revolution.
Identify the key points of the English Bill of Rights.

Key Questions
What were some of the names by which Elizabeth I was
known by her subjects?
Why was Elizabeth called Gloriana?
What were Elizabeths progresses? Why did she make these

Vocabulary
Coronation, ironside, execution, progresses, reign, Spanish Armada,
restoration, Catholicism, cavaliers, Charles I, Charles II, Church of
England, civil war, commonwealth, Oliver Cromwell, Sir Francis Drake
Elizabeth I, English Bill of Rights, exploration, Glorious Revolution,

progresses?
What were two reasons for the conflict between Spain and
England during the reign of Elizabeth?
What was the outcome of the battle of the Spanish Armada?
Why did Elizabeth declare a day of thanksgiving?
Who were the next two successors to Elizabeth I on the
English throne?
Who were the Puritans?
What did King Charles I do that led an army of Scots to
march into England?
What were the two sides in the English Civil War called?
Which side won the English Civil War?
Who was the military leader of the Roundheads? List three of
his characteristics.
What happened to Charles I after the English Civil War? How
did most English people regard this outcome?
What were come of the things Cromwell did as Lord Protector
of England?
What was the Restoration?
Why was Charles II known as the Merry Monarch?
Why did Members of Parliament get worried after James IIs
second wife gave birth?
Why did the Immortal Seven invite William of Orange to
invade England?
What was the Protestant wind?
What was the Glorious Revolution? Why did it have that
name?
What was the major concern of the English Bill of Rights?

Henry VII, James II, monarchy, Parliament, Protestantism, Puritans

Restoration, Roundheads, William and Mary

Lesson Outline
1. Lesson 1: Elizabeth I: Begin by discussing some background knowledge. Ask students what they know about King Henry the 8 th (tha
he had six wives and was upset because they werent producing a male heir but were all having female children). Ask students why a
male heir would have been so important to King Henry the 8 th. In England, the title of king is passed on not to the oldest child, but to
the oldest son. Ask students if they know how Henrys marital problems could have led to religious problems. Explain that when
Henrys first wife, Catherine of Aragon, failed to give birth to a son, Henry decided to get a divorce. But the pope said that he was
the head of the Catholic Church and the church forbade divorce. Henry insisted that since he was the king of England, he should be
able to make all the rules for his country, including divorce. He had his church ministers invalidate his first marriage. Then Henry
broke with the pope and established the Church of England, a Protestant church with the king as its only supreme head on earth.
Unfortunately, not everybody in the rest of Europe, or even in England, liked Henrys solution. After his death, Henrys children
Queen Mary I and Queen Elizabeth I had to deal with the political and religious problems their father had created. Tell students
that in this lesson, they will be reading about some of the problems Henrys children faces and how they dealt with these problems.
Discuss with students that religious beliefs are often a source of conflict, and these conflicts are sometimes difficult to resolve. Te
then that the big conflict in England in the years after Henry VIIIs death was Protestantism vs. Catholicism. Complete the reading
with Lesson 1 and then use learning master 20. Activity: distinguishing between main idea and details.
2. Lesson 2: Britannia Rules the Waves: Have students imagine that they are commanders of a small fleet that is preparing to do
battle with a much larger and better-equipped foreign fleet. Ask them what strategies they might use to defeat this enemy. Tell
students that they will be reading about how the small English fleet managed to defeat the powerful Spanish Armada. Discuss with
students the difference between a conflict caused by internal disagreements and one caused by external disagreements. Have
students discuss the advantages on each side in the battle between the English fleet and the Spanish Armada. Make sure students
understand how the naval battle described in this lesson is connected with the religious dispute described in the first lesson. Have
students analyze the speech Elizabeth gave in 1587 (glue in notebooks and write a response). Have students create a timeline startin
in 1558. Discuss primary and secondary sources.
3. Lesson 3: The Civil War: Read aloud the title of the lesson and ask a volunteer to define the term civil war (a war between
different groups or regions within the same country). Remind students that in the previous lesson, they discussed the difference
between internal and external conflicts. Explain that the Spanish Armada was an example of an external threat that drew the people
of England together. Ask students what happens when people are divided by an internal disagreement? Tell students that they will be
learning more about what happened in England when internal disagreements reached the point of a civil war. After the reading, have

4.

5.

6.

7.

students create a graphic organizer showing the types of problems Charles I faced. Based on what they have read so far, have
students predict the outcome of the English Civil War. Do they think the Roundheads or the Cavaliers will win? Why?
Lesson 4: The Puritan Ruler: Review students predictions from the previous lesson. Explain that in this lesson, they will be reading
about the outcome of the English Civil War and the direction England took in the years that followed the war. Explain that the
execution of King Charles I was the first time in Europe a monarch has been tried and killed by his own people. Ask students what
message they think the kings executors were hoping to send. Ask students to compare the structure of government under Charles I
with that of Oliver Cromwell. Do students think there was much difference between the king and lord protector? Why or why not?
Have students do the activity, The Kings Execution.
Lesson 5: Merry Monarch and Brother: Ask students to recall the rules of the Puritan government. List their responses on the
board. Then write the word merry on the board. Invite students to brainstorm qualities they associate with this word. Lead students
to see that merry could be the opposite of the strict atmosphere created by the Puritans. Ask students if they would want to live in
a country where the ruler was merry. Why or why not? Tell students that in this lesson, they will read about what happened to
England after the monarchy was restored. Discuss what it might be like for a prince to be hiding in the woods for six weeks.
Encourage students to think about why people did not turn him in even though they would receive a large reward. What does this say
about the feelings people had in England toward their royalty? Point out that many of the qualities that made Charles II an appealing
ruler were also weaknesses. Ask students to review his qualities and discuss ways they were strengths and/or weaknesses. Have
students examine the picture of nobles fleeing the plague in this lesson. Ask them to describe some of the things they see taking
place in the picture. Ask students what they might feel like as one of the people trying to flee. Have students complete learning
master 21.
Lesson 6:The Glorious Revolution: Ask students to recall what happened when important members of Parliament decided that they
were unhappy with Charles I. Then ask them if they think something similar might happen with James II. Why or why not? Ask
students to recall the public reaction to Charless execution and its aftermath. Did most people seem to think the rule of Cromwell
was a success? What kinds of things do students think that Parliament could or might do to get rid of James II or affect his rule?
Tell students that in this lesson they will learn the answers to these questions. Ask students to compare and contrast the Glorious
Revolution with the revolution led by Cromwell. Invite students to suggest ways they were similar and different.
Lesson 7: Review and Assessment: Use the unit review learning master and then have students do the unit assessment.
Resources

For Teachers:
Pearson Learning Core Knowledge Guide
The Victorian Web:
landow.stg.brown.edu/victorian.victov.html
The Glorious Revolution (Revolution of 1688):
www.lawsch.uga.edu/~glorious
The English Bill of Rights:
www.yale.edu/lawweb/avalon/england.htm
Elizabeth I (1533-1603): www.luminarium.org/renlit/eliza.htm

Unit Reflection

For Students:
The websites listed for teachers can also be used for
students.
King & Queens of England & Great Britain by Delderfiend, Er
R.
Oliver Cromwell, by Lawrence Kaplan
The Young Oxford History of Britain & Ireland by Kenneth
Morgan
Behind the Mask: The Life of Queen Elizabeth I, by Jane
Resh Thomas