The King vs. The Parliament: The English Civil War & Oliver Cromwell
A Dynamic History Lesson Designed for Pehrsen (Age 11)
Lesson Overview & Materials
Target Grade: Middle School (Ages 11-12) | Duration: 60 - 75 Minutes
Learning Objectives:
- Explain the core conflict that caused the English Civil War (King Charles I’s "Divine Right" vs. Parliament’s power of the purse).
- Identify the two opposing sides: the Royalists (Cavaliers) and the Parliamentarians (Roundheads).
- Describe Oliver Cromwell’s rise to power, the innovation of the New Model Army, and his role as "Lord Protector."
- Evaluate the historic consequences of the war by creating a persuasive historical artifact (propaganda poster or news report).
Materials Needed:
- Drawing paper, poster board, or digital design software (like Canva or Google Slides).
- Colored pencils, markers, or calligraphy pens.
- Printout of the "Cavalier vs. Roundhead" Character Profile Sheet (detailed in the lesson).
- A coin (for the decision-making interactive game).
- Access to writing materials for the exit ticket.
1. Introduction: The Hook & Big Ideas (10 Minutes)
The Hook Scenario: "Imagine you are the King or Queen of your own bedroom. You believe that because you were born first, you have the absolute, undisputed right to make all the rules. You want to buy a massive, expensive gaming setup, but your family (the Parliament) controls the bank account and says, 'No way, not unless you clean the whole house first and let us vote on your bedtimes.' Do you compromise, or do you declare war on your family?"
Talking Points for the Instructor (Aimed at Pehrsen):
- In 1642, this exact fight exploded into a real, bloody war in England. King Charles I believed in the "Divine Right of Kings"—the idea that God put him on the throne, so nobody on Earth (especially not Parliament) could tell him what to do.
- Parliament, led by angry landowners and merchants, held the "power of the purse" (they controlled the taxes). They were tired of the King spending money on fancy art and useless wars without their permission.
- This clash split the country right down the middle and introduced one of the most controversial, fascinating figures in British history: a stern, military mastermind named Oliver Cromwell.
2. Body: The Core Content ("I Do, We Do, You Do")
Step 1: "I Do" - Direct Instruction (15 Minutes)
The educator presents the story of the war, focusing on the factions and Oliver Cromwell's rise. Key concepts to map out visually on a whiteboard or paper:
| Faction A: The Royalists (Cavaliers) | Faction B: The Parliamentarians (Roundheads) |
|---|---|
|
Who they were: Nobles, wealthy landowners, church leaders loyal to King Charles I. Their Look: Long, flowing curly hair/wigs, fancy silk and lace clothing, feathered hats. (They loved looking rich and stylish!) Key Belief: The King's word is law. Rebellion is a sin against God. |
Who they were: Puritans, merchants, townspeople, and farmers. Their Look: Very simple clothes, short-cropped hair (which earned them the nickname "Roundheads" because their hair looked like a bowl cut over their round heads/helmets). Key Belief: The law is above the King. Parliament must represent the people. |
Who was Oliver Cromwell?
Cromwell wasn't a noble. He started as a simple country squire (a farmer and minor landowner) who was deeply religious (a strict Puritan). When the war broke out, he realized Parliament’s troops were untrained and losing to the King’s experienced cavalry.
Cromwell did something revolutionary: he created the New Model Army. Instead of promoting officers because they were rich or noble, he promoted men based on ability and bravery. He trained his soldiers to be highly disciplined, deeply religious, and fearsome in battle. They became known as the "Ironsides" because they did not break under pressure.
Step 2: "We Do" - Interactive Decision-Making Game (15 Minutes)
Activity: "Cromwell's War Council"
The educator and Pehrsen will act as Cromwell’s inner war cabinet. We will look at three real-world tactical and ethical dilemmas faced during the war. Read each scenario and discuss the options before making a final decision.
The New Model Army needs horses, armor, and food. Parliament is running out of money. Do you:
- Option A: Force local farmers to hand over their crops and horses for free, promising to pay them back "someday" when the war is won. (Risk: Angry locals might turn against you).
- Option B: Melt down the gold and silver treasures from local churches to pay for supplies. (Risk: Deeply offends religious people, but pays the bills instantly).
Pehrsen's Turn: Discuss which option Cromwell (a devout Puritan who disliked fancy church decorations) would choose, and make your choice!
You have captured King Charles I. He refuses to negotiate or admit he did anything wrong. He is secretly trying to get foreign armies to invade England to restore him to power. Do you:
- Option A: Keep him locked up forever in a castle. (Risk: He will constantly plot escape and remain a symbol for Royalists to fight for).
- Option B: Put the King of England on trial for treason against his own people and execute him if found guilty. (Risk: This has never been done in British history and will shock the entire world).
Pehrsen's Turn: Weigh the risks. What are the consequences of executing a king? (Historical note: Cromwell chose Option B).
Step 3: "You Do" - Independent Creative Application (25 Minutes)
Project: The Battle of the Broadside (Propaganda Poster)
During the English Civil War, printing presses exploded with "broadsides"—one-page flyers designed to convince people to join one side or the other. Pehrsen will choose a side and design their own historical recruiting/propaganda flyer!
Your Design Mission:
Choose one of the following paths to design:
- Path A: Join the King's Cavaliers! Your poster should emphasize loyalty to the King, the glory of knighthood, and call the Roundheads boring rebels. Use fancy lettering, drawings of swords/crowns, and noble slogans.
- Path B: Enlist in Cromwell's New Model Army! Your poster should emphasize discipline, fighting for Parliament and liberty, and defeating the corrupt King. Use bold, strong lettering, symbols of shields, Bibles, or helmets, and strong, direct language.
Poster Requirements:
- A catchy, historical-sounding headline (e.g., "For God, King, and Country!" or "Down with the Tyrant, Rise with Parliament!").
- At least two reasons why the reader should join your side (based on what we learned today).
- A clear visual illustration showing the style/look of your faction (e.g., elegant Cavalier hats vs. practical Roundhead iron helmets).
- A call to action at the bottom (e.g., "Report to Oxford to join the King's Guard!" or "Join Colonel Cromwell's Ironsides in London!").
3. Conclusion: Summary, Reflection & Assessment
What Happened Next? (The Wrap-up)
In 1649, Charles I was indeed executed. For the next 11 years, England had no king. Instead, Oliver Cromwell ruled the nation. He eventually shut down Parliament himself and ruled as Lord Protector—acting suspiciously like a king, even though he refused the crown!
He was so strict that he banned Christmas celebrations, makeup, and theater-going because he thought they were sinful and wasteful. When Cromwell died, the people of England were so tired of his strict rules that they invited the dead king's son, Charles II, to come back and be king again!
Formative Assessment: Pehrsen's Reflection Questions
To check for understanding, have Pehrsen explain their poster design or answer these three quick "Exit Ticket" questions verbally or in writing:
- Why did King Charles I believe he didn't need to listen to Parliament? (What was that concept called?)
- How did Oliver Cromwell change how soldiers were chosen and promoted in his New Model Army?
- Look at your finished poster: What is the strongest argument you used to convince someone to join your faction?
Adaptations & Extensions
For Advanced Study (Extensions):
- Debate: Research the trial of Charles I. Pretend you are a lawyer for the defense (Royalist) and a lawyer for the prosecution (Parliamentarian). Write a 1-minute speech arguing whether a king can legally commit treason against his own people.
- Map Work: Look at a map of England during the Civil War. Color-code the regions that supported the King (mainly the north and west) versus those supporting Parliament (mainly the south and east, including London).
For Differentiated Support:
- Scaffolding for Poster: Provide pre-written slogans for Pehrsen to choose from and a template of a Cavalier/Roundhead helmet to trace or color in rather than drawing from scratch.
- Vocabulary Match-up: Cut out cards with key terms (Divine Right, Cavaliers, Roundheads, New Model Army, Lord Protector) and match them to simplified definitions before starting the independent design work.