Charles I Execution

National Curriculum Links

• History Key Stage 3:
  Pupils should be taught to:

  • Understand the key events and consequences of the English Civil Wars
  • Gain chronological knowledge of significant political developments in 17th-century Britain
  • Analyse and evaluate historical sources to make informed judgements
  • Develop understanding of cause, consequence and significance in historical events

• Relevant Programmes of Study References:

  • Pupils should study the causes, events and consequences of the English Civil War, including the execution of Charles I.
  • Develop skills in historical enquiry, source analysis and forming reasoned arguments.

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Learning Objectives

By the end of this 50-minute session, students will be able to:

1. Recall the key events that led to the execution of Charles I.
2. Explain the reasons both for and against the execution (regicide).
3. Analyse primary sources such as trial records and propaganda to interpret different viewpoints.
4. Formulate a balanced judgement about whether Charles I was a tyrant deserving execution.

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Lesson Structure

1. Starter (7 minutes):

Question: “What type of person wanted Charles executed?”

• Present to students a curated profile of Charles I (images, brief quotes).
• Ask students individually to brainstorm and write down adjectives describing people who might want him executed (e.g., Parliamentarians, radicals, Catholics, etc.).
• Group discussion to share ideas and introduce the notion of political motives and tensions.

Curriculum focus: Activating prior knowledge and developing understanding of historical context.

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2. Main Activity Part 1 (15 minutes):

For / Against Execution Table

• Provide students with a two-column table to complete in pairs or individually:

  For Execution	Against Execution
  E.g., Charles challenged Parliament’s authority	E.g., He was a divine-right king

• Information scaffolding sheets included, summarising key points to encourage accessibility.
• Encourage students to use sentence starters such as: “One reason why Charles was executed is…” and “However, some believed…”

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3. Main Activity Part 2 (15 minutes):

Source Analysis: Trial Records & Pamphlets

• Deliver 2-3 short, age-appropriate extracts:
  • Trial record excerpt stating charges against Charles I.
  • Pamphlet supporting execution (Parliamentarian perspective).
  • Pamphlet opposing execution (Royalist perspective).
• Students work in pairs to answer guided questions:
  • What is the source’s opinion about Charles?
  • Is the source biased? Why?
  • What evidence is used to support their view?
• Teacher to clarify legal vs moral arguments, focusing on explaining terms like ‘regicide’, ‘tyranny’, and ‘divine right of kings’.

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4. Debate (8 minutes):

Was Charles a Tyrant?

• Small group debate with roles assigned: some represent Parliament, others Royalists.
• Each group presents 1-2 arguments.
• Teacher facilitates to ensure respectful listening and encourages use of evidence from previous activities.

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5. Plenary (5 minutes):

One-Sentence Judgement

• Students write their final judgement on: “Was the execution of Charles I justified?”
• Provide sentence starters:
  • “I believe the execution was justified because…”
  • “I think Charles I was unfairly executed because…”
• Teacher collects judgements as an exit ticket to assess understanding.

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Addressing Gaps & Differentiation

• Clarification of legal vs moral arguments: During source analysis and class discussions, the teacher explicitly explains the difference, using simplified definitions and examples.
• Sentence starters & scaffolds: Provided throughout to support writing and speaking confidence.
• Small class size (6 students): Allows personalised support and deeper questioning.

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Deepening Knowledge Extensions (Optional / Homework)

• Explore whether Charles’ trial was fair comparing with modern legal processes.
• Investigate how other European monarchies (e.g., France, Spain) were dealing with political dissent during the 17th century—contrast with England’s regicide.
• Present mini-reports or posters in next lesson for enrichment.

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Resources Needed

• Charles I profile handout
• For/Against execution table printout
• Age-appropriate trial records and pamphlet excerpts
• Sentence starters handout
• Whiteboard or projector for starter and debate prompts

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Assessment Opportunities

• Formative assessment through contribution in table activity and source analysis discussion.
• Summative assessment via plenary one-sentence judgement writing task (evaluated for historical understanding and reasoning).
• Informal teacher observation during debate assessing engagement and use of evidence.

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Teacher’s Tips for Engagement

• Use role-play or character cards in the debate to energise debates and build empathy with historical figures.
• Incorporate visual aids (portraits, infographic timelines) to enhance recall and contextual understanding.
• Encourage questioning during the debate to develop critical thinking about authority and justice in history.

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This lesson plan is designed to meet the needs of Year 8 students studying the complexities of the English Civil War and regicide in line with the English National Curriculum, focusing on key content knowledge, source skills, and critical judgement development.