Oliver Cromwell: hero or villain? - Christopher

This piece of work came at the end of a series of four lessons examining the life and career of Oliver Cromwell, with the key focus of 'hero or villain'. 

The first lesson involved a general study of Cromwell’s rule in England and the changes this brought about. The second lesson introduced pupils to a number of sources, both primary and secondary, dealing with the events at Burford Church. Pupils watched a short video, 'What happened at Burford Church?', from the BBC History file. At this point, pupils discussed in pairs and then fours what they understood by the term war criminal (with reference to recent examples).

The teacher then asked the pupils to complete in class and for homework a set of tasks on events at Burford. This task was designed to meet the needs of all pupils, but also to extend more able/gifted and talented pupils. The teacher identified certain literacy objectives as a key element of the activity.

In the next lesson pupils learnt why Cromwell went to Ireland in the autumn of 1649 and looked at an outline of events in Drogheda (and Wexford). They also learnt about controversy over Cromwell’s actions. Pupils analysed seven sources of information against Cromwell, first in groups and then as a whole class. Pupils then wrote a short prosecution speech.

In the final lesson, pupils watched a short video from the 2003 BBC key stage 3 series of programmes on interpretation. This gave them an alternative view on Cromwell. The pupils then analysed further sources again in pairs and as a whole class, drawing out various points.

The pupils then carried out their big task - a piece of extended writing based on the learning in the topic. The teacher gave them guidelines, linked to level descriptions, on what to include.

Although the work covered was primarily to do with political history, aspects of social and cultural history formed part of the unit of work. The work also included aspects of citizenship, specifically 'the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.' However, attainment here was not directly recorded within this assignment.

To define the terms 'hero', 'villain' and 'war criminal'.

To discuss events at Burford Church and to devise questions they would like to ask of those who produced the various sources of evidence about the events in Drogheda .

To select and organise information from various primary and secondary sources and to encourage pupils' own research.

To produce a structured piece of writing describing and analysing Cromwell’s life, making appropriate use of relevant dates and terms.

To analyse why there are different interpretations of his life and of key events such as Burford and Drogheda.

Christopher is considered to be one of the brightest pupils in year 8. He is on the gifted and talented list and shows particular aptitude for history and geography.

Christopher's work shows a good grasp of the main events and interpretations of Cromwell’s career and demonstrates the ability to identify and evaluate sources of information from a range of quite complex historical sources and information. He has used these critically to reach and support conclusions, which demonstrates work at level 6 in historical enquiry.

Christopher has taken a wide range of sources into account, including his own research, which he acknowledges in his bibliography. He has considered different interpretations of the events from the time from complex sources. He has then organised that information into a well-structured piece of work that makes appropriate use of relevant dates and terms. This work is at level 6 in organisation and communication.

In discussions, Christopher and his partner were able to analyse the strengths and weaknesses of the sources with reference to provenance. For example, he questioned the authenticity of the Irish 19th-century picture and also raised questions about how Tom Reilly collated his evidence: he questioned why there might be no records or eye-witness accounts of mass burials and why the massacre might not have been discussed at the meeting in October 1649. He also showed awareness that the refusal of the governor to surrender was a key point.

The notes on discussion points Christopher raised show clearly that there are different historical interpretations and explanations for events, and towards the end of his work he begins to offer explanations as to why these differing views have come about, showing attainment at level 6 in interpretation. He also offers some suggestions as to why the traditional view of events is used. This point could have been developed further with reference to more recent history, but this was beyond the scope of the assignment.