Resources for Teaching History: 11–14 9781472926630, 9780826424556

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Introduction Teachers have so many things to do that creating new, inspiring lessons can often, ironically, be last on the list. This book is designed to assist you by providing lesson ideas for any occasion that you might need them. It is a practical user-friendly resource containing more than 70 National Curriculum-linked lessons suitable for pupils aged 11–14, informed by current ideas about teaching and learning. All activities are aimed to support and reinforce your teaching, with suggestions for different methods of delivering lessons that aim to promote pupils’ enjoyment of the subject by encouraging their curiosity and imagination, and helping them develop enquiring attitudes and an engagement with the past. There are activities for individual, pair and group work. The format of this book is flexible, and can be used as an ideas bank or as a workable resource for a department. Intended to augment your own lessons, the lessons given here are not an entire Key Stage 3 (KS3) course but they do give practical support whenever you might require it. About the book By exploring interpretations, judgements and evaluations, and developing pupils’ understanding of the causes, effects and consequences of important historical events, the lessons in this book will help pupils learn to research and interpret logically; to analyse links and connections between events and to overcome their own and others’ assumptions and prejudices. The lessons will help them to construct rational accounts of the past, consistent with available evidence and will introduce them to political, economical, technological, scientific, social, religious, cultural and aesthetic perspectives. There are opportunities for pupils to demonstrate responsibility, initiative, creativity and enterprise in organizing their own time and resources, prioritizing their actions and anticipating, taking and managing risks. The lessons reflect a variety of learning and teaching styles, broad enough to develop pupils’ understanding of concepts and processes, fostering challenging enquiries and in-depth investigations. Lessons are structured to help you meet National Curriculum requirements and will help your pupils: 1. gain an increasing range and depth of historical knowledge, as well as the ability to make 2. 3. 4. 5.

links and connections within and across historical periods; develop an understanding of general and specific historical concepts; attain greater understanding of and proficiency in the use of historical skills; enhance conceptual understanding across a variety of historical contexts; increase the ability to communicate knowledge and understanding using language appropriately and accurately.

How this book is organized This book contains 78 lessons. Intended to make your life easier, most can be adapted as you prefer and a variety of methods and approaches are covered. Each lesson is organized as follows: 1. 2. 3. 4. 5. 6. 7. 8.

Introduction Aims and outcomes Starter Main phase Plenary Suggestion for homework Make it easier! Make it harder!

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Flexibility There are activities for individual, pair and group work. Use the lessons at any time for any reason, adapting them if necessary to augment your own teaching and your pupils’ learning. Almost all the lessons are designed to take approximately one hour, but some are longer and may be best delivered over two lessons. You can, however, adapt any of the lessons to fit your own needs by missing out the starter or plenary, for instance. For in each section of the lesson plan an approximate timescale is provided, so you can use whichever bits you like – this should help you keep the lesson moving at the right pace. There are a huge variety of curriculum-linked topics in this resource, so you can use all the lesson plans in order or mix and match as you like, for instance, if you need to underpin a project you already have underway, if you are filling an extra period, if you are not in your usual classroom, or if you want to recap or reinforce a topic that you have been covering. The lessons will offer you something different that you haven’t already tried, or they might reinforce something you have already been teaching. Attainment targets and levels By participating in the lessons in this book, pupils should learn various skills and accomplishments such as: • Knowledge and understanding of why changes occurred; what circumstances arose to enable changes to occur; what caused situations and occurrences and the consequences of events. • Historical skills, including research and investigation, using sources, interpretation. • Citizenship, such as human rights and responsibilities. • Literacy, through learning to write articulately, using historical vocabulary, thought through sentences and paragraphs. Key areas The lesson suggestions in this book are practical, task-based and active, designed to stimulate the imagination of pupils and to cover several key curriculum areas. All lessons identify appropriate aims and outcomes and encourage pupils to consider how the past influences the present; to put the past into context or to understand chronological progression and development. The activities encourage pupils to reflect on their personal choices, attitudes and values; to research, use evidence, assess, evaluate, consider and to reach their own conclusions. Levels The lessons are designed to help pupils use significant dates and terms appropriately and to select and combine relevant information from a range of sources and interpretations. In order to attain some of the higher attainment levels, these lessons will also help pupils develop a chronological awareness and sense of the past, a range and depth of historical knowledge, the ability to use historical sources and communicate their understanding in a variety of forms. The lessons encourage pupils to write with increasing independence, structuring historical accounts and analysing accurate and relevant detail. Timing Most lessons should take about one hour but can be adapted to fit into your lessons. You can adapt these to suit you by, for example, missing out on the starter or plenary. Some are longer and can be used over more than one lesson. Where this is the case, it is clearly stated. Each part of the lesson is given a time allocation to help you to stay within the time. Homework times stated are for your explanation to your pupils. They should spend between 20 and 30 minutes on each individual homework task. Building on Key Stage 2 At the start of Key Stage 3, it is quite important for you to know what your pupils learned at Key Stage 2 as this can vary considerably. While the curriculum covers certain aspects, there can be much variety in individual interpretation and teaching, so it will be helpful for you to be aware of ix

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what your pupils already know. Then you can begin to build on their understanding of key ideas and concepts and create opportunities to underpin ideas and knowledge that some of them may have found difficult earlier on. Differentiation Teaching history requires a balance between conveying information and helping pupils to become active investigators. In the lessons in this book, most pupils will learn how to use sources, collect information and present their work. The need to challenge all students is always one of the trickiest areas (perhaps along with getting everyone to finish tasks to a comparable level at a similar time). This is another issue that has been considered in the planning of these lessons and at the end of each lesson you will see ‘Make it harder!’ – this includes suggestions for stretching more able pupils, and ‘Make it easier!’ – which gives suggestions to help less able pupils. Appropriate methods of learning and activities that will assist the transition to Key Stage 4 history are made in many of the lessons. Key Stage 3 history content The Department for Children, Schools and Families (DCSF) Standards website states that all pupils learning history at Key Stage 3 should be able to: • show an understanding of characteristic features of historical events, beliefs, attitudes, people, situations and periods • accumulate and understand in context general concepts • analyse and explain the causes of events and their effects, the relationships between causes, the significance of particular causes, the motivation of and role played by individuals • analyse and explain changes • assess the significance of some factors, events or periods of history • pose valid historical questions and hypotheses • show independence when investigating questions, and use rigorous approaches to solving them • use and analyse a wide range of historical sources • analyse and explain historical interpretations • recall, select, classify and organize historical information • use historical terminology accurately • provide well-structured narratives, explanations and descriptions • communicate their knowledge and understanding of history using a wide range of techniques Pupils should learn: • that history helps explain the present • to ask questions to gain clarification or further information • to use appropriate vocabulary • that historians need to use more than one source to find out about a person or event in the past (From http://www.standards.dfes.gov.uk/schemes2/secondary_history/teaching?view=get – March 2010) Key to icons There are two icons, which appear throughout the text. ICT equipment or computers required for this lesson Extra print resources (textbooks, dictionaries, etc.) required for this lesson Having these resources available will enhance the learning, but in most cases the teacher can easily adapt the plan to conduct the lesson without ICT or textbooks, if necessary. x

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The Roman Empire Introduction: This lesson will introduce pupils to the ways in which ancient Roman society was organized. A short introduction can be found on the companion website. Aims and outcomes: At the end of the lesson, all pupils should have a basic understanding of the

different social groups in ancient Roman society. Most pupils will understand why the poor were unlikely to become senators and some pupils should be able to explain the extent of the differences between contrasting social groups and the relationship between these differences and access to power.

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Starter (10 minutes): In pairs, using textbooks, dictionaries or the internet, pupils should spend 10 minutes finding out meanings of the following terms: power, government, empire, republic, trade, slavery, social, political, economic and cultural. These words can be found on the companion website, so that you can project them onto the board for your pupils. Main phase (35 minutes): Ask the class, ‘what is the difference between a republic and an empire?’ Individually, they should find out why ancient Rome changed from one to the other and why the change took place. For this, they can use a selection of books from the school library, their textbooks, the internet or they can make notes from your introduction. You could give them the brief introduction from online sources or one of your own. Individually, pupils should investigate the social groups in ancient Rome and write explanations about each group. Tell them that detailed written information and illustrations will be marked highly. For instance, pupils should try to find out about the ways in which different citizens dressed, what they ate and what their occupations might have been. Who could marry who? What about social mobility? For this exercise, pupils could begin by working in rough and then complete their work on large sheets of plain paper, adding colour and illustrations. Plenary (10 minutes): If there is time, split the class into different social roles, including consuls,

patricians, slaves and so on. Provide them with a situation that they have to resolve in less than 10 minutes. At the end of the 10 minutes, ask how those who were not allowed to take part in sorting out the issue felt. Suggestion for homework (5 minutes): Ask the pupils to find out why ancient Roman society

was organized in this way? Pupils should divide a page into two columns, giving some of the advantages and some of the disadvantages of the arrangement. Make it easier!

Less able pupils will be able to show a basic understanding of the different social groups but will probably not be able to enter into too much complexity and detail. They should be encouraged to find out what the Romans wore and to make clear, bold illustrations to enhance their written work. Make it harder!

More able pupils should be encouraged to explore the complexity of the social groups and to include as much information as possible.

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The Roman Empire TA SK SH EE T

Using books or the internet, investigate the three social groups in ancient Rome. Make notes about each group under the headings: Patrician, Plebeian and Slave, explaining what these individual groups of people were like. Include at least six facts under each heading. Facts could include how different citizens dressed, what they ate and what their occupations might have been. Who could marry who? Could they raise their social status? When you have enough facts for each, write them in your exercise book, using one page for each social group.

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Medieval timelines Introduction: Learning about timelines is important to help pupils understand and visualize chronology and sequences of events. It is also a valuable exercise to introduce the concept of duration. This activity does this by relating the length of time covered during historical events to pupils’ own lives and the lives of their relatives. Aims and outcomes: This activity will involve independent learning, research and discussion.

Through the use of Information and Communication Technology (ICT) and the internet, all pupils will interpret the importance of events in history, identifying dates of specific historical events. Most pupils will gain a basic understanding of time lengths and some will comprehend the concept of duration and recognize relevant dates. Starter (10 minutes): In a teacher-led discussion, ask for at least ten important events that have occurred between the year 1600 and the present day. Write them on the board as they are mentioned. Once you have between eight and 12 events, ask the class to put them in chronological order. Main phase (25 minutes): History textbooks will be useful here.

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Part 1 (15 minutes): Pin a long roll of paper on the wall, such as parcel paper, lining paper or the back of a roll of wallpaper. Let pupils take it in turns to come and write on it, from left to right, in felt tip. You will guide them, but they are participating. The answers are on the teacher’s cheat sheet online. Discuss with the class the different durations of their reigns and ask them to associate the lengths of time with things that they can relate to. Welcome original, but pertinent suggestions. Part 2 (10 minutes): Everyone should answer the questions on the task sheet. Plenary (10 minutes): Select 12 pupils and give each a label – Richard II, Henry VI, Edward IV,

Henry I, Edward I, William the Conqueror, Robert the Bruce, Edward III, William Rufus, Henry III, Edward II, Henry II – they have 10 minutes to stand in the correct chronological order of when they came to the throne. They may have help from their classmates, but it all has to be done in silence! The answers are on the teacher’s cheat sheet online. Suggestions for homework (5 minutes): Pupils should make their own versions of the timeline

they considered in the lesson, using coloured pens or, if they have computers, using software such as MS Paint. The highest marks will be awarded for further information, colour, symbols, miniature pictures or anything else that makes it look attractive and comprehensible. Make it easier!

Students could answer the questions on the task sheet working in small groups. Make it harder!

Arrange for students to carry out their own research about a famous medieval figure write out their findings as a short ‘interview’.

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Medieval timelines TA SK SH EE T

How speedy are you at finding out facts? Find out the answers to the following and write the answers next to the questions: • When was the Battle of Hastings? • How long was William I’s reign? • When did William Rufus inherit the throne? • How long was his reign? • When did Richard I reign? • How old was Henry III in 1216? • When did his reign begin? • What are the dates of Edward I’s reign? • When did he expel all Jews from England? • In what year did William Wallace defeat the English army? • For how long had Edward been king by the time he defeated William Wallace at the Battle of Falkirk? • When was Robert Bruce crowned king of Scotland? • When did Scotland gain independence from the English? • In what year was Edward II crowned king of England? • For how many years did Edward III reign? • When was the Peasants’ Revolt? • What happened in 1400? • When did the following rulers mount the throne? Henry IV, Henry V and Henry VI. • When were the Battles of Mortimer’s Cross and Towton? • When was Henry VI imprisoned by Edward IV? • When did Edward IV die? • In what year did Richard III become king? • In what year was the Battle of Bosworth?

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Medieval Britain timeline Introduction: This is slightly different in structure and outcome from the last lesson. It involves understanding more about events in England between 1066 and 1485. You will need to print out the online events and dates and make these into cards (these could be laminated for later re-use). Aims and outcomes: All pupils will try to understand and learn about events during the era known

as the medieval period, using books and online information to find out about events of that time. Most pupils will be able to read timelines and to comprehend duration and time distances and some pupils will remember important dates covered. Starter (5–10 minutes): Using sticky labels like Post-its, stick the name of one of the people highlighted in this lesson (e.g. Thomas Beckett) on the forehead of one student. They must ask the rest of the class yes or no questions to try and work out who they are. They get 15 questions. Do this for two or three students if there is time.

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Main phase (35 minutes): Give out the event cards that you printed off earlier to a mixture of

students. Standing in a broad semicircle, ask pupils to put themselves in chronological order according to the event on their piece of paper. Give them 3 minutes. After 3 minutes, they must stand where they are, holding their piece of paper in view. (The answers are on the teacher’s cheat sheet online.) Ask the rest of the class if they are correct and if not, select one child at a time to come up and move one person and then sit down. Do this until the whole class is happy with the order. Next, give out the date cards to the students in the semicircle and ask them if they still believe that they have matched the correct dates to the events. If it’s becoming a bit of a random guessing game, allow the remaining students to use textbooks to work out the correct order. Once everyone is in chronological order, make sure everyone has a good look; they can then sit down. Split the class into small groups of three or four and give each group one of the event cards (numbers per group should be as even as possible and you should try to mix more able students with some of less able students in the class). For the rest of the lesson, each group must find out about the event on their paper and begin to prepare a 5-minute talk about it for the next lesson. They may illustrate their talks with pictures, PowerPoints or other materials if they wish. Plenary (10 minutes): Find out what everyone has discovered. What has been difficult to research?

What are their concerns about giving the talk? Are they sharing the speaking? Will they have a question and answer session? Will they illustrate their talks? Involve as many pupils as possible in this discussion. How are they managing as a team? How will they have found out more by next lesson? Does anyone have any further ideas? Suggestions for homework (5 minutes): Continue planning and preparing the talks for next

lesson. Make it easier!

Encourage broad participation. Make sure that groups are working well together and that they all know what they are aiming for. Watch out for any children managing to become ‘invisible’ and try different strategies to involve them, such as suggesting individual, connected tasks or give those individuals greater responsibility within their groups. Make it harder!

From their textbooks, pupils should investigate one of the events discussed during the lesson and to produce illustrations like a comic strip based on one of the events. 6

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Medieval Britain timeline TA SK SH EE T

You are going to prepare a talk about the events between 1066 and 1485 in medieval Britain. All talks should have a beginning, a middle and an end. Consider how you will grab your audience’s attention – this is called the ‘hook’. It could be an interesting fact, an image or a piece of play acting – relevant to your talk. Once they are listening, launch into what you have to say, pausing between each sentence and speaking out clearly. You may find that illustrating your talks (with pictures you have found in books or on the internet) helps to keep your audience interested and focused. When you finish, leave them with another interesting fact to think about and invite questions. Make sure that everyone in your group has a role that they are happy with. Decide on a speaker or if all of you are going to speak, make sure that everyone knows what they are going to say – in other words, spread the work fairly among the group. You may like to use PowerPoint or video clips in your presentation to make it more interesting for the audience. Make sure you discuss this with your teacher to ensure that the equipment will be available on the day.

© Susie Hodge, 2010. Resources for Teaching History: 11–14. 7

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Using sources Introduction: Pupils will clarify their understanding of the meaning of the historical terms primary and secondary source material, learn to differentiate between the two and learn how to use sources to discover information. Aims and outcomes: At the end of the lesson, all pupils will know what a source is and the

difference between a primary and a secondary source; most will understand how historians use source material to gain information. Some will understand how to analyse sources. Starter (10 minutes): Provide images of a mixture of primary and secondary source material.

(A selection of useful links is provided online in the companion website.) Pupils should write down whether each source is primary or secondary. After 5 minutes, discuss this. Make sure that everyone understands a) what a source is and b) the difference between primary and secondary sources. (In simple terms: a primary source is something that originates from the past; a secondary source is something that has been made recently about the past).

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Main phase (35 minutes): Part 1 (20 minutes): Before you begin the main part of the lesson, ask

the class to suggest further primary and secondary sources. Pick on people if necessary – it is better for them to get it wrong than to misunderstand. Next ask what questions might someone ask about a source to find out about it? Provide a primary source, such as an image from the Bayeux Tapestry (e.g. www.bayeuxtapestry.org.uk). They should answer the questions on their task sheet for source 1. After 10 minutes, discuss their answers. They will probably only be able to guess at the answers, but logical conclusions should be encouraged and praised. Next, show them Winston Churchill’s speech on Dunkirk from the online resource (or play a recording of it e.g. www.poetv. com/video.php?vid=58114 or www.youtube.com/watch?v=Ojtm7Pb1QLM). Part 2 (15 minutes): Organize the class into small groups and allocate a theme to each group, such as war, inventions or important people. Using books and the internet, they are to find primary and secondary sources that they would need to write an archaeologist or historian’s report on their findings, making clear what is fact and what is conjecture. Plenary (10 minutes): Discuss the differences between primary and secondary sources. Ask

students to show the class an example of each. Provide a variety of images and written sources. Suggestion for homework (5 minutes): Pupils are to find a historical source, which can be primary

or secondary, and they are to write a short analysis of it. Make it easier!

Give a less able group primary and secondary source samples. Tell them which are primary and secondary and ask them to study and discuss them and then tell you what they can find from each. What are the pros and cons of each type of source from the point of view of a historian? Make it harder!

If more able pupils finish the lesson tasks, show them an image or written source, either primary or secondary, and ask them to write an analysis of it. Suggestions include: Queen Elizabeth I the Armada Portrait, attributed to George Gower c.1588–89, The Execution of Lady Jane Grey, Paul Delaroche, 1833, an excerpt from Piers Plowman by William Langland, c.1360–99 or an extract from the Domesday Book, 1086

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Using sources TA SK SH EE T

Source 1: 1. Is this a primary or secondary source? 2. What does it show? 3. Who do you think made it? 4. When do you think it was made? 5. Why do you think it was made? 6. Why is it important? 7. How has it survived?

Source 2: 1. Is this a primary or secondary source? 2. Who said it? 3. When was it said? 4. What was it about? 5. Why is it famous? 6. What does it tell us about that particular moment in history?

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Who should be king? (Over two lessons) Introduction: Working in three groups, the class is going to debate and use their own propaganda

to try to convince each group who should be king. Aims and outcomes: Within their groups, pupils will have to do a considerable amount of research

on ‘their man’ and to present him as an excellent candidate for the succession. All pupils will select a contender for the throne and, using their interpretation of facts and evidence, they will produce persuasive material to convince the rest of the class of their candidate’s suitability to rule England. Most pupils will be able to uncover relevant facts and understanding about the English succession and some pupils will be able to convince the class that their contender should have been crowned king. Starter (10 minutes): Divide the class into three groups. Give each group the name of one of the

candidates for the throne: Harold Godwinson (Earl of Wessex), William (Duke of Normandy) and Harald Hardrada (king of Norway). They have 10 minutes in which to discuss what they know about them and to research their person to find out as much as they can about why he had a claim to the English throne, his attributes and suitability for the task.

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Main phase (over two lessons, so two lots of 40 minutes): Ask the class to imagine a new king is

going to be elected. Your class is divided into three groups and each group believes that a different man should be king. They are going to try to convince the public that your candidate is the right man for the job. Once the 10-minute fact-finding exercise is over, they have the rest of the lesson to develop a campaign that will support their candidate and persuade others in the class to vote for him. Each group can choose how they will explain to and convince others why their contender should be king. They can think of their own material, but each group must produce either a poster or leaflet and prepare a persuasive talk. Plenary (5 minutes): Without giving too much away about the contenders, discuss with the class

how the media works – how do they create a positive image and convince us that someone is worthy? Suggestions for homework (5 minutes): Students must prepare their talk for the next lesson –

and find out who Edgar was! (First person with the answer in the next lesson could receive a small reward, such as a house point). Make it easier!

Vary the abilities of the groups, so less able pupils are joined with more able pupils. NB: The ensuing lesson will be the delivery of the talks and marketing material. You (with an assistant if possible) must mark each on a) the depth and breadth of research; b) the approach and persuasiveness of the talk; c) the originality and coherence of the marketing material. Make it harder!

If possible, each member of the group should have something to say in the talk and all should be able to contribute to the making of the marketing material. Make this clear at the beginning of the lesson and remind pupils of this at the end of the lesson. Differentiation should not be made by people missing out on valuable experience, but neither should they be bullied into participating in something they are worried about, so try to keep a view on proceedings. 10

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Who should be king? TA SK SH EE T

Part 1 You have been divided into three groups. Your group will have been given the name of one of the candidates for the throne: Harold Godwinson (Earl of Wessex), William (Duke of Normandy) and Harald Hardrada (king of Norway). In 10 minutes, discuss with the rest of your group what you know about your candidate for the throne. Between you, delegate tasks. Who, for instance, will find out about his background? Who will find out about his claim to the throne? It doesn’t matter too much if you are finding out the same things as long as you are using different resources. Between you, answer the following questions: 1. Why did England need a new king? 2. Why was there no direct heir to the throne? 3. Who were the three men who had claims to the English throne? 4. What roles did the three men have in their countries?

Part 2 Your group is going to try to convince the rest of the class that your candidate is the right man for the job. You are going to develop a campaign that will support your candidate and persuade others in the class to vote for him. Your group must produce either a poster or leaflet and prepare a persuasive talk. Consider how you will create a positive image and convince the rest of the class that your man is worthy of being king. Your poster or leaflet should say: ‘Vote for . . .’ (insert the name of your claimant to the throne). Then give reasons why the class should vote for him and not for the others.

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Causes and consequences of the Norman Conquest Introduction: Using ICT, pupils are going to examine the causes and consequences of the year

1066. Aims and outcomes: All pupils will investigate the Norman Conquest of England; use online

information to find out about the events leading up to it and the eventual results of the Conquest. Most pupils will be able to follow this up with a factual piece of writing that demonstrates a broad understanding of the causes and consequences of the Norman Conquest and some pupils will produce a thorough piece of writing that demonstrates their in-depth knowledge that has been informed by thorough research. Starter (5 minutes): Pupils have 5 minutes to decide what to investigate. Tell them that they are going to be looking into the reasons and results of the Norman Conquest. Ask the students to jot down what sorts of things they will search for, such as royalty, reasons for the conflict, the Battle of Hastings, the French and the British actions. Main phase (45 minutes): In the ICT room, pupils should log on and spend 20 minutes exploring

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and investigating the topic. After 20 minutes, stop the class and share results; find out if there are any ideas or questions that have arisen. After a further 10 minutes, all pupils should print what they have discovered. In their books, they should create a comic strip depicting the events (this might continue into another lesson or homework). Suggested resources: http://historymedren.about.com/od/normanconquest/a/conquest4_2.htm http://historymedren.about.com/od/normanconquest/Norman_Conquest.htm http://battle1066.com/

Plenary (5 minutes): For the last 5 minutes of the lesson, stop everyone and, involving as many

students as possible, ask the following questions: what has everyone discovered? What were the major problems? How could they have worked better as a team? How could they have found out more? How could they make the timeline look more effective? How could they show time lengths between events more clearly? Does anyone have any further ideas? Suggestion for homework (5 minutes): All students should answer the questions listed on their task sheets, writing in full sentences. (A teacher’s cheat sheet with answers is provided online.) Make it easier!

It might be advisable to allow pupils to research online in class in pairs. Make sure that each pupil knows what he or she is researching and how to do it. Make it harder!

Keen pupils could produce a complete ‘contemporary’ magazine, or spend time on the comic strip, perhaps using their computer at home.

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TA SK SH EE T

Causes and consequences of the Norman Conquest Answer the following questions in your rough book, using full sentences: 1. On what date did William arrive in England? 2. Where did he land and what did he build once there? 3. On what date was the Battle of Hastings? 4. What did the Normans do in the Battle of Hastings? 5. What did the English do in the Battle of Hastings? 6. Why did the Normans win? 7. When and where was William crowned king of England? 8. On what date did Edward the Confessor die? 9. Why was there no direct heir to the throne? 10. Who were the three men who had claims to the English throne?

11. Who was Harold of Wessex? Briefly (in one or two sentences) explain his claim to the throne. 12. Name the two other claimants to the English throne. 13. Explain briefly why each thought they could claim the English throne. 14. What is a ‘claimant’? 15. Out of the three, who do you think had the greatest claim to the English throne? 16. Who was crowned the new king of England and when was this?

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The Bayeux Tapestry Introduction: Working in teams, students are going to make collages telling their own version of a part of the Norman Conquest. Aims and outcomes: All pupils will investigate the Norman Conquest of England, using online

information and books to find out about the events involved, and will interpret this with a visual diary of events. Most pupils will plan and organize their stories clearly and some will produce original visual explanations. Starter (5 minutes): Introduce pupils to the Bayeux Tapestry. There is a brief introduction on the

online teacher’s cheat sheet. Main phase (45 minutes): If you have access to computers, the online resources will direct you to some useful websites about the Bayeux Tapestry. Pupils are to find out about the Bayeux Tapestry, what was included, how it was composed and structured, what types of things are illustrated and how the story unfolds. Their task is to create their own collage, along the same lines, telling any part of the story of the Norman Conquest, from whichever point of view they prefer, i.e. that of the Normans or that of the Saxons. In groups, allow pupils the use of materials, such as coloured paper or fabric, any trimmings, glue, scissors and large sheets of paper on which to mount the collages. Teamwork is required, so they need to plan and prepare before they actually start cutting and sticking. Plenary (5 minutes): Once finished, if possible, allow each group to pin or stick the collages on

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the wall and each group should also speak to the rest of the class about their work. Suggestion for homework (5 minutes): Pupils should read about the Bayeux Tapestry, find out

what they can and write eight sentences about it. Make it easier!

Magazines could be provided so some students could cut out actual figures for their collages, rather than having to make them from scratch. Make it harder!

Everyone should be allowed a say in the content of their collage, how the work is presented and what they tell the rest of the class about it. If some are speeding ahead with this task, allow them to make another collage. They could also write a commentary to go with their collages, explaining each element.

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The Bayeux Tapestry TA SK SH EE T

Find out what you can about the Bayeux Tapestry: what was included in it, how it was composed and laid out, what types of things are illustrated and how the story unfolds. Your task is to create your own collage in a similar sort of way, telling any part of the story of the Norman Conquest, from whichever point of view you prefer (you can be on the side of the Normans or of the Saxons). In the group that your teacher has put you in, plan and prepare your ideas in rough before you start cutting and sticking.

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8

The age of castles Introduction: Pupils are going to make a booklet about castles in the Norman times. Pupils will be able to choose whether to concentrate on methods that enemies used to attack Norman castles or life in a Norman castle. Aims and outcomes: At the end of the lesson, all pupils will understand how the Normans controlled the land by building castles. Most will identify the features of different types of castles and some will recognize how Norman castles evolved; what aspects were particularly successful and what aspects were ineffective. Starter (5–10 minutes): Using all accessible resources, such as books, the internet or posters,

pupils are to answer the questions on their task sheets. Main phase (35–40 minutes): Give each pupil an A3 sheet of plain paper. They are to produce

a booklet that explains how, when, where and why Norman castles were built; how they evolved and the different materials that were used to build them. Then each pupil must decide whether he or she will investigate life in a Norman castle or the methods that were used by enemies to attack Norman castles. Each pupil must explain how and why castles first emerged under William I, how they developed over time and why they declined in the sixteenth century. They will need to include writing and illustrations. They can choose how to fold their sheets of paper – either in half, thirds or even quarters. It is up to you whether you let them type and print the text or whether they rule lines and write. They should pay attention to the content and presentation. See the online resources for useful websites and a vocabulary sheet to display on the board.

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Plenary (5–10 minutes): Between 5 and 10 minutes before the end of the lesson, a selection

of pupils (with a range of abilities) should critique their own leaflets, explaining why they have designed it as they have, what they found difficult, what they enjoyed and what they would have done differently if they had been given more time. Suggestion for homework (5 minutes): The students are to spend 20–30 minutes making sure

that their leaflets are clear and concise and contain all necessary information. Make it easier!

Give less able pupils a list of useful vocabulary. They might need some extra time to complete this lesson. Make it harder!

More able pupils could extend their booklets with an additional sheet.

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The age of castles TA SK SH EE T

Answer the following questions: 1. Why were Motte and Bailey castles built? 2. Where were Motte and Bailey castles built? 3. When were Motte and Bailey castles built? 4. What were their main disadvantages? 5. What was built instead?

You should have an A3 sheet of plain paper. You are to produce a booklet that explains how, when, where and why Norman castles were built; how they evolved and the different materials that were used to build them. Decide whether you will investigate life in a Norman castle or the methods that were used by enemies to attack Norman castles. From your research, you must explain how and why castles first emerged under William I, how they developed over time and why they declined in the sixteenth century. You must include writing and illustrations – these should be neat and bold. You can choose how to fold your paper, such as in half, thirds or even quarters, but be careful to make it look smart and presentable, not messy and fiddly. Pay close attention to the content and presentation of your booklet.

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9

The feudal system Introduction: How did a foreign king invade and conquer England? Using a range of strategies, including victory in battle, strong castles and the feudal system, William both conquered and controlled Saxon England. This activity looks more in-depth at the feudal system. Aims and outcomes: At the end of the lesson, all pupils will understand the feudal system – what it

was, how it worked, whether it was successful and how it affected those involved. Most will be able to write competently researched diary entries and some will produce fluent and comprehensive diary entries. Starter (10 minutes): Introduce the topic ‘What was feudalism?’ Encourage thoughtful suggestions about the division of society. Explain that the Normans were not the first to divide society like this, but they were the first to enforce the feudal system rigidly. Without the Romans’ protection that had lasted for 400 years, medieval Europe was violent and dangerous. Ask why the pupils think this gave rise to feudalism? Write sensible suggestions on the board. They should find out what the following words mean: fief; lord; vassal; sheriff; tithe; villeinage, and write their answers in rough. The words are also available online to display on the board.

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Main phase (35 minutes): Using the board, introduce the feudal system with a list: the King;

Barons; Knights and Peasants. Discuss the different roles and positions of each. Explain about loyalty and trust and how classes were aligned with each other across Europe. Discuss the role of women – their lack of rights and difficult lives. If pupils in your class have a good understanding of the feudal system, ask them to consider why the system worked without money and a reliance on the land. Using this discussion and other resources, each pupil is to write a diary entry from the point of view of two people in the feudal system (so two entries in all from two different viewpoints). Pupils should describe a day in the life for each person, explain that person’s responsibilities within the feudal system and make clear the differing lives, roles and expectations of each. If these are neat enough, they will make a good display. Suggested resources: Hodge, S. Your Medieval Homework Helper (Ticktock Media, 2004) Kidd, S., Rees, R. and Tudor, R. Life in Medieval Times (Heinemann History Scheme, 2000) http://www.learner.org/exhibits/middleages/ http://www.historylearningsite.co.uk/medieval_peasants.htm

Plenary (10 minutes): After putting their books away, everyone stands up and thinks of a fact they have learned this lesson. Hands up only, no calling out – each pupil must say one thing they have learned. As they say it, they sit down. When everyone is sitting down, class dismissed! Suggestion for homework (5 minutes): Pupils are to find two sources (such as a quotation, letter, written record or something similar) about any one medieval monarch. They copy the two sources into their books and write: where found, what it is, is it primary or secondary source material and what is each saying about that particular monarch? Make it easier and make it harder!

Although the tasks are quite flexible, so pupils can respond at different levels, list the following and tell pupils that each will be marked on their ability to: 1. Organize research effectively

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The feudal system TA SK SH EE T

Part 1 Many societies have been divided, but the Normans were the first to enforce the feudal system rigidly. Without the Romans’ protection that had lasted for 400 years, medieval Europe was violent and dangerous. Why do you think this gave rise to feudalism? Write down what the following words mean: Fief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vassal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sheriff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tithe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Villeinage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 2 Once William became the king of England, he did not want the English nobles to keep their estates, in case they became too powerful between them and tried to overthrow him. He also gave land to his supporters in recognition of their support, but he insisted that they perform duties as well. This system of duties and rewards was called the ‘feudal system’. Your task is to find out about the feudal system and the different roles and positions of the king, barons, knights and peasants. Find out about different classes of people and how they felt. Find out about the role of women – their lack of rights and their difficult lives. Using the discussion you have had in class and other resources, you are to write a diary entry for one day, from the point of view of two people from the feudal system (so two entries from two different viewpoints). Describe a day in the life for each person, explain that person’s responsibilities within the feudal system and make clear the differing lives, roles and expectations of each.

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Check the reliability of sources Select relevant information Think for themselves and form their own opinions Use questions to check their understanding Plan their diary entries effectively

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2. 3. 4. 5. 6.

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The Domesday Book Introduction: Pupils will ascertain what exactly the Domesday survey consisted of, why it was set up and what was established. They will also discover and decide whether it was a useful exercise for the people at the time and what it tells us about life under William I’s reign. Aims and outcomes: At the end of the lesson, all pupils will understand, through research,

discussion, consideration and debate, whether the Domesday Book was beneficial or detrimental. Most pupils will be able to answer the questions systematically and some will be able to answer them extensively with a clear understanding of the reasons behind the Domesday Book and its specific questions. Starter (10 minutes): Give pupils the following relevant vocabulary (also available online for easy

board display): clue / evidence / investigation / idea / primary / secondary / bias / source. They have 10 minutes to find out the meanings of the words in terms of history. Main phase (35 minutes): Pupils are going to consider what it was like living in England after

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the Norman Conquest. How would they feel if a foreign king had overthrown the English troops and, not only taken the throne, but also brought his own people in to take all the best jobs and to keep us under control. After 5–10 minutes of discussion on this, ask the class how William kept control? Introduce the idea of the aftermath of the Norman Conquest, when most of the English did not want William as their monarch. His methods of controlling them included crushing revolts, building strong castles and finding out what everybody owned through the Domesday survey so he could enforce laws and taxes. Allow them to use a variety of sources and give them the task sheet. Some useful resources: Hodge, S. Your Medieval Homework Helper (Ticktock Media, 2004) Macdonald, F. Salariya, D. and Watts, F. How Would You Survive in the Middle Ages (Childrens Press, 1997) Langley, A. Medieval Life (Dorling Kindersley, 2002)

There are also links to relevant websites online. Plenary (10 minutes): Discuss the definitions of the starter vocabulary and make sure that

everyone is clear about them. Ask if anyone had any difficulties with or tips for their research. Make sure that everyone has the questions written down and if they need it, you might want to give them a small part of the next lesson to complete their answers. Suggestion for homework (5 minutes): A homework sheet is available online: you can print this

and hand it out to students. They will have to answer the following: (1) The Domesday Book gives the names of many places that are still around today. Find out if there are any Saxon or Norman place names in our area. (2) Find out what the word Domesday means. (3) Why do you think the Domesday Book was so named? (4) Write down your own definitions of the words: clue / evidence / investigation / idea / primary / secondary / bias / source. Make it easier!

If you have some pupils who find this form of learning difficult you may wish to extend this lesson over two lessons. Tell all pupils that they are being assessed on their abilities to: 1. Find relevant and reliable evidence

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The Domesday Book TA SK SH EE T

What it was like living in England after the Norman Conquest? How would you feel if a foreign king had overthrown national troops and, not only taken the throne, but also brought his own people in to take all the best jobs and to keep us under control? How did William keep control? In the aftermath of the Norman Conquest, most of the English did not want William as their monarch. His methods of controlling them included crushing revolts, building strong castles and finding out what everybody owned through the Domesday survey so he could enforce laws and taxes. Using whatever resources you can, answer the following questions: 1. Why was the Domesday Book produced? 2. How was the Domesday survey undertaken? 3. Give examples of the types of things that were recorded in the Domesday Book. 4. Find a sample question from the Domesday Book. 5. How did the Norman official make sure that the answers were honest? 6. What were the questions designed to find out? 7. What details are missing from the Domesday Book? 8. What language was used to write Domesday Book? 9. How many scribes wrote the Domesday Book? 10. What were the advantages of the Domesday Book for William? 11. Why might the Domesday Book not give an accurate picture of life in medieval times? 12. What might a modern Domesday Book ask? Think of three questions that would be useful

today and consider what they might tell people in the future about the way we live now.

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2. 3. 4. 5.

Decide which information is relevant to each question Write clear, grammatically correct sentences Weigh up conflicting evidence and reach sensible conclusions Revise and edit your own work thoroughly

Make it harder!

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During the lesson, remain alert to each pupil’s interest in the task and provide support when anyone needs additional instruction and guidance.

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Examining medieval life Introduction: Once the class have settled, explain today’s task: what life was really like in the medieval period, using ICT. Each pupil will choose their own aspect to investigate. The lesson will encourage independent pupil investigation and will result in a short written piece by each member of the class. Aims and outcomes: All pupils will understand some details about life in the Middle Ages.

Through the use of ICT and the internet, pupils will investigate and interpret different aspects of medieval life. Most pupils will be able to uncover some relevant facts about their chosen aspect of medieval life and some will produce a mature and comprehensively researched and written piece on their specific topic. Starter (10 minutes): Pupils note from the board the options they can research. They have to

choose one from the following: • medieval food • medieval medicine • medieval peasants • medieval art and architecture

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Before they log on to the computers, they need to ascertain the types of questions they should ask to find out about their chosen topic. In 10 minutes, each pupil must come up with five questions about their particular topic, such as: what cures did medieval medicine men commonly use? What was the staple diet of the medieval poor? In what ways was life hard for medieval peasants? Why were medieval churches so expensive and lavish? Main phase (40 minutes): Once each pupil has written a list of suitable questions, he or she should

log on to a computer and begin researching them. There is a selection of useful websites online. Pupils have approximately 20 minutes to explore and find answers to their questions. Remind them to make sure that they check the reliability of their sources and decide which information is relevant. After about 20 minutes, pause and share ideas and experiences. Assess what pupils have researched and how some are faring. Do they all understand the task? Has anyone encountered any problems? Has anyone found any particularly useful sites? Has any information been especially hard to find? For the next 15–20 minutes, continue researching and making notes for a short written piece on your chosen topic area. All pupils should make sure that they have either emailed their research to themselves or printed it to take away. Everyone should log off and pack away. Plenary (5 minutes): Discuss what everyone has learned today – what was interesting, what did

they know already, can anyone tell the rest of the class something new they have learned today? Suggestion for homework (5 minutes): Pupils are to write about 600 words on your chosen

medieval life topic. Make sure that you understand why historical interpretations change over time and that you support your writing with evidence and that you can explain why an event happened by discussing several reasons, not just one. Make it easier!

If anyone is not participating fully, put them in small groups of up to three. Make it harder!

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Examining medieval life TA SK SH EE T

Part 1 Choose one topic from the following: • medieval food • medieval medicine • medieval peasants • medieval art and architecture Write down, in rough, the types of questions you need to ask to find out details about your chosen topic. Write down at least five questions that will cover what you need to know. Suggestions are: what cures did medieval medicine men commonly use? What was the staple diet of the medieval poor? In what ways was life hard for medieval peasants? Why were medieval churches so expensive and lavish?

Part 2 You have 20 minutes to log on to a computer and begin researching your questions. Here are some useful websites: http://www.learner.org/interactives/middleages/ http://www.maggietron.com/med/ http://www.medieval-life.net/life_main.htm http://www.historyforkids.org/learn/medieval/ http://www.museumoflondon.org.uk/English/Learning/Learningonline/features/viking/viking_3. htm

Make sure that you check the reliability of your sources and decide which information is relevant. After about 20 minutes, pause and share ideas and experiences with others in the class. After 5 minutes of discussion, continue researching and making notes for the next 15–20 minutes. Also, make sure that you have either emailed your research to yourself or printed it.

Part 3 Write a short piece about your chosen topic in your own words.

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The Crusades Introduction: By learning about the Crusades, pupils will understand about conflicts and lack of understanding between religious beliefs and different customs. They will study the reasons for and outcomes of the Crusades during the Middle Ages, where they fit into a chronological framework and some of the different ways in which they have been interpreted. Aims and outcomes: At the end of the lesson, all pupils will find answers to historical questions

and will use information they find independently as evidence. Most pupils will produce structured written work, making appropriate use of dates and terms and some pupils will analyse links between events and developments that took place in different countries and in different periods during the Crusades. Starter (5 minutes): Introduce the topic either as questions displayed on the board, to be answered in rough, or as a class discussion. Suggested questions are available online. Main phase (40–45 minutes): Using books and the internet if possible, pupils should answer the

questions on the task sheet. Plenary (5–10 minutes): Ask your class what they think of the Crusades. Does fighting for your

beliefs work? What do the Crusades show us? What shows us that it was not all about religion? (Suggest looting, killing, land-grabbing, perhaps tell them or ask them to tell you about the sack of Constantinople in 1204). Suggestion for homework (5 minutes): Pupils are to complete the questions for next lesson.

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Make it easier!

Give less able pupils more time to complete the questions or suggest where they might begin to look for sources and other information. Make it harder!

More able pupils could investigate particular battles. If they have time, they could work in a group, producing a table of specific battles during the Crusades, briefly describing the main characters and events and outcomes of each.

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The Crusades TA SK SH EE T

Part 1 Throughout Anglo-Saxon and Norman times, many people – not just rich kings and bishops – went on pilgrimages to the Holy Land. What were pilgrimages? Why did people go on them? Where was the Holy Land? The journey from Europe was dangerous and uncertain and often took several years. This was considered to be part of the pilgrimage – why? Why might travelling in the Middle Ages be dangerous? What problems did travellers face?

Part 2 Using books and the internet if possible, answer the following questions: 1. What were the Crusades and why did they occur? 2. Why did the Turks want to conquer the Middle East? 3. Why did the Christians see that as a major threat? 4. Make a list of all the reasons why you think people went on Crusades. (Decide whether or not

they were all to do with religion). 5. What difficulties did people face on the way to a Crusade? 6. This is a map of Europe during the time of the First Crusade: http://www.fordham.edu/

halsall/maps/1090map.htm How did Crusader armies reach the Holy Land? 7. In two separate columns, write what you can find out about Crusaders and Saracens.

Suggested facts to find: who were the leaders? What weapons did they use? Who made up their armies (where did the people come from)? Why did each side act in the ways they did towards each other? 8. Were the Crusades worth it? Did the Crusaders gain anything from the fighting? 9. Find out how many Crusades there were in total. Which were more successful than others?

Which were the least successful? 10. When and why did the Crusades end?

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The Crusades from both sides Introduction: By dividing the class into two groups, they will begin to understand the Crusades from both Christian and Muslim perspectives. Aims and outcomes: By the end of this lesson, all pupils will have realized that there are always

two sides to every story. Most pupils will understand that both sides had valid reasons for fighting and some pupils will be able to identify how our perceptions of the past can be altered by sources and later interpretation. Starter (15 minutes): Divide the class into two. Tell one half that they have 10 minutes to research

the Crusades from the perspective of the Muslims; tell the other half that they have 15 minutes to research the Crusades from the point of view of the Christians. Once they are settled in their halves, they need to discuss what they know already and prepare to research with books and/or the internet. Main phase (35 minutes): Tell the two halves that each must find out the answers to the questions

on the task sheet. After 30 minutes, introduce the discussion. Ask one person from each group what was important about Jerusalem and then ask the class who had a greater claim to the land and why. Discuss the rest of the questions in a similar way, inviting different members of the class to contribute and bringing others in as the discussion continues. They should all make notes in rough. Plenary (5 minutes): Discuss with the class how we study history and whether this exercise has

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helped them to see that there are always at least two sides to every story. Ask for further feedback on the topic in question and history in general. Suggestion for homework (5 minutes): Pupils are to title a page ‘The Crusades from two sides’ and

divide the page in half down the centre. Write Christians at the top of one column and Muslims at the top of the other. Using the notes made in the lesson and the questions given at the start make clear notes about events from both sides of the story. Make it easier!

Include mixed abilities in each group. Make it harder!

Once the class is divided into two, divide them into further small groups and suggest which groups investigate which areas.

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The Crusades from both sides TA SK SH EE T

Part 1 You will be researching the Crusades from the point of view of either the Muslims or Christians. Put any of your beliefs aside for this exercise and try to clear your mind of any previous opinions you may have made. Try to be as unbiased as possible. Others in the class will be researching from your perspective, while the rest will be ‘on the other side’. Remember these people did not have access to books and the internet as you do, so many of them were motivated by different things. Using books and the internet (optional), with up to four people on your ‘side’ research the following questions and write down your answers: 1. Who called them ‘Crusades’ and why? 2. Why were the battles fought? 3. Who fought? 4. What was the importance of Jerusalem to your side? 5. Write a brief outline of the Crusades from 1095 to 1291. 6. On a separate piece of paper, create a ‘Crusade timeline’. 7. Check each major event of the Crusades and decide between you whether it was a victory for

‘your’ side or for the other side. Consider the capture of Jerusalem 1099; the Battle of Hattin 1187; the Fourth Crusade 1198 and the fall of Acre 1291. 8. Were there any groups that got along with each other? If so, who were they? What were the

reasons they got along?

Part 2 After 30 minutes, the teacher will be asking one person from each group what was important about Jerusalem, so make sure you know the answer in case it’s you! Help your group too, by having your opinion on who you think had a greater claim to the land and why. (Just because you’ve been researching from one point of view, doesn’t mean that you can’t believe the others had a greater claim, but you do have to have valid reasons). Contribute to the rest of the questions in a similar way, getting involved and contributing to the class discussion. Make notes in your rough book.

Part 3 Divide a sheet of A4 lengthways into two and on one side, write the Muslims’ viewpoint of the Crusades and on the other side, write the Christians’ viewpoint.

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Analysing a passage about the Crusades Introduction: This is a short lesson that will suit a less able group of pupils or will work as a

preliminary activity to a more extended lesson on the Crusades. This will work as an introductory lesson to the Crusades or as a one-off lesson to teach your class about analysing and deconstructing sources. Aims and outcomes: At the end of the lesson, all pupils will understand the need to look more

deeply into underlying meanings of medieval writing; most pupils will realize that not all sources are to be taken at face value and some pupils will be able to make suggestions about meanings of passages and to deconstruct some passages logically. Starter (10 minutes): Fulcher of Chartres (born c.1059 near Chartres) wrote about the First Crusade in Latin. Discuss with the class what a chronicler did and why they were useful. Ask who believes that they always told the truth, if so, why and if not, why not? Ask the class to analyse and break down a passage that was written in the eleventh century.

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Main phase (35 minutes): Everyone is to examine the passage: this is available online and should

either be displayed on the board or given out as a handout. They can use their own language if they like, anything that helps them to clarify what was being said. You will probably need to prompt them to begin with, so make a start by asking if they can find any exaggerations, any challenging or offensive words or sentences, any uplifting, inspiring or threatening parts of the speech. Do they think that the speech was emotive, what do they think it was portraying? Using coloured pencils or felt tips they should write their own meanings over certain words. Help them to start by writing on the interactive whiteboard. Once everyone is clear about what they think the passage really means, they should each write their own explanation of it in their exercise books. Plenary (10 minutes): Ask as many individuals as possible to give their opinion about one word,

one sentence or one aspect of the passage, to explain how it has particular significance to its meaning. Can anyone select key words that clarify underlying meanings in the quotation? Suggestion for homework (5 minutes): Pupils should write one or two paragraphs explaining what they can and cannot learn from secondary sources. Make it easier!

For less able pupils, this activity will fill a lesson, with you helping them to understand how and why deconstruction of texts is important. Make it harder!

Offer more able pupils a further text to analyse and examine in the same way.

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Analysing a passage about the Crusades TA SK SH EE T

Part 1 Fulcher of Chartres (born around 1059 near Chartres) wrote about the First Crusade in Latin. Try to answer the following on this sheet: 1. What did a chronicler do and why were they useful? 2. Do you believe that they always told the truth? Give your reasons.

Part 2 You are going to analyse and break down a passage that was written in the eleventh century after hearing someone speaking emotively and subjectively. Make a note of any words you do not quite understand. (Don’t be embarrassed about this; it’s not easy). What is the speech about? Can you find any exaggerations, any challenging or offensive words or sentences? Can you find any uplifting, inspiring or threatening parts of the speech? Is the speech emotive (emotional, controversial; does it make you feel anything)? Who do you think listened to the speech? Who do your think it was aimed at? Below, write your own version of the speech using your own words.

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Henry II and Thomas Becket Introduction: Pupils will be studying the background and events leading to the murder of Thomas Becket during the reign of Henry II. Pupils will act as journalists, investigating and uncovering the circumstances leading up to the murder of Thomas Becket. Aims and outcomes: Most pupils will write a newspaper article on the subject, bringing in both

sides of the story and their own opinions. Some pupils will produce a succinct and interesting article, expanding on the two sides of the story and introducing relevant evaluations and conclusions. Starter (10 minutes): Look through contemporary newspapers and note how headlines are

written – what makes them sensational? What makes them compelling? Can they be too startling? Select words that you particularly notice. Cut or fold some headlines and ask each other what the headlines are describing. Main phase (40 minutes): Present the class with information about Thomas Becket’s death (you

may wish to refer to the online background information provided). Ask them to use a variety of sources and resources to establish the events leading up to his death who was responsible. Suggested resources: Collier, M., Rees, R. and Shephard, C. Medieval Realms for Common Entrance and Key Stage 3 (History for Common Entrance series) (Hodder Education, 2006).

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Part B: Castles and Crusades

http://www.bbc.co.uk/history/british/middle_ages/becket_01.shtml http://www.schoolhistory.co.uk/lessons/becket/becket.htm

They will need to work out facts about the murder and put them in chronological order, identifying interpretations and causes as they work. It will be useful if you provide a variety of sources, although the more able pupils will be able to find this for themselves. Online there is a selection of helpful hints that can be handed out to less able students or to the whole class. As they research, they should make a note of their sources and after 10 minutes, they should have found the basics of the story and have an opinion about it. Pause and have a discussion session at this point, encourage all to share their findings and opinions. For a further 5 minutes, each pupil must plan his or her newspaper article. Tell them that they must have a clear ‘angle’ for their newspaper articles, so before they write it they must know: what happened, where, when and why it happened, who was involved and who they personally sympathize with – Henry or Thomas? In writing their article, they need to consider short, pithy sentences, but some longer sentences so the article has ‘rhythm’. Will they include quotations and/or sources? If so, what, where and when? Finally, they need to come up with an attention-grabbing headline. Plenary (5 minutes): Five minute discussion: was the story of Henry II and Becket more to do with their personal quarrel or more to do with a power struggle between King and Church? Suggestion for homework (5 minutes): After completing the article, the students are to answer

the questions in Part 3 of the task sheet. Make it easier!

Pupils who do not work as fast as others could be allowed extra time in the next lesson to complete these articles. Make it harder!

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Henry II and Thomas Becket TA SK SH EE T

Part 1 What makes newspaper headlines sensational? What makes you want to read on? Can headlines be too startling? Read a few excerpts from the newspapers in the room and without thinking too deeply about it, select words that you particularly notice. Cut or fold some headlines so the photos and text can’t be seen and ask the person next to you what they think the headlines are describing.

Part 2 Using a variety of sources and resources, find out who you think was responsible for Becket’s death. For this you will need to establish the events that occurred before his death. Finally, create your newspaper article on the sheets of paper provided.

Part 3 For homework, answer the following questions: 1. What difficulties did Henry II face? 2. Why did Henry’s best friend become his worst enemy? 3. What decisions did Henry II take? 4. What problems did Henry face because of Becket? 5. What was Henry’s struggle with the church?

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The Magna Carta Introduction: Pupils will investigate the background to the Magna Carta and decide through mock interviews: who was more to blame – the king or the barons? Aims and outcomes: All pupils will understand why the Magna Carta was produced and the

problems it caused; most will understand how it affected the barons and church in the Middle Ages and some will understand its short- and long-term significance. Starter (10 minutes): Give out photocopies of excerpts from the translated Magna Carta (www. bl.uk/treasures/magnacarta/translation/mc_trans.html) In pairs, ask the class to work out what the main points were and why they might have helped civil rights today.

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Part B: Castles and Crusades

Main phase (40 minutes): Why would a king who was meant to be omnipotent in his own country

agree to the demands of the barons who were meant to be below him in authority? Give pupils a number of articles from Magna Carta in simplified language. Ask them to decide if it could be considered a declaration of rights for everyone or if it was just a list of baronial demands. Discuss the background to the Magna Carta – why it was produced, what instigated it and why King John signed it (there is a background information handout available online). Show sources about King John and the barons and evaluate different interpretations about the reputation of King John. Why did the barons revolt? Were they right to do so? Was John a good or bad king? In pairs, pupils are to write an interview as if they are contemporary journalists. They can choose to ‘interview’ either a baron or King John, uncovering the causes of the Magna Carta, the consequences and significance. Each pair needs to investigate whether King John was really good or bad, or whether it was simply a contrast to the popular image of Richard. They need to consider both primary and secondary sources and analyse and interpret the Magna Carta, then write an article from a journalist’s perspective. The article should be approximately 1,000 words and should contain at least three subheadings. Two useful sources are provided online. Plenary (5 minutes): Discuss whether King John was right to sign the Magna Carta. What else should he have done? How have the consequences of his reign helped us in the long term? Suggestion for homework (5 minutes): Pupils should research and answer, in full sentences, the

questions in the homework section of their task sheet. Make it easier!

Organize the class to work in mixed ability pairings, to provide support for the less able pupils. Make it harder!

More able pupils will be able to help – but not tell – pupils with less ability find and examine relevant information.

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The Magna Carta TA SK SH EE T

Part 1 You have excerpts from the translated Magna Carta. Read them and with a partner, work out the following: 1. What were the main points of the Magna Carta? 2. How might these have helped civil rights today? 3. Why would a king who was meant to be omnipotent in his own country agree to the

demands of the barons who were meant to be below him in authority? 4. Could the Magna Carta be considered a declaration of rights for everyone, or was it just a list

of baronial demands? 5. Discuss the background to the Magna Carta – why was it produced, what instigated it and

why did King John sign it? 6. Study various sources in reference books and evaluate different interpretations about the

reputation of King John. 7. Why did the barons revolt and were they right to do so? 8. Was John a good or bad king? Give reasons for your answer.

Part 2 With your partner, plan and write an interview as if you are contemporary journalists. Choose to ‘interview’ either a baron or King John, uncovering the causes of the Magna Carta, the consequences and it’s significance. You need to investigate whether King John was really good or bad or whether he was simply a contrast to the popular image of Richard. Consider both primary and secondary sources and analyse and interpret the Magna Carta, then write an article from a journalist’s perspective. Your article should be approximately 1,000 words and should contain at least three subheadings.

Part 3 For homework, answer the following questions in full sentences. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Why did John need money? Was he completely at fault? Why was the banning of Church services so terrible? Why did King John lose the support of his barons? What was scutage? Why was the Magna Carta important? What was the significance of the Magna Carta in monarch’s struggle for control? What were the main points of the Magna Carta? How important is the Magna Carta in the development of political rights?

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The Black Death Introduction: This lesson should follow an introduction of the Black Death. Pupils should now know about the causes, course, characteristics and effects of the Black Death during the fourteenth century. Aims and outcomes: All pupils will work in pairs to create posters advertising contemporary

cures for the Black Death. Most will produce lively posters, including relevant facts that they have investigated and some will produce eye-catching, pertinent and concise posters. Starter (10 minutes): Using the task sheet, pupils are to fill in the missing words.

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Part C: Medieval Life

Main phase (35–40 minutes): Make sure everyone is clear about the Black Death. (You might

wish to use the list of symptoms provided online.) Ask around the class what they remember, encourage everyone to answer at least one question each or to make at least one point. Remind them how the Black Death began, where it spread to, how long it took victims to die and what the different plagues were: bubonic; pneumonic (when victims did not have buboes, but they sweated heavily, had dreadful chest pains and coughed up blood); septicemic (which poisoned victims’ bloodstreams and killed the fastest, often before any real symptoms developed) and enteric (which attacked the digestive system and also killed people too quickly for symptoms to show). Discuss how medieval Europeans did not know about germs causing disease. They did not understand that plague was spread by rats and fleas. Causes of plague were not discovered until the late nineteenth century. Next, run over the different methods many tried to cure the Black Death: there is a good list of them online. There were several more cures that pupils can research. In pairs, they are to research this further and to find out all they can about medieval cures for the Black Death. They are to create an A3 poster between them, advertising their cure, telling people what to do and showing why this cure will work! Your choice of materials; suggestions: pens, felt tips, coloured pencils. There are some useful links online. Plenary (5–10 minutes): Pairs to come to the front and show their posters, explaining briefly to

the class what ‘cure’ they chose, why they chose it and why their posters ‘grab’ attention – what methods and words have they used to encourage people to try their cure? Suggestion for homework (5 minutes): Pupils are to complete the lesson starter neatly and to add

two more sentences of interest about the Black Death. Make it easier and make it harder!

Flexible pairing should be used. You probably know the class well enough to know whether you should pair them up yourself or allow them to choose their partners. Partners should complement each other although your guidance might be necessary. Before and during the task you should remind the class that each person should be responsible for their own work. Ownership is extremely important for their independence in learning, planning, and evaluation.

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The Black Death TA SK SH EE T

Part 1 Read the short passage below and try to fill in the gaps: Symptoms of the Black Death Large black . . . in groins, armpits and on tops of . . . Blood and . . . ooze from the swellings Victims sweat and . . . Everything that comes out of their bodies; urine, sweat, . . . and excrement smells vile Headaches, convulsions, chills, high . . ., vomiting, headaches, great pain, sensitivity to . . . and delirium.

Part 2 What can you remember about the Black Death? How did it begin? How long did it take for victims to die? Jot down answers in your notebooks. The different plagues were: bubonic; pneumonic (when victims did not have buboes, but they sweated heavily, had dreadful chest pains and coughed up blood); septicemic (which poisoned victims’ bloodstreams and killed the fastest, often before any real symptoms developed) and enteric (which attacked the digestive system and also killed people too quickly for symptoms to show). Useful websites: http://www.bbc.co.uk/history/british/middle_ages/black_01.shtml http://www.historylearningsite.co.uk/cures_for_the_black_death.htm

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The Peasants’ Revolt Introduction: Through role play, pupils will explore the Peasants’ Revolt. Drama activities like this in history lessons often give pupils more vivid recollections than the usual written tasks. Aims and outcomes: All pupils should be able to show an understanding of the basic events and

personalities of the Peasants’ Revolt. Most will recall some important dates and some will have an extensive understanding of the Peasants’ Revolt, its causes and consequences. Starter (10 minutes): Remind pupils of the feudal system and the Black Death. Give them some material to read about the Peasants’ Revolt (a brief background is provided online).

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Part C: Medieval Life

Main phase (35 minutes): Either decide on individual’s roles or let them choose, depending on

how your class responds. Before they choose their role, hand out or display a list of the peasants’ reasons for rebelling (this is available online). The majority of pupils will have to play the parts of tax collectors, barons and churchmen. There will also have to be a: John of Gaunt; Richard II, Archbishop of Canterbury and Wat Tyler. You may have enough pupils in the class to also include John Ball and Jack Straw. You will need to structure the lesson and place pupils in their positions as well as prompt them about their standpoints, their attitudes and their situations. Let your pupils improvise at first through their research and understanding of the topic, but be there to guide them. They should know that no accounts of the Peasants’ Revolt that tell the story of events from the peasants’ point of view have survived. For this activity, the actors should start at the point of change, so perhaps scene 1 begins with John of Gaunt hearing about the war costing so much and calling for more taxes to be imposed. Let the class discuss how they move on from there, but be ready to give advice if they move off target. Overall, try to allow the class to create their own play to present to you. It should be succinct and to the point. You may need to agree on a sign if things become noisy to bring the class back to order. Plenary (10 minutes): Pick four characters involved and discuss their points of view about the

Peasants’ Revolt. Remind pupils to keep an open mind; show no bias towards either side and to be as impartial and objective as possible. Suggestion for homework (5 minutes): Pupils are to draw a cartoon strip of six frames showing

the cause and events of the Peasants’ Revolt as you understand it after today’s lesson. Include speech and thought bubbles and/or annotations and labels. Make it easier!

If any of the pupils are so shy that they do not wish to take part, ask them to direct the others or to prompt them. Try to make sure that all students are actively engaged for the whole lesson. Have a method to bring everyone back to a calm pause during the lesson and make sure that everyone retains mutual respect for everyone else’s acting and portrayal of the events. Make it harder!

Enthusiastic pupils could write their own 5-minute radio play on this topic.

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The Peasants’ Revolt TA SK SH EE T

Part 1 You are going to act out the parts of the characters involved in the Peasants’ Revolt. Before you decide who you would like to ‘be’, consider why the peasants were so fed up. Once you have acted out the events leading up to the Peasants’ Revolt, beginning with John of Gaunt hearing about the war costing so much and calling for more taxes to be imposed. Join in class discussions to decide what happened then and why. If you are watching, help the players to keep to the story.

Part 2 Imagine it is 16 June 1381. You have witnessed events. Produce the front page of a newspaper for that day. Do you support or oppose the King? Include the following: • Explain the causes • Describe key events • Interview one or two main characters involved

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Relationships with other countries Introduction: This activity will look into the warring monarchs of the Middle Ages and to discover

how they made friends and enemies with different countries at different times. Aims and outcomes: At the end of this lesson, all pupils will understand some of the extent of

early Norman power and foreign policy. Most will be able to assess changes in the power of the Anglo- Norman monarchy over neighbouring lands and to appreciate why some countries were considered more important than others. Some pupils will comprehend some of the ways in which many medieval monarchs tried to conquer other lands, kept control of the lands they had and either won or lost friends and allies in the process. Starter (15 minutes): Print the online information cards, describing events that occurred

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Part C: Medieval Life

between England and France, Wales, Scotland and Ireland between 1066 and 1485. Each card briefly announces events, such as Norman lords settling in southern and eastern Wales; Edward I going to war against Llywelyn ap Gruffyd; the revolt of Owain Glyndwr; Edward I building seven castles in Wales; Richard II’s expeditions to try to control Ireland; ‘Strongbow’ invading Ireland; Edward II sending 25,000 soldiers to fight 7,000 Scots; the end of the Hundred Years’ War. Distribute the cards, one between two and ask students to discuss their cards in their pairs or in groups of four. After 10 minutes, they must decide whether the events they are considering were sensible or ill- advised; what the protagonists should have done instead; why they acted as they did and the aftermath – what was the consequence of their actions? Main phase (35 minutes): At the end of the starter session, each pair or group must clarify and

explain their findings to the rest of the class. You may want to let them use the whiteboard to write salient points. For the next part of the lesson, either give each pupil a map of Great Britain and France or let them copy one by hand (there are some useful links to suitable maps on the companion website). This should fit into their books. Also, either have a large map printed or let those who finish early draw one, large poster size for the wall. Explain to pupils that 1066 was a crucial date in English history: there is a background information sheet online. Pupils will spend the rest of the lesson, labelling around Britain and France with dates, explaining briefly what happened when. Early finishers should expand on your note cards, adding dates, main protagonists and consequences and attach them to the large map, to be displayed on the wall. Plenary (5 minutes): As each pupil completes their own map, they should become involved in

adding to and enhancing the wall display. Suggestion for homework (5 minutes): The Normans changed the British Isles in many ways. They initiated new laws and customs, including the introduction of surnames and they established the idea that the first-born son is a nobleman’s sole heir, rather than breaking up large estates. The Normans also gave the English language many French words and left behind Norman-style buildings. Ask pupils to find out about an aspect of Great Britain now that was introduced by the Normans and write a paragraph on it for next lesson. Make it easier and make it harder!

Try pairing less and more able pupils or keep them separated and make allowances for abilities; give extra assistance to the less able and encourage the more able to work in greater depth. 46

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Relationships with other countries TA SK SH EE T

Your task: Using books and/or the internet, research events in Britain and France as conflicts occurred. Then make small labels for the map, explaining briefly what happened when and stick your labels in the appropriate places on the maps.

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Expanding control of Great Britain Introduction: This is an alternative or follow-on from the last lesson. For much of the Middle Ages,

England, Scotland, Wales and Ireland were separate nations, but there was involvement in each other’s affairs and the idea of a united Britain excited power-hungry medieval kings of England. Aims and outcomes: All pupils will gain an understanding of conflicts and power struggles across

medieval Britain. Most will identify why some monarchs were successful and some were not; they will make appropriate use of dates. Some pupils will show detailed knowledge of the development of medieval monarchy and how English monarchs had only partial success in their attempts to control neighbouring lands; they will analyse why some monarchs were successful in dealing with enemies and produce well-structured explanations of the challenges they faced. Starter (10 minutes): Show pupils two maps; one of the UK during the medieval period and one

of modern-day UK (links to maps are provided online). Ask them to find (a) similarities and (b) differences. Why did English monarchs want to expand their empires? Pupils should come up with at least two advantages and at least two disadvantages. (Advantages could include: power, wealth, obtaining more taxes and larger armies; disadvantages could include: extra large areas would be too difficult to control and defence would cost too much in terms of time and money).

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Part C: Medieval Life

Main phase (35–40 minutes): Prior knowledge of the different medieval monarchs will be useful

for this lesson. In groups for 10 minutes, pupils should discuss what qualities a medieval monarch needed and how people became monarchs then. How were successions controlled? What type of training might a royal child need? What challenges or risks might medieval monarchs encounter? Suggested resources: • a family tree from William I to Richard III • a map of Saxon England showing kingdoms and leaders • a map showing the distribution of Norman castles • timeline 1066–1485

For the rest of the lesson, pupils should work individually, researching one of the following: William I, Henry II, Edward I, Edward II, Robert Bruce, Henry V. Using various sources, pupils should consider their chosen monarch in terms of successes and failures in controlling the land; the use of law and order and power. Each pupil must select and use relevant information from their research to write thorough notes, explaining their findings. Plenary (5–10 minutes): Some pupils should present their findings to the class. Suggestion for homework (5 minutes): Pupils are to write two sides on the information researched

and discussed in the lesson. Make it easier!

Provide a vocabulary for the less able. Some may only be asked to write for one and a half sides. Make it harder!

Encourage more able children to produce longer pieces of writing.

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Expanding control of Great Britain TA SK SH EE T

Part 1 1. Why did the English monarchs want to expand their empires? What were the advantages and

disadvantages of doing this? 2. Research some medieval monarchs. What qualities did they need to rule Britain then? 3. How did people become monarchs at that time? How was the succession controlled? 4. What type of training might a royal child need? What challenges or risks might medieval

monarchs encounter?

Part 2 Choose one of the following medieval monarchs to research: • William I • Henry II • Edward I • Edward II • Robert Bruce • Henry V Find and use sources to consider your chosen monarch and decide his successes and failures in controlling the land, in particular his use of law and order or of power. Select and use relevant information from your research to write notes about your monarch; organize and explain your findings.

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Medieval justice Introduction: It is important for pupils to understand the early justice systems of medieval people. This lesson underpins some of what they have learned in previous lessons about medieval life, outlooks and mentalities and investigates further how our justice systems came about. Aims and outcomes: At the end of the lesson, all pupils will be aware of crime and punishment during the medieval period, by analysing historical developments, attitudes, change and continuity. Most pupils will be able to explain the significance of events and how different perspectives affect the interpretation of a particular occurrence. Some pupils will be able to investigate specific historical problems and issues, asking and refining their own questions and critically considering issues surrounding the origin, nature and purpose of the sources they have found. Starter (10–15 minutes): Introduce the basics: there is a useful summary available online. Main phase (35 minutes): Pupils should use the task sheet to write down the punishment that

would probably have been chosen for each crime in the box. Once this activity has been completed, pupils should find out what Henry II did about crime and punishment in England from the time he ascended the throne in 1154. They should write two or three sentences on what he thought of the English methods of justice. What did he do? Plenary (5–10 minutes): Discuss what the class thinks of medieval justice. Do they consider it

fair or sensible? Was it harsh or biased? What was fair and what was unfair? What results did they all get?

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Part C: Medieval Life

Suggestion for homework (5 minutes): Pupils are to write three or four sentences about justice

in the Middle Ages. They should consider the manorial court; trials by ordeal and combat and whether these were reasonable; what were the fairest aspects of medieval justice? Make it easier!

Sentence starters might be necessary to help less able pupils. Make it harder!

More able pupils could find some relevant sources to make a small wall display or to stick into their exercise books.

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Medieval justice TA SK SH EE T

Part 1 In the right hand column, write down the punishment that would have been administered for each crime. Two women have an argument, one hits the other Three youths have a fight A peasant steals an apple from a cart A peasant gets drunk and does not plough the lord’s land properly A man steals a gold-plated chalice from the church Two noblemen argue over who owns a horse A gang of unruly peasants start a rebellion A young woman has been raped

Part 2 What did Henry II do about crime and punishment in England from the time he ascended the throne in 1154? Write two or three sentences on what he thought of the English methods of justice.

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Rich and poor Introduction: This lesson will introduce pupils to the distinctions between town and country life and to help them understand the vast differences between the rich and the poor in the medieval period. Aims and outcomes: At the end of the lesson, all pupils will have understood how to ask and answer relevant questions about medieval town and country life and to select and record appropriate information. Most will be able to expand upon a range of sources about life in medieval towns and the countryside and some will be able to organize questions when carrying out research to categorize information relating to medieval life and to summarize and present their findings in a mature and logical manner. Starter (10 minutes): Prior to this lesson, pupils should have spent either a lesson or homework

researching how medieval people lived. Discuss with the class what medieval life was like. Guide them to talk about clothing; education; food; life in castles; towns; countryside; peasants; villeins; knights, barons, lords and so on. At the end of the discussion, they should be aware that during the Middle Ages, the vast majority of people were poor, uneducated labourers and that few lords and knights and some wealthy women were literate. Discuss where pupils found their information and what primary sources, if any were discovered? Did anyone find any diary records? Because some literate medieval people left written records, we know quite a bit about life at that time.

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Part C: Medieval Life

Main phase (35 minutes): Introduce your class to a range of sources, showing different aspects of

medieval life. The Domesday Book is particularly useful. Explain to pupils that they are going to pretend they are: • Wealthy medieval people and • Poor medieval people (although this would not be possible as they couldn’t write) They are going to write diary entries explaining what their lives are like. Discuss with the class what they might include in their diary entries – there are some suggestions online to get them started. Useful books: Hodge, S. Your Medieval Homework Helper (Ticktock Media, 2004) Kidd, J., Rees, R. and Tudor, R. Heinemann History Scheme: Life in Medieval Times (Heinemann, 2000).

Some useful websites are listed online. Task: Each pupil must plan and write two diary entries. Each entry should be dated with an imaginary medieval date and they should think of names for their characters. Plenary (10 minutes): Read out some excerpts from some of the diaries. Share ideas about diary

entries. If time, discuss whether anyone thinks they would have liked to live in medieval times – if so, why? Suggestion for homework (5 minutes): Pupils are to complete the diary entries they began in the

lesson. Make it easier!

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Rich and poor TA SK SH EE T

Part 1 You have been researching how medieval people lived. Join in a class discussion about what medieval life was like. Think about clothing; education; food; life in castles; towns; countryside; peasants; villeins; knights, barons and lords. During the Middle Ages, the vast majority of people were poor, uneducated labourers only the few lords and knights and some wealthy women could read and write. Where have you found your information and what primary sources, if any, have you discovered? Did you find any diary records? Because some literate medieval people left written records, we know quite a bit about life at that time. Make a note about where you have found your information and whether any primary sources were included.

Part 2 Using a range of sources, showing different aspects of medieval life, you are going to pretend that you are: • A wealthy medieval person and • A poor medieval person (although this would not be possible as they couldn’t write) You are going to write two diary entries explaining what the rich and poor people’s lives are like. It is up to you – your imagination and what you can find out. Task: Plan and write two diary entries. Each entry should be dated with an imaginary medieval date and include the names and ages of your characters.

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Town life in the Middle Ages (1) Introduction: This activity will take approximately three lessons. It introduces pupils to early town planning and an understanding of conditions in medieval towns. Aims and outcomes: At the end of the activity, all pupils will have a broad understanding of why

towns developed and what most town buildings were made from. Most pupils will understand about the lack of plumbing and of waste disposal and the environment that people endured in order to live in the ‘safety’ of a town. Some pupils will be able to select and plot the best conditions and locations for a town, incorporating the needs of medieval people. Starter (10 minutes): Introduce the class to the idea of towns – when, why, where and how did they develop? Ask the class what medieval towns might not have had. Main phase (40 minutes): Everyone should research towns or read the extract provided online

(you can display this or give it out as a handout), then answer the questions on the task sheet, using full sentences. Plenary (5 minutes): Discuss what they think town life might have been like for (a) a poor person

and (b) a rich person. Suggestion for homework (5 minutes): In two columns, pupils are to list the good and bad aspects

of town life in the Middle Ages. Make it easier!

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Part C: Medieval Life

Less able pupils could work in a small group (up to four). Make it harder!

More able pupils could create a town scene including shops, dwellings, streets and other aspects with labels, showing the differences between medieval and contemporary towns.

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Town life in the Middle Ages (1) TA SK SH EE T

Part 1 Think about when, why, where and how towns developed? Write down three things that you can think of that medieval towns might not have had.

Part 2 Read the extract and then answer the questions using full sentences: 1. Where did towns develop? 2. How did townspeople protect themselves? 3. What were guilds? 4. What types of goods were made in town workshops? 5. What were most town buildings made of? 6. Why did illness and disease spread through towns?

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Town life in the Middle Ages (2) Introduction: This lesson will enhance and build on prior learning about medieval town life or it can be used as a stand-alone lesson. Aims and outcomes: At the end of the lesson, all pupils will have understood some of the reasons

for the development of medieval towns. Most pupils will have recognized the mix of people who made up a town in the Middle Ages and have some understanding of daily life. Starter (10 minutes): Show the class the following two images of St Paul’s. The first was of medieval times and the second is the present day. Ask them to describe the differences and similarities. The links are also available on the online document. http://www.museumoflondon.org.uk/English/Learning/Learningonline/features/viking/ viking_4.htm cache.virtualtourist.com/1144287-View_of_St_Pauls_from_Tate_Modern-London.jpg

(Instead of using these links, you could find images from any books in the department that show aspects of medieval towns and ask the class to spot the differences between then and now.)

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Main phase (35 minutes): In groups of up to six, pupils are to create a local newspaper for a

medieval town. Within each group, individuals must take responsibility for either design or editing, although everyone within the group should contribute ideas, images and words. They need to work as a team and not argue between them; the best newspapers will be those that have been produced by a harmonious group. To begin they should list what they will include. Content suggestions might comprise: a map of your town; information or advertisements about the artisans that live and work there; market days; who is currently in the stocks and why; curfew times; latest fashions; a problem with a guild member; an article about some new buildings that are proposed; problems of water/sickness and a celebration or party that is being planned. There are some useful websites listed in the online resources. Plenary (10 minutes): Some of the newspapers should be shown as works in progress; groups can

introduce their thinking behind their ideas and any research they found difficult or straightforward. (If you think it appropriate, you could offer a prize to the group with the best newspaper at the end of the task). Suggestions for homework (5 minutes): Instruct students to continue researching for and writing

their group newspaper. Make it easier!

Select mixed ability groups and keep a close eye, ready to support them throughout the lessons. Make it harder!

Extension activities for those who complete the tasks thoroughly could be playing online medieval learning games on the Museum of London’s website: www.museumoflondon.org.uk/English/ EventsExhibitions/Permanent/medieval/Games/

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Town life in the Middle Ages (2) TA SK SH EE T

Part 1 How have towns changed since the Middle Ages? You are going to research this and work in a small group. You are going to create a local newspaper for a medieval town. Choose whether you will take responsibility for designing or editing, but remember that as a group, everyone should contribute ideas, images and words. Work as a team – no arguments! The best newspapers will be those that have been produced by a harmonious group.

Part 2 Plan your paper: list what you will include. Content suggestions: a map of your town; information or advertisements about the artisans that live and work there; market days; who is currently in the stocks and why; curfew times; latest fashions; a problem with a guild member; an article about some new buildings that are proposed; problems of water/sickness and a celebration or party that is being planned. Useful resources: http://www.museumoflondon.org.uk/English/Learning/Learningonline/features/viking/viking_4. htm http://www.trytel.com/~tristan/towns/towns.html http://history.boisestate.edu/westciv/medsoc/22.shtml http://www.museumoflondon.org.uk/English/Learning/Learningonline/features/viking/viking_3. htm

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Medieval village life Introduction: This lesson will help to expand pupils’ knowledge and understanding of life in medieval villages. It will focus particularly on some of the ways in which people worked and lived in medieval villages. Aims and outcomes: At the end of the lesson, all pupils will have learned about aspects of medieval

village life, most will become confident in using sources to reinforce their investigations. Some pupils will understand and recognize key terms associated with medieval village life. Starter (15 minutes): Pupils should read a passage on medieval villages. You can find an

information sheet online with this.

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Main phase (35 minutes): Pupils are going to make a giant mural, drawing and labelling a medieval village. Tell them to work out who is going to plan it and draw the background. They should be given a list of the things they need to include: Cruck houses, land divided into strips by rocks or mounds of earth, lords, shed, villeins, freemen, wives, children, lords, demesnes, manors, food, crops, mill, livestock, ale house, clothing, loom, plough, stool, table, fire, barn, shed (These are also available as bullet points online for easy display.) They can add other things as well, but everything must be labelled and a lot of this will need to be researched. What time of year will it be, so what activities might the peasants be doing? Can you see a church in the background? What, for instance, was a cruck house and who were bordars or cottars? They need to find out what animals the peasants might have on their land, if they had any pets, what crops they harvested, what they ate and what they wore. Plenary (5 minutes): Describe different key words and phrases without saying the words or phrases and ask pupils to put their hands up and tell you what they are. There are some phrase and word suggestions online. Suggestion for homework (5 minutes): Pupils are to write two to three paragraphs on the question ‘In what ways were medieval villages different from medieval towns?’ Make it easier!

Less able pupils might need some guidance about where to look for information on this topic; they might also need questions or sentence starters to help them shape the homework. Make it harder!

More able pupils could be asked to find out more, to do some more reading or to look at sources and books that will stretch them more.

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Medieval village life TA SK SH EE T

You are going to make a giant mural by drawing and labelling a medieval village with the rest of the class. Everything must be researched and labelled. Before you begin, discuss with the class: • What time of year will it be, so what activities might the peasants be doing? • Will you include a church in the background or foreground? • What was a cruck house and who were bordars or cottars? • Find out what animals the peasants might have on their land, if they had any pets, what crops they harvested, what they ate and what they wore. You will need to research all the elements of your mural and draw them on separate pieces of paper, following your research for accuracy. Anyone who does not want to draw can create neat labels for each object. Once everyone has drawn, coloured in and cut out their object or objects for the mural the whole class needs to plan where things go logically. For instance, where would the sheep be? Where would the lord’s manor be? What buildings were closest to the church? What about any people in the village?

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Religion in medieval life Introduction: This lesson will introduce the concept of religion in the Middle Ages, particularly the Catholic religion in Europe, showing how important the Church was and touching on prejudice and misunderstanding. Aims and outcomes: At the end of the lesson, all pupils will understand the significance of the Catholic Church during the medieval period. Most pupils will realize the power the Church wielded and some will recognize why those in other religions were often persecuted. Starter (10–15 minutes): Discuss how important religion was to people during the Middle Ages.

Ask the class for their opinions about why this might have been. Explain how everyone shaped their daily lives around the church and their religious beliefs. Give the class 10–15 minutes to research in books and/or on the internet about the medieval church and to create a mind map about it. They should write the word ‘CHURCH’ in the central ‘bubble’ and the lines leading off this should read: Who? What? Where? When? Why? Allow them to use colour and to create their map as individually as they wish – anything that will help them to remember what’s on it. Main phase (35 minutes): Pupils should use the online introduction (which you might want to

print out and distribute), their mind maps and their books and/or the internet to write a short paragraph on corruption within the Catholic Church in the Middle Ages. They should plan, research and extract information that they think is important.

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Plenary (5–10 minutes): Ask for several volunteers to explain: 1. One thing they already knew before today’s lesson; 2. One thing they did not understand fully, but now understand; 3. One thing they have learned that they did not know about before today’s lesson. Suggestion for homework (5 minutes): Pupils are to research and write two paragraphs on one of the following (also included on the task sheet):

1. Medieval churches and cathedrals Include why they were so magnificent, who built them, what they had to have inside and outside, what they tell you about power, what materials were they were built with and anything else you consider important. 2. Religious jobs Pick one or several religious jobs, such as priest, nun, bishop, monk and friar, and explain what their responsibilities were. Why did people become priests, monks and nuns, for instance, in the Middle Ages? Make it easier and make it harder!

This lesson is planned to stimulate pupils into independent learning, but if you are aware that your class includes several less able pupils, it might be helpful to write ‘prompt’ questions on the board. Help pupils to evaluate their own work by giving them the following assessment check sheet: a. I have found and used appropriate information to make relevant observations about the

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Religion in medieval life TA SK SH EE T

Part 1 Religion was extremely important to people during the Middle Ages. Why do you think this was? Jot down your opinion in your rough books.

Part 2 Mind map: In the Middle Ages, everyone shaped their daily lives around the church and their religious beliefs. Research what you can in 10 minutes about the medieval church and create a mind map about it in your rough books, starting from the central word ‘church’, as below.

CHURCH

Lines leading off this should read: Who? What? Where? When? Why? Use colour and create your map as individually as you wish – use as many ideas as you can.

Part 3 Using your mind map and books and/or the internet, in your exercise book, write a short paragraph on ‘Corruption within the Catholic Church in the Middle Ages’. Plan your work in rough, using information you have found that you think is important.

Part 4 For homework, research and write two paragraphs on one of the following: 1. Medieval churches and cathedrals

Include why they were so magnificent, who built them, what they had to have inside and outside, what they tell you about power, what materials they were built with and anything else you consider important. 2. Religious jobs

Pick one or several religious jobs, such as priest, nun, bishop, monk and friar, and explain what their responsibilities were. Why did people become priests, monks and nuns, for instance, in the Middle Ages?

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The importance of religion Introduction: Building on previous lessons and learning, pupils will develop an understanding through a visual method of learning, of the importance of religion in the Middle Ages to the ordinary people. This is a fairly short, straightforward lesson and can be comfortably integrated into further lessons on medieval life. Aims and outcomes: At the end of this lesson, all pupils will understand how important religion

was to ordinary people during the Middle Ages. Most pupils will become aware of the ways in which the Church underpinned law and order and some pupils will develop a confident knowledge of the Christian beliefs of the Middle Ages and their relevance to everyday life. Starter (10–15 minutes): Pupils are to pair up and ask each other alternate questions from Part 1

of the task sheet. Answers are to be written down by both pupils in their rough books. Main phase (35 minutes): Still in pairs, pupils are to design a guidebook for medieval people to show them how they might get to heaven. Pupils must remember that most medieval people could not read, so they will have to include drawings and diagrams. Advice about what they should and should not do should be included. Plenary (5–10 minutes): Discuss the different ways in which poor, fairly comfortable and rich

people tried to get to Heaven and avoid going to Hell. What have the different pairs included in their comic strips? Suggestion for homework (5 minutes): Pupils are to research and write down two to three

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Part C: Medieval Life

paragraphs about why some medieval people became monks or nuns. Make it easier!

Less able pupils will need guidance to find suitable information, while more able pupils write a paragraph on Purgatory and what medieval people thought about it. Make it harder!

More able pupils might be able to produce their finished guidebook on a desktop publishing programme or something similar.

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The importance of religion TA SK SH EE T

Part 1 With a partner, you have 10 minutes to answer alternate questions – that is, you will either answer the odd questions – 1, 3, 5 etc. or the even questions – 2, 4, 6 etc. Your partner answers the questions that you don’t! 1. Why were churches filled with many images? 2. Why were people desperate to go to Heaven when they died? 3. Did they think it was easy to get to Heaven? 4. Why was it easy/difficult to get to Heaven? 5. What were medieval peasants afraid of? 6. What was confession? 7. Give one way that medieval people thought they could get to Heaven 8. How would pilgrimages help medieval people get to Heaven? 9. What was Purgatory? 10. What were relics?

Part 2 Still with your partner, design a guidebook for medieval people to show them how they might get to Heaven. Remember that most medieval people could not read, so you will have to include drawings and diagrams. Advice about what the people should and should not do should be included. Use the paper provided for your finished guidebook, but plan it here beforehand.

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Achievements of the Islamic states from 600 to 1600 Introduction: This lesson introduces pupils to the accomplishments of the Islamic people

over approximately 1,000 years. They will understand that the Arab Muslims had considerable knowledge in mathematics, science and art that influenced developments in Western Europe. Previous homework or a lesson should engage pupils in some study of Islam from ad 600 to 1600. They should understand that the early Islamic rulers created an empire in Arabia and how the empire became great and spread. They should be aware of Muhammad and that Muslims believe that he is the last and greatest of God’s prophets. Aims and outcomes: This activity could take one, two or three lessons, depending on your

preference. At the end of the lesson, all pupils will be aware of some of the achievements of Arab Muslims during the medieval period. Most pupils will know of some particular achievements, such complex numerical tile patterns; the earliest hospitals; some medical and surgical procedures and ordered rhythmic building structures. Some pupils will recall some specific dates and achievements. Starter (15 minutes): Begin the lesson with a general discussion about Islam and try to gauge

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what pupils know of the subject from previous research, personal experience, Remote Sensing (RS) and Geography lessons, or anything else. There is a brief introduction online, and some useful questions are on the task sheet. (Islamic words connected with science or maths could be algebra, alkali, alchemy, etc.) Main phase (35 minutes or 95 minutes if you are spreading it over two lessons): Pupils are going

to work in pairs or groups of four to make a booklet. It will be about the achievements of the Islamic states from ad 600 to 1600 and they can choose areas from: art and architecture, medicine, science, mathematics and astronomy. If they are working alone, they can choose one area, in pairs, they can choose two areas and in groups of four, they must choose four of the topics. Each individual must take responsibility for one particular topic, although if in groups or pairs, allow them some autonomy to choose how they work, just stipulate that each area must be thoroughly researched and written. If you are keeping this to one lesson, make sure they know that time is very limited. If you are spreading it over two, again, let them know how long they have to work on the project. A one-lesson project should consist of about five pages of work; a two-lesson project could consist of about eight pages, depending on your pupils’ collective abilities. To start, let them study pages from non-fiction books or booklets if you have any. Ask the class to observe how they are composed and what elements are particularly appealing. They should formulate a question for the title of their booklet and ensure that they refer back to their question as they write. Point out methods publishers use to draw readers in and around a page of facts, such as bullet points, fact boxes, annotated illustrations, timelines or maps etc. The aim is for each group to produce the most coherent and interesting booklet they can, including details and images that they have researched and selected from a range of sources. It will be helpful if you can find some sources to start them off – the more conflicting or contradictory, the better – to enable them to select and channel their thoughts. The booklet should cover when and where important developments were made and what they were. They should consider why such (continued over page 68) 66

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TA SK SH EE T

Achievements of the Islamic states from 600 to 1600 Part 1 Read the following list of questions and jot down any answers you can in your rough books: • What is Islam? • Where did Islam originate? • Who was Muhammad? • Where was the Islamic Empire? • What do you know of the building of Baghdad? • What was the Abbasid Empire? • Do you know any Islamic words connected with science or maths?

• Do you know of any other achievements from the Islamic world (e.g. Islamic architecture or design)?

Part 2 Working alone, with a partner or in groups of up to four, you are going to make a booklet about the achievements of the Islamic states from ad 600 to 1600. Topics can be chosen from the following list: • Art and architecture • Medicine • Science • Mathematics • Astronomy If you are working alone, choose one topic; if you are working in a pair, choose two areas and if you are in a group of three or four, choose up to four of the topics. Arrange with partners/group members to share out the work evenly. How you work is up to you, but each topic must be thoroughly researched and written.

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advanced developments were made – by looking into events, leaders and other circumstances that might have affected consequences. As many dates and primary sources as possible should be included as well as any images that will help to elucidate the information. There are also some helpful hints online that may be given to less able pupils. Plenary (5–10 minutes): If this is a one-lesson activity, pupils should show and discuss their

finished work, if it is ongoing, they should do a ‘work-in-progress’ discussion. Ask the rest of the class for constructive feedback. Suggestion for homework (5 minutes): Pupils are to research and write 150 words on the topic,

‘Who was Salah al-Deen?’ Make it easier and make it harder!

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If working in pairs or groups, arrange pupils in mixed abilities. More able pupils could write more or create a more detailed timeline. Less able pupils might need individual assistance when investigating, selecting information and planning their writing.

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The life of Muhammad and the spread of Islam Introduction: This lesson is a brief introduction to the story of Muhammad, his life and teachings

and how his teachings spread. Aims and outcomes: At the end of this unit all pupils will be aware of some of the ways in which Islamic civilization has changed over a thousand years; most pupils will use dates and technical terms of the Islamic civilization and some will have developed a chronological understanding of the Islamic civilization. Starter (10–15 minutes): Discuss pupils’ understanding and knowledge of the life and teachings of the Prophet Muhammad. Ask them if they can explain the meaning of the word Islam and the significance for Muslims of the Qur’an, the Hadith and the Five Pillars of Islam. You might need to give them a brief introduction (there is one available online). They will need to research in books and/or on the internet. They should have some prior knowledge from previous history and/or religious studies lessons.

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Main phase (35–40 minutes): Explain that Muhammad told many stories and said many wise

sayings. A few of these sayings are provided online, and you should show these to the class. In pairs or small groups, pupils should research Muhammad and the dramatic spread of Islam during Muhammad’s lifetime and the first four caliphs. They should discuss his sayings and what type of person he was. They should try to identify and explain some of the reasons for the rapid spread of Islam in the seventh century, from a historical perspective, rather than a religious one. If possible, they should use a desktop publishing programme to produce a newspaper report. They are to pretend that the newspaper is being written at the time that Islam was spreading – they can pick a year. They should begin with a brief overview of events. They can choose to write as a Muslim or someone from another country and faith. They could be someone who was cynical about it all but who has just converted. Interviews could be conducted. They can import or copy and paste pictures if necessary. Plenary (5 minutes): Discuss how they have biased their report – which way have they gone? Why

is this different from usual historical research and writing? How did they reach their conclusions? Suggestion for homework (5 minutes): Pupils are to try to find out about some of the weaknesses

of the Byzantine and Persian empires – the enemies of Islam – and write four to six bullet points explaining this. Make it easier!

Less able pupils will need some guidance about how to plan and arrange their newspaper article or how to construct an interview for example. Make it harder!

More able pupils will be able to produce an authentic-looking newspaper report.

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The life of Muhammad and the spread of Islam TA SK SH EE T

Part 1 What do you know about the life and teachings of the Prophet Muhammad? Can you explain the meaning of the word Islam? Can you explain the significance for Muslims of the Qur’an, the Hadith and the Five Pillars of Islam?

Part 2 Read the introduction to Muhammad and his wise sayings, and then using the resources you have, in pairs or small groups, research Muhammad and the dramatic spread of Islam during Muhammad’s lifetime and the first four caliphs. Quietly and sensibly, discuss his sayings and what type of person he was. Concentrating on the history more than the religion, try to identify and understand some of the reasons for the rapid spread of Islam in the seventh century. In your group, you are going to produce a newspaper report. If possible, you will use a desktop publishing programme for this to make it look really professional. Pretend that you are writing the newspaper at the time that Islam was spreading. • Pick a year • Begin with a brief overview of events • Write as a Muslim or someone from another country and faith • Interviews could be conducted • Draw your own, or import or copy and paste pictures if necessary

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Merchants and trade Introduction: This lesson is an introduction to the circumstances that resulted in the rise of trading and the merchant class during the Middle Ages. Aims and outcomes: At the end of this lesson, all pupils will have a basic understanding of how

medieval trade was structured; most pupils will understand what merchant bankers did; what guilds, trading routes, charters and city-states were and some pupils will understand how and why the Hanseatic League was established. Starter (10–15 minutes): Merchant traders were never part of the feudal system, but they had a

great influence on it. They traded in food, raw materials and luxuries such as wool from England, furs from Russia, wood from Scandinavia, salt and wine from France, horses from Spain, cloth and tapestries from Flanders, glass from Italy and silks and spices from Asia. Trade routes around Europe were established and towns along the trade routes became richer. Some developed into great cities, such as Paris in France. Ask pupils to discuss what similarities and differences there might have been with merchants and traders then and now. There are some useful questions online. Main phase (35–40 minutes): Give the class an introduction, either the brief one online or direct

them to a particular resource. Then give them the following titles (also available online for easy display):

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Trade fairs, merchant bankers, guilds, merchants, bankers, travel, city-states, charters, trading routes Each pupil should select five from this list and research and write one paragraph on each topic. Plenary (5 minutes): Ask the class about the Hanseatic League or the story of Dick Whittington (there are introductions to both online). Suggestion for homework (5 minutes): If all pupils have access to the internet at home, they

should look up the Luttrell Psalter and write a paragraph on it. If they have time, they should illustrate their work suitably. Here is a useful website: http://www.bl.uk/onlinegallery/sacredtexts/ luttrellpsalter.html Make it easier!

Less able pupils could write about three or four of the topics in the same amount of time. Make it harder!

More able pupils will be able to write about more than five of the suggested topics in good detail.

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Merchants and trade TA SK SH EE T

Part 1 Merchant traders were never part of the feudal system, but they had a great influence on it. Your teacher is going to show you a picture of a medieval fair. Comment on what you can see. Here are some things to consider: • Do you know why the roofs are the shape they are? • What is being sold? • Can you point out the rich, poor and middle classes? • What is the person doing in the front of the picture? • What is happening in the background? • What is hanging from one of the buildings in the middle distance?

Part 2 Select five titles from the following and using books and/or the internet, write one paragraph on each in your exercise book: Trade fairs, merchant bankers, guilds, merchants, bankers, travel, city-states, charters, trading routes

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The Wars of the Roses Introduction: Whether you are teaching this topic at the end of Year 7 or the beginning of Year 8, this topic serves as a suitable bridge from medieval history to the Tudors. Aims and outcomes: At the end of this lesson, all pupils will understand the reasons for and

consequences of the Wars of the Roses; most pupils will be aware of the main battles of the Wars of the Roses and some pupils will recognize which kings belonged to the House of Lancaster and which kings belonged to the House of York. Starter (5–10 minutes): Introduce the basics. It would be useful to have a taught lesson on the

topic prior to this, so the class understand the basics of the history of the Wars of the Roses. Recap by asking them what the Wars of the Roses were or by telling them briefly (this introduction is also online for easy display): The Wars of the Roses were a series of battles that were fought between the supporters of the House of Lancaster whose symbol was the red rose and the supporters of the House of York whose symbol was the white rose. Both families wanted to rule England. The wars began in about 1455 and continued until 1487. Main phase (35–40 minutes): On the task sheet is a list of tasks. The pupils should work out five

or six key questions about the Wars of the Roses to which they are to find answers, such as: what were the causes of the Wars of the Roses? When was the first battle of the War of the Roses? Why were they called the Wars of the Roses? Where were the battles of the Wars of the Roses? Who fought in the Wars of the Roses? The pupils should complete all the remaining steps in Part 1.

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Plenary (5 minutes): Ask for some confident members of the class to present their investigations

and findings to the rest of the class. Suggestions for homework (5 minutes): The pupils are to research and write two paragraphs on one of the following: the Houses of Lancaster and York, Warwick ‘the Kingmaker’, and the Battle of Bosworth. In their writing, they should pay attention to the main characters, their dates, the main events of the situation and what brought the situation to an end. These are provided in Part 2 of the task sheet. Make it easier!

If you have pupils who will struggle with selecting their own key questions, you may need to write some on the board. Make it harder!

More able pupils will be able to write in more detail and should be encouraged to speak at the end of the lesson.

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The Wars of the Roses TA SK SH EE T

Part 1 Your tasks: 1. Work out five or six key questions about the Wars of the Roses to which you are going to find

answers, such as: what were the causes of the Wars of the Roses? When was the first battle of the War of the Roses? Why were they called the Wars of the Roses? Where were the battles of the Wars of the Roses? Who fought in the Wars of the Roses? 2. Make a list of all the books that have information relevant to your questions. 3. Collect information in note form. 4. Write your information under headings based on your key questions. 5. Be ready to discuss your findings at the end of the lesson.

Part 2 For homework, research and write two paragraphs on one of the following: • The Houses of Lancaster and York • Warwick ‘the Kingmaker’ • The Battle of Bosworth In your writing, you should pay attention to the main characters, their dates, the main events of the situation and what brought the situation to an end.

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The Princes in the Tower Introduction: This will be a mystery-solving lesson (or two), whereby pupils ascertain facts and work out between them what happened to the Princes in the Tower. Aims and outcomes: At the end of the lesson, all pupils will understand that history can be

interpreted in different ways, depending on translation of sources and perspectives. Most pupils will have understood how to explore a key concept from various angles and to make considered judgements. Some pupils will remember key dates and events of the period and have assessed a wide range of sources to come to thoughtful conclusions. Starter (10 minutes): It will be helpful if all pupils have read about the Princes in the Tower prior to this lesson. Introduce the background: there is an introduction online that you can display or hand out. Main phase (40 minutes): In small groups, pupils are to investigate the suspects and evidence

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Part D: Relationships

and examine motives. The main suspects who could have killed the princes are: Richard III, the Duke of Buckingham and Henry VII. Pupils should look into the backgrounds of these people and decide why they might have wanted the young princes dead. They could also investigate what else might have happened to the princes – perhaps they weren’t killed at all? What other theories are there? Why have we all assumed it was Richard III for so long? (Introduce them to the idea of propaganda by the Tudors.) Using big sheets of paper (A3 or A2) and felt tip pens, each group needs to jot down their main points and prepare a presentation for the rest of the class. Towards the end of the lesson or in the following lesson, each group should use the sheet and explain their findings and thoughts to the rest of the class. Plenary (5 minutes): Ask pupils to leave their sheets pinned up on a wall. Referring to them, discuss the main themes that have been covered with the class. Make links with what has been discovered and considered. Try to ensure that everyone understands the reasons why interpretations and propaganda have altered our views of history. Suggestion for homework (5 minutes): Pupils are to write a short piece on what they think

happened to the princes. This should include dates, suspects, at least three different sources and finally, what you think happened and why. Make it easier and make it harder!

Try to mix abilities in the groups or if you have some more able and some less able groups, give the more able more to find out and let them start the presentations and assist the less able pupils by suggesting sources and asking probing questions.

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The Princes in the Tower TA SK SH EE T

Part 1 In small groups, you are going to investigate the suspects and evidence and examine motives for murder. If the princes were killed in the Tower of London, the main suspects are: Richard III, the Duke of Buckingham and Henry VII. In your group, look into the backgrounds of these people – why they might have wanted the young princes dead? What else might have happened to the princes – perhaps they weren’t killed at all? What other theories are there? Why have we all assumed it was Richard III for so long? (Look up the word propaganda and consider the Tudors’ position – under which monarch did Shakespeare write his plays)?

Part 2 Once you have all done some research, discuss what you believe happened. Then, using big sheets of paper provided and felt tip pens, jot down your group’s main findings and prepare a presentation for the rest of the class.

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What can we tell about Henry VIII from portraits? Introduction: This lesson will be spent analysing visual sources. It will introduce pupils to

recognizing the importance of ‘reading’ visual sources and of knowing how to analyse and deconstruct images. Aims and outcomes: At the end of this lesson all pupils will realize that many images can tell

us about the people who commissioned the works, or about society at the time the images were produced. Most pupils will begin to understand methods of deconstructing images and some pupils will be able to ‘read’ images in terms of context, subject, hidden messages and symbolism. Starter (5 minutes): What does everyone know about Henry VIII? Pupils have 5 minutes to write

down everything they can remember about him in their rough books. Main phase (40 minutes): Ask quickly around the class, one or two word answers, what they have

written about Henry VIII. Next, refer to the National Portrait Gallery website: http://www.npg.org.uk/live/search/person.asp?search=ss&sText=Henry+VIII&LinkID=m p02145

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Select any of the Holbein portraits and enlarge it on the board. Ask the class to look at the image in silence and, taking their time, to look for ‘clues’ about the type of person he was. They are to write answers to the questions on their task sheets. Plenary (10 minutes): Discuss pupils’ answers and ask what they think the artist’s viewpoint achieves? (If the portrait had been painted from a different perspective, would the picture give the same impression)? By filling the frame, how has Holbein made the King seem to viewers? Tell them that Henry VIII was considered handsome when he was young, but by the time of these portraits, he was bloated, overweight and diseased. What words can they come up with that they think might describe his personality? Suggestion for homework (5 minutes): Pupils are to write their findings in their exercise books. Make it easier!

Less able pupils should be encouraged to write as much as possible and to answer the questions independently. Make it harder!

More able pupils should be encouraged to write in more detail and to volunteer their thoughts about the portrait during the lesson. If they complete this exercise early, they could look at further portraits by Holbein and work out what symbolism is contained in the images.

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What can we tell about Henry VIII from portraits? TA SK SH EE T

Part 1 You are going to be looking at a selection of Tudor portraits. What clues can you take from the paintings about individuals? What do you think they were like? Why do you think that? Focusing on just one Tudor portrait, write answers in rough to the following questions: 1. Who paid for the portrait? 2. Why might the portrait have been painted? 3. Who would have seen the portrait? 4. Would Henry have been pleased with it? If so, why, if not, why not? 5. What did he want people to think of him from the portrait? 6. What makes the King seem powerful? (You may suggest several reasons.) 7. The arrangement of a painting is called the composition. How has Holbein the Younger

composed this portrait? Does it add anything to the image he was portraying? 8. Look at Henry’s face. What sort of a personality do you think he had from his features?

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Henry VIII and his wives Introduction: This activity will help pupils to understand the pattern of Henry VIII’s marriages and what this tells us about the surprising changes of the 1530s in terms of marriage and beliefs. Aims and outcomes: At the end of the lesson, all pupils will recognize the chronology of

Henry VIII’s marriages. Most pupils will understand how religion was affected as a consequence of Henry’s marriages and some pupils will be aware of the way it led to the Reformation. Starter (10 minutes) 1. Give 12 blank cards to 12 pupils and tell each to write one thing on their card from: the

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names of Henry VIII’s wives and the following dates – 1509, 1533, 1536, 1540, 1540 and 1543. 2. Ask the pupils who have written the dates to stick them in chronological order on the classroom wall 3. Ask the pupils holding the wives’ names to stand next to the correct date according to the year of marriage. 4. Ask the class if they are correct and if not, they must put them in the right order. Main phase (40 minutes): Provide a range of sources. Discuss with the class what they know about the wives of Henry VIII. All the card-holders should pin their queens’ names under the year of their marriage to Henry and sit down. It might be helpful to give them a brief background to Henry’s six wives (an introduction to the wives is provided online). The whole class should research Henry and his wives and find out: why he stopped all payments going to Rome from the English church in 1532. On what grounds did he get his marriage to Catherine of Aragon annulled? How and why did he make himself the Head of the Church of England with the Act of Supremacy? When and why did he attack the monasteries and take their money and land? Ask and find out answers to any questions you might want to ask about Henry and his marriages. Once plenty of material has been collected and collated, research one of the characters – from: Henry VIII; Catherine of Aragon; Anne Boleyn; Jane Seymour; Anne of Cleves – and on paper, plan and write a day’s diary entry, as if written by either Henry VIII or one of his wives, while they were involved with each other. Plenary (5 minutes): Ask each pupil to bring their written diary entries to the front of the class and pin them on the wall. Give everyone a chance to look at and read some of them. Suggestion for homework (5 minutes): Pupils should divide two pages into six and in each section, outline each one of Henry VIII’s wives. For each, give their nationality, dates, date and length of marriage and reason for and method of the marriage ending. Make it easier!

Rather than writing a diary entry, less able pupils could work out a timeline for the marriages and deaths of Henry’s wives. Slightly more able pupils should try to find reasons for all his marriages; why a King had to marry; why he changed wives and how they were disposed of. Make it harder!

More able pupils could write an opposing diary entry by Henry VIII, explaining his feelings for his wife – good or bad – and why he either had hopes for his marriage or wanted to dispose of his current wife.

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Henry VIII and his wives TA SK SH EE T

Part 1 What do you know about the wives of Henry VIII? You should have worked out the correct orders of wives and marriage dates.

Part 2 Research Henry VIII and his wives and find out: 1. Why did he stop all payments going to Rome from the English church in 1532? 2. On what grounds did he get his marriage to Catherine of Aragon annulled? 3. How and why did he make himself the Head of the Church of England with the Act of

Supremacy? 4. When and why did he attack the monasteries and take their money and land?

Now research one of the following characters: Henry VIII; Catherine of Aragon; Anne Boleyn; Jane Seymour; Anne of Cleves; Catherine Parr or Catherine Howard. Plan and write a day’s diary entry, as if written by either Henry VIII or one of his wives, while they were involved with each other.

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Tudor religion Introduction: It is important for the class to understand and learn about some of the changes that occurred to religion during Tudor times and some of the consequences and repercussions of those changes. Aims and outcomes: At the end of the lesson, all pupils will be aware of some of the changes in

religion that occurred during the Tudor period. Most pupils will be aware of some of the changes to the ways in which people worshipped during the Tudor period. Some pupils will be aware of some important dates and occurrences during each Tudor monarch’s reign, from Henry VIII onwards. Starter (5–10 minutes): Display the following words (also available online) and ask pupils

to discuss what each word means: Heretics / Mass / altar / idols / dissolution / monasteries / Catholicism / Protestantism / persecution

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Main phase (40 minutes): Working in groups (ideally of four), pupils will research the changes to

religion during the Tudor period, discovering various actions, causes and consequences and then working out conclusions independently. To start, ascertain what they know about religion during Tudor times. Make sure that they are aware of some of the basic differences between Catholic and Protestant beliefs and also why religion was so important at the time. You should give some background information on Henry VIII, Edward VI, Mary I, Elizabeth I and the Scottish Church. There’s a document online on this that you might want to display or distribute as a handout. Pupils are then to research and answer the questions on the task sheet. After researching these facts, in their groups, they should divide the work and each write a clear account of the changes that occurred in Tudor religion. You will need to photocopy or print three versions of each account, so that each group has copies of all the research and conclusions drawn. Plenary (5 minutes): Ask the class to work out the number of years over which these changes

occurred (1509–1603). Do they think life was overly dominated by royalty in Tudor times? Why was religion so important in those times? Were any Tudor kings and queens right to do what they did? Suggestion for homework (5 minutes): Pupils are to research the ‘Dissolution of the Monasteries’.

What repercussions did this have on universities and why? Write two to three paragraphs on the subject. Make it easier!

Rather than the main phase, less able pupils could divide a page into two columns and write the similarities and differences between Catholics and Protestants’ beliefs. Make it harder!

More able pupils could research what happened to the buildings, riches, monks and nuns.

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Tudor religion TA SK SH EE T

Part 1 Your teacher will put you in groups. Together, research the changes to religion during the Tudor period; discover the actions, causes and consequences and come to your own conclusion. Before you start, make sure that you are aware of some of the basic differences between Catholic and Protestant beliefs and also why religion was so important at the time.

Part 2 Your task is to research and answer these questions in your rough book: 1. Why did Henry VIII make himself head of the Church of England? 2. What was the break with the Pope and the Act of Supremacy? 3. What was the dissolution of the monasteries? 4. What was the Great Bible? 5. What happened to the Latin Mass, first in Edward and then in Mary’s reigns? 6. What group of people were persecuted during Edward’s reign? 7. What was different about Edward’s new prayer book? 8. What were priests allowed to do that they hadn’t been allowed to do before? 9. How were churches changed in Edward’s reign? 10. What happened to many Catholic bishops during Edward and Mary’s reigns? 11. Who was Head of the Church during Mary’s reign? 12. What did Mary do to many Protestants and why? 13. What effect do you think Mary had on the country? Do you think everyone wanted to be

Protestant? 14. What was the Elizabethan religious settlement? 15. What was the Treaty of Edinburgh?

After researching these facts, work out who will do what task in your group and on further separate sheets of paper, each write a clear account of the changes that occurred in Tudor religion.

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Henry VIII and the monasteries Introduction: This can be used as an alternative or an additional lesson to the previous one. It will help pupils to understand why Henry VIII wanted to close the monasteries and how he managed to do it. Aims and outcomes: At the end of the lesson, all pupils will understand a bit about life in Tudor monasteries, most pupils will understand the corruption of the Tudor monasteries and some will understand Henry’s reasons for wanting to close them. Starter (10 minutes): Give the class an introduction to monks and monasteries (you can use the

brief background information sheet online). They have 3 minutes to write down what the three vows mean: • Poverty • Chastity • Obedience Main phase (35 minutes): Put pupils in pairs and using a variety of resources (there are a couple of websites suggested in the companion website) they should answer the questions in Part 2 of the task sheet.

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Plenary (10 minutes): Discuss the long-term causes of King Henry’s changes to the religion of

England (available online for easy display): • He wanted a son. • He believed that God was stopping him from having a son to punish him for marrying Catherine of Aragon. • The Catholic Church had a great deal of power and money in England Now compare that to the short-term causes: • The Pope would not give Henry a divorce from Catherine of Aragon. • Henry needed to marry Anne Boleyn before her baby was born to make it legitimate. Suggestion for homework (5 minutes): Each pupil should find out what the following words mean

and write their definitions in their exercise books: lay brother / scriptorium / abbot / illuminated manuscript / holy relics / vows / convent / holy order / dissolution Make it easier!

Make sure that less able pupils have listened and understood the aims of the lesson. Point out the lesson objectives and ask someone from the middle to lower ability range what they mean and what is expected of them. Make it harder!

Ask more able pupils to find further information during the lesson.

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Henry VIII and the monasteries TA SK SH EE T

Part 1 In 3 minutes write down what these vows mean: • Poverty • Chastity • Obedience

Part 2 Using a variety of resources, in pairs, find out: a. What was life like in an efficient Tudor monastery? (List at least five things that happened

each day) b. What was life like in an inefficient Tudor monastery? (List at least four things that happened

in them) c. Why did Henry VIII want to close all monasteries? (List at least three reasons) d. How did Henry succeed in his aims? (List at least two ways he managed it)

Homework Find out what the following words mean and write the definitions in your exercise book: • Lay brother • Scriptorium • Abbott • Illuminated manuscript • Holy relics • Vows • Convent • Holy Order • Dissolution

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Mary Tudor – is ‘Bloody Mary’ a fair description? Introduction: This lesson will enable pupils to explore interpretations of a particular individual in

history and to develop sustained analyses of events. Aims and outcomes: At the end of the lesson, all pupils will understand that interpretations by historians can affect the reputation of historical figures quite dramatically. Most pupils will have grasped how to select and compare valid points from sources. Some pupils will be able to clarify why Mary I was disliked and gained a bad reputation and make valid judgements about interpretations. Starter (10 minutes): The class should have previously studied the life of Mary Tudor and events

of her reign. Spend 10 minutes going over what they remember. If possible, provide some sources that show conflicting opinions of her. Main phase (40 minutes): Discuss how interpretations differ and contrast. There are two main

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opinions about Mary Tudor’s reign – one good and one bad. Ask why this happens? Invite suggestions and opinions and then discuss how they will write an appraisal of her reign using facts and trying to avoid bias. They are to find out and assess whether the nickname ‘Bloody Mary’ was a fair one? Questions on the task sheet help to give them some direction. On the paper you provide, they are to write an essay, referring back frequently to the initial question in order to keep to the purpose of their evaluation. Some suggested books: Shuter, J. The Tudors (Heinemann Library, 2006). Hebditch, F. Britain through the Ages: Tudors (Evans Brothers Ltd, 2003). Tittler, R. The Reign of Mary I (Seminar studies in history) (Longman, 1991). There is also a list of useful websites online. Plenary (5 minutes): Find out what conclusions pupils have come to – what can they assess from

the evidence? What is the general opinion? Suggestion for homework (5 minutes): Pupils are to complete the essay for next lesson. Make it easier!

Less able pupils should be able to answer some of the questions within their essay, but might not be able to formulate opinions for all the factors; their writing will be less considered than more able pupils. Make it harder!

More able pupils should be expected to consider several factors and to grasp some subtleties of interpretation.

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Mary Tudor – is ‘Bloody Mary’ a fair description? TA SK SH EE T

Part 1 What do you know about Mary Tudor? Try to remember, participate in the class discussion and jot down notes in your rough book.

Part 2 Historical interpretations differ and contrast; there are two main opinions about Mary Tudor’s reign – one good and one bad. Why does this happen? You are going to find out what are facts and what are opinions and write an appraisal of her reign trying to avoid bias. Using the questions below, you are going to investigate and assess the question of whether the nickname ‘Bloody Mary’ was a fair one? 1. Why did Mary marry Philip II of Spain? Why did she choose him and not an English

nobleman? 2. What did her subjects think of her marriage? 3. Would her subjects have been satisfied if she had married an English nobleman? 4. Was the loss of Calais all Mary and Philip’s fault? Give your reasons. 5. Why was Mary hated by Protestants? 6. Why did she order the burning of so many Protestants?

Part 3 Remember that the Tudor period was very different from ours and although Mary ordered 284 Protestants to be burned, Henry VIII had 80 people burned, Edward VI had two people burned and Elizabeth I had five people burned. They also had many people hanged, drawn and quartered and yet those monarchs are not remembered for their cruelty as Mary was. Once you have gathered your evidence, write an essay, referring back frequently to the initial question so you don’t go off track.

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Elizabeth I and Mary, Queen of Scots Introduction: By studying the ways in which Elizabeth I dealt with Mary, Queen of Scots, pupils

will become aware of causes and consequences and will understand that events do not happen in isolation. They will evaluate the events that led up to the execution of Mary Queen of Scots. Aims and outcomes: At the end of the lesson, all pupils will have identified a variety of causes that

led to the death of Mary, Queen of Scots. Most pupils will show some understanding of how events have been interpreted, often leading to distorted conclusions. Some pupils will make appropriate links between sources and events and will give reasons for further events and outcomes. Starter (10–15 minutes): You could have a ‘jury’ or panel of neutral students in this lesson or

you could lead the debate. Divide the class in half (allowing for a good mix of abilities on each side). One half of the class is going to research Mary, Queen of Scots and the other half is going to research Elizabeth I. Give each half some direction – books, printed information sheets and/or websites such as those listed online.

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Main phase (30–35 minutes): They have half an hour to find out and make notes on their particular

monarch and to prepare for a debate about who was more in the right and who was more in the wrong. You will need to walk about the two halves – it will be best if you sit them on different sides of the classroom – and assist those who are struggling to understand or to gather information. After 30 minutes ask each group to identify one person who will be the main spokesperson and will lead and control the debates. Next, announce to the class that they will now debate calmly and using facts that occurred in the build-up to the execution of Mary, Queen of Scots? You might wish to act as the chair or you might wish to choose a pupil to do it. First, each side has to explain the situation clearly. This should involve several pupils. Between them, they should identify the main causes of the problems between Elizabeth I and Mary, Queen of Scots. Give them a time limit, such as 5 minutes each side. Those who haven’t spoken should ask questions to the other side. They need to ascertain whether or not the situation could have been handled better and if so, how should it have been handled? Which monarch was the most culpable? Once all questions have been answered, each spokesperson should sum up why the class should vote for their monarch as being the most wronged against. Plenary (10 minutes): Review the ways in which the class treated and delivered the debate. Sum up their responses and give them feedback on the way they handled the lesson. Suggestions for homework (5 minutes): Using two facing pages of their exercise books, pupils

should write a short account of events leading to the execution of Mary I of Scotland. Make it easier!

Less able pupils might need you to structure their research more tightly and possibly to give them specific questions for homework. Make it harder!

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Elizabeth I and Mary, Queen of Scots TA SK SH EE T

Part 1 In half an hour you are to find out and make notes on your queen and prepare for a debate about who was more in the right and who was more in the wrong. During the half hour, you need to find out this information and decide between you who will be the main spokesperson who will lead and control the debates.

Part 2 You will now debate calmly as two sides, using facts you have found out about what occurred in the build-up to the execution of Mary Queen of Scots. This is how the debate will run: 1. Identify the main causes of the problems between Elizabeth I and Mary, Queen of Scots. 2. You have 5 minutes to explain your situation clearly and concisely to the other side (this

might involve a few of you). 3. Ask questions to the other side and work out whether or not you think the situation could

have been handled better. If so, how should it have been handled? 4. Which monarch was the most culpable? 5. When your side has explained clearly and answered any questions, one of you must sum up

why the class should vote for their monarch as being the most wronged against.

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Translating a Tudor painting Introduction: By analysing a Tudor painting, pupils will begin to understand that even centuries ago, people had similar ambitions and desires. Even though visual interpretations might differ from those of our time, parallels can be made between the lives of the Tudors and our own. Aims and outcomes: Each pupil should be given a copy of The Armada Portrait, 1588 or The Family of Henry VIII: An Allegory of the Tudor Succession, c.1572 (there are links online). At the end of this lesson, all pupils will be aware that certain beliefs were more important to people of the Tudor period than they are to us. Most pupils will understand the sequence of events in a Tudor nobleman’s life and why his wife wanted the picture painted posthumously. Some pupils will develop an ability to analyse, evaluate and make judgements about an image. Starter (5 minutes): Ask the class to think of four events in their lives so far and to draw them very simply in their rough books, in chronological order.

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Main phase (40 minutes): Ask everyone what events they drew? Why did they choose them? Show

them the portrait of Sir Henry Unton: http://www.tudorplace.com.ar/Bios/HenryUnton%28Sir%29. htm (open the page, then click on the tiny picture near the bottom; it will enlarge). What do they think it shows? Can they work out what the pictures mean? Who would have paid for the work? After they have had 5 minutes to look and decide what it might be about, explain that the painting tells the story of the life and death of the Elizabethan soldier and diplomat, Henry Unton (1557–96). It was painted c.1597 after Henry had died and was commissioned by his widow, Lady Dorothy Unton. The painting is unusual for Elizabethan times and tells the story of his life and death in 12 consecutive images arranged in two spirals. His portrait is the thirteenth image in the centre. His house near Oxford dominates the right side of the painting and the church where he was buried dominates the left. The story begins at the bottom right-hand corner where Unton is a baby in his mother’s arms (his mother was Lady Anne Seymour, daughter of the Duke of Somerset). The next image is of Unton studying at Oxford University and travelling to Venice, then his military service in the Low Countries and his deathbed in France. (He died after a fall from his horse.) The long funeral procession dominates the lower half of the work. (This information is also provided online for use as a handout or display.) Pupils should work in pairs. They should select any famous Tudor and list seven important aspects of that person’s life. On a sheet of plain A3 paper, they should plot a life story of their chosen person. They can choose how to compose their pictures, but they must keep events in chronological sequence. They will need to research in books or on the internet. Plenary (10 minutes): In their pairs, pupils should stand in front of the class and explain what is

happening in their pictures. The rest of the class should be allowed to ask questions. Suggestion for homework (5 minutes): Each pupil should be given a copy of The Armada Portrait or The Family of Henry VIII: An Allegory of the Tudor Succession. They should list six different things they can see in the portrait and explain what they think each means. Make it easier!

Less able pupils will need support in their research and selecting aspects of each life to illustrate. Make it harder!

More able pupils should include in-depth background details in their individual’s pictures.

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Translating a Tudor painting TA SK SH EE T

Part 1 Look at the portrait of Sir Henry Unton and consider the following: • What do you think the painting shows? • Can you work out where it ‘starts’? • What do the pictures mean? • Who do you think paid for the picture to be painted? Spend 5 minutes looking at the painting and decide what you think it is about.

Part 2 Working in pairs: select any famous Tudor individual and list seven important aspects of that person’s life, such as birth, marriage, coronation and so on. On a sheet of plain A3 paper, plot that person’s life story in small drawings. You can choose how to compose your picture, but you must keep events in chronological sequence. You will need to use books or other resources to find out about your Tudor person.

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Wealthy Tudors Introduction: Using Tudor portraits, pupils can work out a great deal about the rich people of the time. As with the last lesson, they can use informed enquiries to develop ways of interpreting the past through primary visual sources. Aims and outcomes: At the end of the lesson, all pupils should understand how to ask and answer questions about visual resources to find out relevant information. Most pupils should be able to recognize that even with one visual source the past can still be interpreted in different ways by different people. Some pupils should be able to see changes over the Tudor period, in terms of fashion and what was important to the sitters and artists. Starter (10 minutes): It will be helpful if students are sitting around tables in groups. Give them

a variety of Tudor portraits to look at and if they are sitting in groups, tell them to share and swap the images. Ask for suggestions about (a) why portraits were made and (b) how artists made the sitters look important and rich. Write their suggestions on the board. Main phase (35 minutes): Everyone is to study the portraits at their tables and to select one. It doesn’t matter if they are sharing, but individually, they are to answer the questions about one of the portraits on their own task sheets. Next, in their exercise books, they are to write a short descriptive passage about the person in their portrait. Concentrate on the person’s character, looks, behaviour, status and attitude. Plenary (10 minutes): Display the portraits and ask pupils to stand near their portrait and read

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their passages to the rest of the class. Encourage questioning – e.g. why did you come to that conclusion? What made you think that? Where is your evidence? Suggestion for homework (5 minutes): Pupils should research the clothing of the rich and poor

in Tudor times and write two lists: one for the rich and one for the poor. They should try to include at least six items of clothing for each. Make it easier!

Less able pupils might need more assistance in ways of looking and finding clues in the images. Make it harder!

If they have time, more able pupils could also write a ‘diary entry’ by their character to be displayed with the portraits.

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Wealthy Tudors TA SK SH EE T

Part 1 In your group, share and swap the Tudor portraits in front of you. Join in a class discussion, giving your opinion about (a) why portraits were made and (b) how artists made the sitters look important and rich.

Part 2 Select one of the portraits. It doesn’t matter if you are sharing, but you must answer the following questions individually: 1. What is the status of the person in the portrait? (If it’s not obvious, make a calculated guess.) 2. How rich does the person look? What evidence is there for his or her wealth? 3. What type of person is the sitter? Describe his or her character and explain why you think

that. 4. Why was the portrait made? Use what evidence you can to work this out.

Part 3 In your exercise book, write a short descriptive passage about the person in your portrait. Concentrate on the person’s character, looks, behaviour, status and attitude.

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Reading Tudor portraits Introduction: This lesson will introduce pupils to the idea of symbolism and propaganda in Tudor

portraiture. Aims and outcomes: At the end of the lesson, all pupils should recognize some of the symbols

that were used in Elizabethan portraiture. Most pupils should understand how Elizabeth used portraits as methods of public relations and of promoting her cause. Some pupils will recognize some main features of Elizabeth’s reign and how specific portraits underpinned messages she wanted to portray. Starter (5 minutes): Show the class a portrait of Elizabeth I, 1580–85, by Marcus Gheeraerts the Elder (the link is provided online). Ask the class what they think Elizabeth was trying to show in this painting? Why was she showing this? What symbols are there and what do they show? (The olive branch in her left hand and the sheathed sword at her feet symbolize peace. At this time the relationship with the Netherlands was unstable.)

Part E: The Tudors

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Main phase (40 minutes): If possible, show the class the following three portraits: the Pelican

Portrait; the Phoenix Portrait and the Rainbow Portrait, the links for which are provided online. If you cannot obtain these images, try to find any of Elizabeth I’s portraits – you will need at least three; there are many good examples in a variety of history books. Some brief information is provided online. Working in pairs, pupils should try to ‘read’ each portrait. They should jot down bullet points, describing what they think each painting is communicating. You could put some stimulating words on the board, including: age, peace, purity, warmth, jewels, courage, royalty, power, viewpoint, message and youth. Plenary (10 minutes): Ask the class what they have come up with. Volunteers should stand up and

talk about each portrait or you could go round the class, asking each pair for one fact or symbol. Suggestion for homework (5 minutes): Each pupil should either write or draw a fictitious portrait

of Elizabeth I, using symbols of their choice. These can be actual symbols or invented ones. They should explain what symbols they have used and what they mean either in the description if they’re writing about their portrait or in a key if they’re drawing one. Make it easier and make it harder!

For this exercise, if you mix the pairs, the more able pupils will be able to help the less able, but there is a risk that they might carry the less able pupils. If you keep pairs within their ability groups, there is the risk that some pairs will work far better than others. Depending on how much support you can give, this still might be the best option – and you will know what’s best for your pupils. Try encouraging the more able pupils to come up with a long list of symbols, facts and impressions about the paintings and stop the class during the lesson to ask them to share their thoughts.

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Reading Tudor portraits TA SK SH EE T

Part 1 Look at the portrait of Elizabeth I, 1580–85, by Marcus Gheeraerts the Elder. What do you think Elizabeth was trying to show to viewers in this painting and why? What symbols can you identify in the work and what do they show?

Part 2 Look at the next three portraits: the Pelican Portrait; the Phoenix Portrait and the Rainbow Portrait. Remember that Elizabeth I was queen when most people considered female rulers to be weak and ineffectual. Her sister, Mary I, had been particularly unpopular and Elizabeth succeeded her. In addition, there were many problems during Elizabeth’s reign; the question of the succession was constant as she did not marry and over time, she became rather unattractive with wrinkled skin, heavily covered in white lead and black, sugar-damaged teeth. Portraits were one of the ways in which she communicated with the rest of the world, to make her appear a particularly effective ruler. These days, this might be called ‘spin’ or ‘propaganda.’

Part 3 Working with a partner, try to ‘read’ each portrait; in rough, jot down bullet points, describing what you think each painting is ‘saying’. Consider the following words: age, peace, purity, warmth, jewels, courage, royalty, power, viewpoint, youth – these are clues about the paintings. When you have ten points for each painting, compare your notes with another pair sitting close to you.

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How successfully did Elizabeth I deal with the problems of her reign? Introduction: By studying some of the key issues that Elizabeth I faced during her reign and some of the ways in which she dealt with them, this lesson will reinforce pupils’ understanding of actions, events and consequences of people’s actions. Aims and outcomes: At the end of this lesson, all pupils will have evaluated one of the key issues of Elizabeth I’s reign and most pupils will have made their own judgements about the causes and consequences of more than one issue. Some pupils will develop greater skills in analysis and evaluation about causes and consequences. Starter (5–10 minutes): Discuss some of the problems that faced Elizabeth during her reign.

Invite different pupils to write what they know on the board. Once you have a list that includes: Mary, Queen of Scots; the Armada; religion; marriage/the succession; poverty and the Poor Laws, then you can introduce the lesson.

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Main phase (35–40 minutes): Split the class into five groups, and assign one of the following

topics to each: Religion, The Armada, Mary Queen of Scots, Marriage/The Succession, Poverty. Hand out the relevant questions (provided online) to each group. Working in their small groups, pupils are to research their chosen subject, answer the three questions for that topic and create annotated posters showing the problems Elizabeth faced, the solutions she implemented and the outcomes of those solutions. Plenary (10 minutes): Pupils are to compare their posters and discuss their similarities and

differences. They should share their knowledge to summarize the problems facing Elizabeth throughout her reign. Suggestion for homework (5 minutes): Pupils should rule a line down the centre of a page in

their exercise books. On one side, they should write ‘should have married’ on the other side, they should write ‘should not have married’. Under each heading, they should come up with bulletpointed reasons why Elizabeth should or should not have married, showing their knowledge and understanding of the situation. Make it easier!

Less able pupils will probably need further guidance in researching – and perhaps a list of ‘things to consider’ for the homework. You could also give them a list of Elizabeth’s possible suitors (available online). Make it harder!

More able pupils should show a clear understanding of the need to secure the succession and should even refer back to Henry’s desperation for a male heir, the pressures Parliament tried to put on Elizabeth to marry and her response. If possible, you could take a group or two of more able pupils and ask them to investigate what the effects were of Elizabeth leading some suitors on and then not marrying them after all.

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TA SK SH EE T

How successfully did Elizabeth I deal with the problems of her reign? Part 1

The teacher will have given you a list of questions for a particular problem that Elizabeth I had to face during her reign. Working in a small group, answer the questions about your area.

Part 2 Working in your small group, research your chosen subject, answer the three questions for that topic and using the A3 paper, create a poster showing the problems Elizabeth faced, the solutions she implemented and the outcomes of those solutions.

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Why did the Spanish Armada fail? Introduction: This lesson concentrates on the events of the Spanish Armada, from the build up –

the breakdown of England’s relationship with Spain – to the defeat of the Armada. Aims and outcomes: At the end of the lesson, all pupils should understand why the relationship between the English and the Spanish broke down and why Philip II of Spain decided to attack England. Most pupils will understand that the consequences of this was a mixture of decisions taken by both sides, the weather and other factors and some pupils will comprehend that the victory was a turning point for Elizabeth and for history. Starter (10 minutes): What was the Spanish Armada? Explain to the class that at the beginning

of Elizabeth’s reign, England was at peace with Spain and Philip offered to marry Elizabeth. Thirty years later they were deadly enemies and at war. What went wrong? Why was the Spanish Armada launched against England? In pairs, pupils should spend 10 minutes, using whatever resources you have available, listing reasons why the Armada failed.

Part E: The Tudors

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Main phase (40 minutes): Remaining in their pairs, ask pupils to research events of the Armada.

There is a suggested list of questions available online that you might like to put on the board at this point, or give out as a handout to less able students. Each pair should investigate these factors and decide on reasons that were the most important for the defeat of the Spanish Armada. Finally, individually, pupils should create a page of a comic describing what happened. They should consider all the Spanish mistakes and the English strengths and plan a series of images that tell the story. Emphasize the importance of prioritizing – what do they think were the most important factors to the Armada’s defeat? They should spend the rest of the lesson prioritizing and planning. Some pupils might be able to begin drawing. Plenary (5 minutes): What have they decided? Discuss how and why the Spanish fleet was

defeated. What effect did this event have on the respective powers of Spain and England as seafaring nations? Suggestion for homework (5 minutes): With an allowance of between six and ten frames, pupils

should plan their comic page (to be completed next lesson). Make it easier!

Less able pupils will probably do fewer frames; you could give them an idea of how many frames you expect. Tell them that you also expect thoughtful and well-considered work that is speedily produced. Make it harder!

To motivate even the more able students who do not work speedily, a reward could be offered for thorough and quickly completed work. Tell the class that you will be marking their thoughtful and considered content as well as the speed at which they complete the work. More able pupils should be encouraged to fill a fairly substantial number of frames, so you might find it useful to give them a number you expect.

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Why did the Spanish Armada fail? TA SK SH EE T

Part 1 At the beginning of Elizabeth’s reign, England was at peace with Spain and Philip (of Spain) offered to marry Elizabeth (of England). Thirty years later they were deadly enemies and at war. What went wrong? Why was the Spanish Armada launched against England? With a partner, spend 10 minutes researching and listing reasons why the Armada failed.

Part 2 Remaining with your partner, research events of the Armada.

Part 3 Finally, on your own, create a page of a comic describing what happened. Consider all the Spanish mistakes and the English strengths and plan your comic to tell the story. For impact, only include the most important factors to the Armada’s defeat, so spend the rest of the lesson prioritizing and planning. When your planning is complete, you can begin drawing.

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What caused the English Civil War? Introduction: This lesson will give pupils the chance to investigate why people chose to support

either the King or Parliament during the English Civil War. Aims and outcomes: At the end of the lesson, all pupils will have examined some of the key causes

and events of the English Civil War, most pupils will begin to understand the main reasons behind the political conflict and some pupils will also begin to see the events from the viewpoint of those involved in them. Starter (10 minutes): To investigate some of the causes of the Civil War, look at the video clips and links provided on the companion website. Main phase (35 minutes): Show the whole class the statements provided online. Working

individually, pupils should spend 20 minutes using their resources to work out what they think were the main causes of the Civil War from these statements. Next, they must write an account of the build-up to Civil War, adding further key events that they have uncovered for themselves. Plenary (10 minutes): Write five to six events that led to the Civil War on the board (a list of

events is provided online). Ask the class to arrange them in chronological order. This could be a hands-up session, or you could work around the class, asking different pupils at random to tell you when each event occurred. You could give rewards if they know the dates as well!

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Part F: The Making of the United Kingdom

Suggestion for homework (5 minutes): Each pupil should divide a page into three columns.

Column one should be headed ‘Causes before 1629’; column two should be headed ‘Causes before 1640’ and column three should be headed ‘Causes that emerged after 1640’. They should try to include at least three causes in each column, including such things as: Henrietta-Marie; Charles I’s new taxes; Charles I trying to arrest five MPs. Make it easier!

Encourage less able pupils to participate in this lesson – they might need to have some prompts to help them with their homework. Make it harder!

More able pupils should also be encouraged to take part and expand their answers and opinions as much as possible. Those who finish early could write a short explanation of the term ‘Divine Right of Kings’.

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What caused the English Civil War? TA SK SH EE T

Part 1 Thinking about the statements you have seen, what do you think were the main causes of war? Spend 20 minutes considering the statements and from them, work out what you think were the main causes of the Civil War.

Part 2 In your exercise book, write an account of the build-up to Civil War from the statements but with further key events that you have found out.

Part 3 Using the following table as a template, find three causes for each column. Include such things as: Henrietta-Marie; Charles I’s new taxes; and Charles I trying to arrest five MPs. Causes before 1629

Causes before 1640

Causes that emerged after 1640

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The English Civil War Introduction: This lesson will introduce pupils to the conflicts of the English Civil War and will

help them to understand both sides of the fight. Aims and outcomes: At the end of this lesson, all pupils should understand the difference in

beliefs of those who belonged to the Parliamentary Army and of those who belonged to the Royalist Army. Most pupils will recognize both sides of the Civil War and why it happened at that time. Some pupils will understand the significance of the people turning against the King and why he did not try to prevent this. Starter (10 minutes): Pupils are to work in pairs. Each pair should choose six words or phrases

from those available online (you could display these on the board). Each pair should write down their six words or phrases in rough and write the meanings of the words or phrases alongside. The first pair to finish is the winner! (It’s up to you whether you give them an actual prize or other reward, or simply give them a clap!) Main phase (35–40 minutes): In the task sheet there is a series of statements, some that support the King and some that do not. Working individually, pupils are to put each of the above statements into two lists: one that supports the King and the other that supports Parliament. Once they have completed this (after about 10–15 minutes), they should choose one of the sides that they agree with most – either Parliamentarians or Royalists. Each pupil should write a speech, persuading others to join ‘their side’.

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Part F: The Making of the United Kingdom

Plenary (5–10 minutes): Select some pupils to read out their speeches. Suggestion for homework (5 minutes): Give each pupil a picture of Charles I. They should write a speech bubble, expressing what the King is saying. Make it easier!

Try to pair more able with less able students for the early part of the lesson. Less able pupils might need further guidance on how to plan and write their speeches and what to include in them. To help them, stop the class at least twice while they are working and ask how people are getting on; if they have any tips for researching, planning and writing their speeches and if they have any suggestions of what to avoid. Make it harder!

More able pupils might want to also write a promotional leaflet about their chosen side – this could be produced by hand or on a computer.

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The English Civil War TA SK SH EE T

Part 1 Sort the following statements into two lists: one that supports the King and the other that supports Parliament: • The King must be made to ask and take advice from Parliament • The King rules by Divine Right • The New Model Army will defend the people of England, Ireland, Scotland and Wales against the corrupt power of the King • The King is no better than the rest of us, if he takes advantage of his position and thinks he’s far better than we are, then he should not remain in power • The King owns all the land in England, Scotland, Wales and Ireland • Everyone should use the Book of Common Prayer to worship God • We are all equal in God’s eyes • God chose the King to rule and he must obey God’s command

Part 2 Once you have completed this, choose one of the sides that you agree with most – either Parliamentarians or Royalists. In your exercise book, write a speech, persuading others to join your ‘side’.

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What was England like during the Civil War? Introduction: This lesson will help pupils to realize some key points about the Civil War; why the

Royalists were successful initially but lost their advantage; how circumstances and personalities affected the causes and consequences and what it was like in England from 1642–1660. Aims and outcomes: At the end of the lesson, all pupils will understand some of the events and

outcomes of the Civil War. Most pupils will be aware that the country did not split neatly into two equal sides and some pupils will appreciate Oliver Cromwell’s success as a general and how he instigated such a change in the course of British history. Starter (10 minutes): Briefly cover important facts that the class has already learned about

the English Civil War. Then show this painting on the whiteboard: ‘When did you last see your Father?’ by William Frederick Yeames (1835–1918), available online. Allow the class to look at the picture for 2 minutes then turn it off. Ask them to tell you information about the picture from memory. What do they remember? How do they think it relates to the topic they are studying? Is it a primary or secondary source? After they have made some suggestions, show the picture up again and explain what is happening. The Walker Art Gallery that houses the painting has an excellent website to explain the work: http://www.liverpoolmuseums.org.uk/walker/collections/ lastseefather/ It also contains other nineteenth-century paintings of the English Civil War, which can help children visualize events.

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Part F: The Making of the United Kingdom

Main phase (40 minutes): Explain to the class how most great landowners supported the King,

but some supported Parliament; most townspeople and merchants supported Parliament, but some were for the King. Whole towns and villages were often bitterly divided and many families and friends became enemies. Although it is known as the English Civil War, as it progressed, Wales, Scotland and Ireland became involved. At first, the Cavaliers were successful, but as time passed, the Roundheads gained the advantage. There were many reasons for this and a great deal of suffering. You could show them the following image to discuss as a class: http://liverpool.fluxtime. com/images/civil2.jpg This is an illustration of the Cavaliers and Roundheads, showing the anger they felt towards each other (or show any images or information you have). In groups of three to four, pupils are to study various resources and answer the questions on the task sheet. Plenary (5 minutes): Discuss what it must have been like living in 1643. Suggestion for homework (5 minutes): Pupils should write up today’s findings thoroughly and

neatly. Make it easier!

Mix ability groups or give guidance to lesser ability groups where possible. Stop the class occasionally during the lesson and ask for suggestions and advice about finding answers. Make it harder!

Give more able pupils one character or particular year to research in further detail. This could be used as a display or they could tell their findings to the rest of the class in another lesson.

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What was England like during the Civil War? TA SK SH EE T

In groups of three to four, research and find answers to the following questions: 1. How did areas controlled by the King and Parliament change between 1642 and

1647? 2. Which side was winning in 1643? List three reasons why. 3. Which side was winning in 1645? List three reasons why. 4. What did the Cavaliers do well? 5. What did the Roundheads do well? 6. Name three weapons that were used. 7. What did the Roundheads do to any churches or fine properties? 8. What happened to many men who had been crippled in the war and widows whose husbands

had been killed? 9. What sort of people did Cromwell enlist to his New Model Army? 10. What did King Charles persuade the Scottish people to do in 1648? 11. How many people were appointed to try the King and how many turned up? 12. Why was this? 13. Did everyone want to execute the King? Who did and who didn’t?

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Why did the Parliamentarians win? Introduction: This lesson will help the class to understand how circumstances and personalities

changed the course of the Civil War. Aims and outcomes: At the end of the lesson, all pupils will realize how the Parliamentarians gained the advantage through good planning and organization, while the Royalists lost the advantage through lack of forethought and preparation. Most pupils will understand how Charles I and Prince Rupert were not effectual leaders, but how Oliver Cromwell was. Some pupils will understand the key events in some of the battles of the Civil War. Starter (10 minutes): Show the class two images: one of a Cavalier and one of a Roundhead (you

can find links to these on the companion website). Ask everyone which of the two armies wore clothes most suitable for war? Everyone should write two lists: suitable for war and unsuitable for war. Each pupil should list as many aspects of their clothing as they can under one heading or the other. Main phase (35 minutes): Pupils should research the battles of the Civil War, particularly the

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Part F: The Making of the United Kingdom

three Battles of Marston Moor, Naseby and Preston. They are to write diary entries about one of the battles from the point of view of either a Cavalier or of a Roundhead. If they like, they could even be either Oliver Cromwell or Prince Rupert. A list of compulsory areas to research is on the task sheet. Tell them that marks will be awarded for thorough and detailed diary entries. Plenary (10 minutes): Read out extracts from the diary entries. Suggestion for homework (5 minutes): Pupils are to draw a recruitment poster to encourage men

to join the army to fight for the King or Parliament. Make it easier!

Pupils of lower levels for Key Stage 3 should be able to write a page including at least four of the points mentioned. Make it harder!

More able pupils could write up to three days’ entry in their diary or draw a map or plan of events.

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Why did the Parliamentarians win? TA SK SH EE T

Part 1 In your exercise book, using available resources, research the battles of the Civil War, particularly the three Battles of Marston Moor, Naseby and Preston. Then write diary entries about one of the battles from the point of view of either a Cavalier or of a Roundhead. You can choose a real person, such as Oliver Cromwell or Prince Rupert or you can make someone up. Be sure to include the following: • Prince Rupert’s actions • Oliver Cromwell’s actions • The New Model Army • What part of Britain your character came from and what was his (or her) social class • The location and position of army • The date and time of day of the battle Marks will be awarded for thorough and detailed diary entries.

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What kind of person was Oliver Cromwell? Introduction: Through sources, accounts of events and their own measured opinions, pupils will

decide which interpretations of Cromwell are the most accurate. They will consider some of the different views about Cromwell that were common in the seventeenth century and the way this has continued to the present day. This lesson will give pupils the opportunity to decide whether he was a great reformer and man of principle or an inhuman monster. Aims and outcomes: At the end of this lesson, all pupils will appreciate how interpretations

can differ vastly and affect the reputations of key figures in history. Most pupils will be able to differentiate between certain sources and some pupils will be able to make valid judgements about interpretations of Oliver Cromwell’s character and to reach conclusions about the nature of Cromwell’s ‘rule’ as Lord Protector. Starter (5 minutes): Ask students what they know and remember about Oliver Cromwell. Write

some of their facts on the board.

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Part F: The Making of the United Kingdom

Main phase (45 minutes): Give pupils some pieces of paper giving different facts about Cromwell’s

time as Lord Protector (there is a list of suggested facts online). In pairs, pupils are to sort them under the headings ‘Guardian’ and ‘Tyrant’ and ask them to reach a conclusion as to whether Cromwell was a guardian of the people or a tyrant. Once the pairs have sorted out their facts, let them offer their findings to the rest of the class. Next, either in the same pairs or with different partners, give them some examples of sources with information about Cromwell. Some suggested sources are available on the online resource – these could be displayed or handed out to pupils. Using these sources and others, pupils are to distinguish between ideas and opinions about Cromwell and to decide if he was more of a guardian to the British people or more of a tyrant to them. The information they gather during this lesson should be used for an essay on Cromwell’s personality traits and characteristics and whether he was mainly good or mainly bad. This could be planned in the following homework and written in the next lesson or homework session. The essay should be entitled: What kind of person was Oliver Cromwell? The evidence they have gathered and worked on during this lesson should be used to help them to write the essay and they should concentrate on establishing a balanced viewpoint – why did certain people have that opinion about Cromwell? Was that fair on Cromwell? What subjective factors were involved? Why did he act as he did and have events been interpreted in a biased way? Tell the class that thoroughly considered and thoughtful essays will gain the highest marks. Plenary (5 minutes): Discuss with the class how one person or event can be interpreted in many

different ways, depending on the interpreter and the context. Ask them why particular people might have had certain views and how popular opinions about past people and events change in history for various reasons. Suggestion for homework (5 minutes): Pupils are to begin planning the essay for the next lesson

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What kind of person was Oliver Cromwell? TA SK SH EE T

Part 1 You have been given some pieces of paper that have different facts written on them about Cromwell’s time as Lord Protector. With a partner, sort them under the headings ‘Guardian’ and ‘Tyrant’ and between you, decide whether Cromwell was a guardian of the people or a tyrant.

Part 2 Remaining with your partner, read the sources about Cromwell you have been given. What do those sources tell you about Cromwell? Between you, decide if he was more of a guardian to the British people or more of a tyrant to them.

Part 3 Using this information, in your rough book, plan an essay on Cromwell’s personality traits and characteristics and explain whether he was mostly good or mostly bad. The essay will be titled: What kind of person was Oliver Cromwell? Concentrate on establishing a balanced viewpoint – why did certain people have such strong opinions about Cromwell? Were those opinions fair on Cromwell? What subjective factors were involved? Why did he act as he did and have events been interpreted in a biased way?

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Make it easier!

Students with less ability should be able to use evidence reviewed in class to come to some sensible conclusions. All pupils should be able to discuss some differences between positive and negative interpretations of Cromwell. Make it harder!

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More able students should be able to write a thorough account, analysing and explaining their carefully considered judgements.

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Witchcraft! Introduction: This lesson will help pupils to understand more about the fear of witches during the sixteenth to eighteenth centuries and how the fear manifested itself in harsh and cruel laws. Aims and outcomes: At the end of the lesson, all pupils will be aware of the fear of witches held by

many across Europe and America during the sixteenth to eighteenth centuries. Most pupils will be aware of some of the severe laws that many people were made to face during that time when they were accused of witchcraft. Some pupils will understand that superstitious attitudes often related to the primary religious beliefs in certain geographical areas. Starter (10 minutes): Ask the class why they think that people believed in witches and witchcraft

during the seventeenth century when major scientific breakthroughs were occurring, such as the measuring the speed of light for the first time and the invention of the microscope and steam engine? Ask them to recap on what they know about people’s beliefs at the time and make a list in their books of reasons.

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Main phase (40 minutes): Pupils are going to find out several different things, all related to the

topic of witches and witchcraft around the sixteenth and seventeenth centuries. Start by showing them some images of witches and of Matthew Hopkins, Witch Finder General, such as those on the online document. Next, explain a little about the political and religious disarray at the time of the English Civil War (1642–49). They should be able to research some of this in books and on the internet, for instance: http://www.bbc.co.uk/dna/h2g2/A6358926 (which explains about Matthew Hopkins, ‘Witchfinder’ of East Anglia, responsible for the killing of about 300 women between the years of 1644 and 1646). Give the class an introduction on witches in the sixteenth and seventeenth centuries: there is an online sheet with useful information. Ask the class to sort out the information they have on their sheets, their prior knowledge and the information that they can find in various resources. They need to decide the following: 1. Do they think that people really believed in witches in the sixteenth and seventeenth

centuries? 2. What reasons did people have for believing in witches during that period? 3. Why would it have been easy to accuse someone of being a witch? Each pupil is to produce an information leaflet telling people what seventeenth-century people did to catch and punish witches either as someone who earnestly believed in it or as someone who saw it as a ridiculous and barbaric practice at a time when so many scientific breakthroughs were being made. Plenary (5 minutes): Discuss why pupils think that during the sixteenth and seventeenth centuries,

Europe was gripped by a witch-craze and particularly harsh laws were passed against witchcraft. Remind them that many intelligent and sensible people believed in witches; it was not just the ignorant or ill-bred. Suggestion for homework (5 minutes): Pupils should finish their leaflets for next lesson. Make it harder!

Ask more able pupils ‘what were the causes of the witch-craze in Europe during the sixteenth and seventeenth centuries’, rather than ‘why was there a witch-craze during the sixteenth and seventeenth centuries?’ 116

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Witchcraft! TA SK SH EE T

Part 1 You are going to find out about witches and witchcraft around the sixteenth and seventeenth centuries. Refer to the images and background information your teacher has provided.

Part 2 Your task is to sort out the information you have seen and read; your prior knowledge and the information you can find in various resources. Decide the following: 1. Do you think that people really believed in witches in the sixteenth and seventeenth

centuries? 2. What reasons did people have for believing in witches during that period? 3. Why would it have been easy to accuse someone of being a witch?

Part 3 Produce an information leaflet telling people what seventeenth century people did to catch and punish witches either writing from the viewpoint of someone who earnestly believed in it or as someone who saw it as a ridiculous and barbaric practice at a time when so many scientific breakthroughs were being made.

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What changed after the Civil War? Introduction: This will probably take two lessons or you might want it to take one lesson and a homework session or two. It will introduce pupils to ways in which Britain was ruled as a result of the Civil War and the Restoration of the monarchy. Pupils will be able to assess the significance of actions and events. Aims and outcomes: At the end of the lesson, all pupils should understand that there are many

ways to be an effective leader. Most pupils will understand that some of the ruling methods of the British monarchy changed irrevocably over the changes from the Civil War and the Restoration. Some pupils will understand the basics of the ‘Declaration of Breda’ and the anti-Catholic act of 1673. Starter (5–10 minutes): In groups of three to four, pupils are to write down short explanations

about the historical words and phrases on the task sheet.

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Main phase (35–40 minutes): Individually, pupils are to draw a storyboard, consisting of ten frames,

illustrating an imaginary short film that shows what happened while Britain was a republic, after Cromwell’s death and during the Restoration of the monarchy. They should plan their storyboards in rough first, so this lesson will probably consist of everyone researching and planning. For the final version, either give each pupil a sheet of A3 paper or tell them to use an open spread in their exercise books and divide your storyboard into ten frames – these can be of differing sizes. Then give them a list of events and occasions to choose from that they should include in the frames (there is a list online). They will need to research events and actions from the list and decide how their storyboards will pan out – what events will they omit in order to make certain points? They are to try to show events and other people’s opinions from the time, making their own points about how Great Britain was ruled and how methods of ruling changed after the Civil War. They can include speech marks and captions as well as drawings. Remind pupils to consider the events and actions that they think are important and they can show more than one opinion in each frame. So, for example, if they show the dying Cromwell telling his son Richard that he is to take over as Protector, they might also consider drawing someone else in the background complaining that he is acting like a king. Some suggested events to choose from are available online. Plenary (10 minutes): Call upon some pupils to stand up and share some of their findings with the rest of the class. They should also discuss any problems they encountered. Suggestion for homework (5 minutes): Pupils are to carry on with the storyboard (this might

take a couple of homework sessions or another lesson). Make it harder!

More able pupils should add more frames to their storyboard; to include more information in each frame or to add annotations. Make it easier!

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What changed after the Civil War? TA SK SH EE T

Part 1 You are going to draw a storyboard of ten frames, illustrating an imaginary short film that shows what happened while Britain was a republic, after Cromwell’s death and during the Restoration of the monarchy. Plan your storyboard in rough first – you will need to spend the lesson researching and planning.

Part 2 For the final version of your storyboard, draw the ten frames on a sheet of A3 paper or use an open spread in your exercise book. Your frames can be different sizes. Research the events and actions listed below. In the storyboard, you need to show how Great Britain was ruled and how methods of ruling changed after the Civil War. You can include speech and captions with your drawings. Include only the events that you think were particularly important and show more than one opinion in each frame. For example, if you show the dying Cromwell telling his son Richard that he is to take over as Protector, you might also consider adding someone else in the background complaining that he is acting like a king. Events to choose from: • Cromwell dealing with the Irish rebellions • Cromwell crushing the Scottish royalists • Cromwell dealing with the Levellers • Cromwell being named Lord Protector • Cromwell dismissing the Rump Parliament • Cromwell passing on his power to his son • Cromwell’s funeral • MPs asking Charles Stuart to return from France and become Charles II • Charles II removing restrictions of Puritan Britain • Parliament having the power to create laws after Cromwell • Parliament’s attempts to prevent Catholics from ruling Britain (Charles II was secretly a Catholic all his life)

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51

The Restoration Introduction: During this lesson pupils will explore the changes that occurred after Cromwell’s

death. Aims and outcomes: At the end of the lesson, all pupils will understand that when Cromwell died,

his son should not be Lord Protector. Most pupils will recognize the feelings that many people had for Charles II after the time had elapsed since the Civil War. Some pupils will be aware of Charles II’s personality and how life in Britain had changed since the Civil War. Starter (10–15 minutes): Ask pupils what they think life was like during the Lord Protector’s rule.

What do they recall about Puritan life and restrictions? Discuss who else could have ruled (including when Richard Cromwell resigned) and why the people might have felt sorry for Charles II. Using whatever resources they can, they should try to discover why people were also disillusioned with Oliver Cromwell and why he had become unpopular.

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Main phase (35–40 minutes): Using resources, pupils should write an account of the reasons why

Charles II was restored to the British throne in 1660. Give them some key elements to research, including: • The Declaration of Breda – what was it? • The Levellers’ opinion of Cromwell – why were they disappointed in him? • Charles II’s nickname was ‘the Merry Monarch’ – what was his personality like? (They could find out why he wanted to ‘heal’ the wounds in society, caused by the Civil War and how brave and energetic he was; his interest in science; his abhorrence of war and so on). • What this meant to the people – how had they been restricted and now how much freedom did they have? Remind pupils to consider each reason thoughtfully. They could number their accounts with each reason they feel the Restoration occurred. Plenary (5 minutes): Ask pupils to imagine that they lived during the period of 1640 to 1660.

How would they feel? Why would they want to restore the King? What was life like during the Civil War and afterwards? Suggestion for homework (5 minutes): Each pupil should research and write a list of some of the

changes that Charles II introduced to English life. Make it easier!

If your pupils struggle with written tasks, give them more assistance, such as sentence starters and allow them more time to complete the work. Make it harder!

Those who are suited to written tasks will be able to write thorough accounts, so the differentiation here will be by outcome.

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The Restoration TA SK SH EE T

Part 1 What was life like during the Lord Protector’s rule? What do you recall about Puritan life and restrictions? Who else could have ruled? What about when Richard Cromwell resigned? Why might the people have felt sorry for Charles II? Why had Oliver Cromwell become unpopular?

Part 2 Using a variety of resources, write an account of the reasons why Charles II was restored to the British throne in 1660. Here are some areas to research: • The Declaration of Breda – what was it? • The Levellers’ opinion of Cromwell – why were they disappointed in him? • Charles II’s nickname was ‘the Merry Monarch’ – what was his personality like? • How had people been restricted and how much freedom did they have? Consider each factor thoughtfully. If it helps you, number your accounts with each reason why you think the Restoration occurred.

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The Plague Introduction: This lesson will encourage pupils to investigate the causes of the plague of 1665. Aims and outcomes: At the end of the lesson, all pupils will understand how plague swept through

England and particularly London during 1665. Most pupils will recognize some of the causes of the plague and some pupils will be aware of how lack of knowledge could have exacerbated plague epidemics. Starter (15 minutes): Explain to the class that the Great Plague broke out in London in April

1665 and lasted until early the next year. Although it was only one of the outbreaks of the bubonic plague in the seventeenth century, it was the biggest. Give the class some information about deaths in London from the plague during the seventeenth century, such as, for example, the figures of plague deaths between 1603 and 1665, provided online. Explain: The bubonic plague was spread by plague fleas that lived on black rats, although people did not know this at the time. The rats were attracted by the rubbish in the narrow city streets. Symptoms included a high fever, painful swelling of the lymph nodes, especially in the groin and armpits and excruciatingly painful blotches, caused by haemorrhaging beneath the skin. Victims often became delirious; running and screaming through the streets. The plague was particularly contagious and usually killed its victims within four to seven days, although about 20 per cent of victims survived.

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Main phase (35 minutes): Pupils should read about the Great Plague – you can display or hand out

the background information provided online. Individually, pupils are to write, in their own words, a ‘contemporary’ tabloid newspaper spread (inside the paper) all about the Great Plague. They can include images and their choice of articles, puzzles, quizzes and anything else that they can think of to make their paper interesting. They should consider including facts and opinions and they can include any information about the Great Plague, including for instance, causes or consequences of the plague; contemporary methods of dealing with it; accounts by nurses, searchers, victims or whoever else they think will describe events and life in London during 1665. Tell them to plan their spreads before writing them and working out what they will include and what they will omit. They should think of putting their layouts into columns and of pencilling in headlines and subheads. There are links to some useful websites online. Plenary (5 minutes): A selection of pupils should be selected to show the rest of the class. Ask the other pupils to ask those showing their work some sensible questions and to point out aspects they feel are positive (no negatives)! Suggestion for homework (5 minutes): Pupils should make the front cover of their newspaper. Make it easier!

Make sure that less able pupils are clear about what they are being asked to do. Planning is imperative to a considered and well-written outcome. Make it harder!

Encourage more able pupils to think very carefully about what they write – depth and detail is required.

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The Plague TA SK SH EE T

Part 1 In your own words, you are to write a ‘contemporary’ tabloid newspaper spread (inside the paper) all about the Great Plague. Include images and articles, puzzles, quizzes and anything else you can think of to make your paper interesting. Include any facts you choose about the Plague, for instance, causes or consequences; contemporary methods of dealing with it; accounts by nurses, searchers or victims perhaps. Plan your spreads before writing them and work out what you will include. Try putting your layouts into columns and pencil in headlines and subheads.

Part 2 Work in pairs, and spend 10 minutes answering the following questions: 1. In what years were there plague epidemics? 2. What could the people do to prevent the plague spreading? 3. What feelings would people have had at the time?

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The Glorious Revolution Introduction: This lesson will introduce pupils to problems that occurred once James II took the throne. It will help them to understand what happened to the British monarchy after Cromwell and the Restoration. Aims and outcomes: At the end of the lesson, all pupils should understand what was feared about James II’s rule; most pupils will understand that most of the revolution was bloodless and why and some pupils will recognize that the events of 1688 constituted a foreign invasion of England by another European power. Starter (10 minutes): Give the class an introduction to the Glorious Revolution – there is one

online. Main phase (40 minutes): Using a variety of sources, each pupil should divide a page into two

columns and write at the top of one: James II’s cause and at the top of the other William of Orange’s cause. Under each heading they are to research each man’s claim to the English throne. There is a table with suggested areas of research for both sides available online – you might like to display this on the board. Plenary (5 minutes): Class discussion – were William and Mary right? How powerful was

parliament? Would the people have wanted William and Mary? Who might have wanted James to remain king? Suggestions for homework (5 minutes): Pupils are to write a short piece on who they think

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Part F: The Making of the United Kingdom

should have been king – either James II or William of Orange. Make it easier!

Less able pupils will need extra teacher support and some may need more time to complete work. Make it harder!

Give further sources to more able pupils or try more difficult questioning during the lesson and plenary.

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The Glorious Revolution TA SK SH EE T

Using a variety of sources, divide a page of your exercise book into two columns and write at the top of one ‘James II’s cause’ and at the top of the other ‘William of Orange’s cause’. Under each heading, research in detail and list and explain in your own words each man’s claim to the English throne. Suggestions for your research: James II

• Primogeniture • Divine right of kings • James’ work in the French and Spanish armies • James’ support of his brother as Duke of York • James’ religion

William of Orange

• William’s invitation to England from leading politicians • His actions as Prince of Orange • His religion • His wife • Parliament’s reasons for wanting him king • The international situation

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54

The Great Fire of London Introduction: This lesson will investigate the Great Fire of London and will encourage pupils to think of the consequences as much as of the causes. Aims and outcomes: At the end of the lesson, all pupils will be aware of the effects of the Great

Fire of London. Most pupils will remember some of the key dates and actions taken by some of the people of London and some pupils will understand the extent of the damage to London. Starter (10 minutes): Introduce the events of the Great Fire of London: there is a collection of

useful websites online. Main phase (40 minutes): Using whatever resources they can, pupils should work individually,

researching and producing a news article for the front page of a tabloid newspaper, announcing and reporting on the Great Fire of London. For Part 2, ask the students to put the list of sentences provided on the task sheet into the correct order (a teacher’s cheat sheet is provided online). Plenary (5 minutes): Showing their work, individual pupils could comment on their own or

others’ achievements, picking out the positive aspects and expanding on information they have found out during the lesson. Suggestion for homework (5 minutes): Pupils should write two paragraphs on the question: Did

the Plague or the Great Fire affect London most? Make it easier!

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This and the homework activity will need explaining in great detail and clarifying to ensure that all pupils understand the events as well as the activities. Make it harder!

More able pupils might have more exciting ideas for the main activity of the lesson and less able pupils might find the lesson starter difficult.

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The Great Fire of London TA SK SH EE T

Part 1 Using a variety of resources, work individually, researching and producing a news article for the front page of a tabloid newspaper, announcing and reporting on the Great Fire of London. Plan your front page in rough first, working out what size the headline and picture should be; what image or images you will include; will you draw the picture or print one; what information will you include and how will you grab readers’ attention? Don’t forget to have ‘leaders’ – short, pithy sentences telling readers what else is in the newspaper, and anything else that will make the front page seem authentic. Complete your final front page on the A3 paper provided.

Part 2 Put the following sentences in the correct order: • The fire began to die down on 6 September 1666. • Sir Christopher Wren and John Evelyn submitted plans to rebuild the City of London. • In the early morning hours of 2 September 1666, a small fire began in the shop of the King’s baker. • Firefighters began blowing up buildings with gunpowder to try to stop the path of the blaze. • The water-pumping house near London Bridge was destroyed. • By 8 a.m., the fire had reached the Thames and was half way across London Bridge. • Fire broke out in Pudding Lane, near the Tower of London.

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55

Uniting the United Kingdom Introduction: This lesson will look at how the four nations of Britain differed over time, starting from 1485 and up to 1921, but focusing on the particular years of 1485 and 1750. It will help pupils to understand why the countries were united and why there were so many rebellions against English rule but what steps were taken to stop this. Aims and outcomes: At the end of the lesson all pupils should realize why monarchs wanted

the whole of Britain to be united. Most pupils will have a clear understanding of why the United Kingdom became such a strong country and some pupils will understand why people in Scotland, Wales and Ireland were divided in their support of England. Starter (10 minutes): Give each pupil the following two lists describing Wales, Ireland, England

and Scotland in (a) 1485 and (b) 1750. Each pupil’s task is to match each of the four countries with each of the statements (i.e. which is describing Ireland, which is describing Scotland and so on). These lists are also online for easy board display. (a) 1485

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1. 2. 3. 4.

Independent and often allied with France against England. A Principality with its own laws and language. Some parts had its own laws, often at risk of invasion. Some nobles were loyal to the King, but further north, the nobles were from older families and were not loyal to the King.

(b) 1750 1. 2. 3. 4.

More clearly under English control although it still had its own language and culture. Parliament had more influence than before. Many Protestants moved in to make it more loyal to the King and tensions built up. This country kept its own church system and law courts.

Main phase (40 minutes): Pupils are to make a timeline of ways in which the different countries of Britain were united over time, as set out on the task sheet. They should research and consider key events that either furthered or hindered the cause. Plenary (5 minutes): The group who have researched the Union Flag should give their talk to the

rest of the class. Suggestion for homework (5 minutes): Pupils should find out why the Welsh dragon does not

appear on the Union Flag. They should draw diagrams of the Union Flag as it developed – four stages, with dates. Make it easier!

Less able students, who might struggle with research during the lesson, should be put in pairs or small groups. Make it harder!

More able pupils will be able to add images to their talk in the plenary.

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Uniting the United Kingdom TA SK SH EE T

Part 1 You are to make a timeline of ways in which the different countries of Britain were united over time. Research and consider key events that either helped or hindered this. Research events on the following dates: 1485; 1536; 1541; 1543; 1603; 1606; 1652; 1707; 1801; 1921 Research dates on the following events: The Welsh Act of Union; the Scottish Act of Union; the Act of Union; the Union Flag; Kings of England start calling themselves Kings of Ireland; Irish Catholics rebel and attack Protestant settlers; ‘Rule Britannia’; James VI of Scotland becomes King of England; United Kingdom of Great Britain and Ireland; Protestant settlers take land in Ireland; the Jacobite rebellions; St George’s cross; national flag. Stretch your timeline across a double page of your exercise book.

Part 2 As you finish, join together with up to three or four other people in your class and in your team research how the ‘Union Jack’ came into being. Prepare a short talk on it for the rest of the class.

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56 Causes of the French Revolution Introduction: This lesson will serve as an introduction to the French Revolution and will encourage further research into the causes and events. Aims and outcomes: At the end of the lesson, all pupils should understand the main long-term

causes of the French Revolution. Most will be aware of some of the short-term causes and some will be able to draw independent and rational conclusions based on their analysis of the short- and long-term causes of the French Revolution. Starter (10 minutes): Using a mixture of resources, pupils should answer the following questions

(also available online if you want to display them on the board):

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1. 2. 3. 4. 5. 6.

What is a revolution? In eighteenth-century France, who do you think revolted against whom? Why do people revolt? Who was the French king at the time of the French Revolution? What was the name of his queen? What was the name of their palace?

Main phase (35 minutes): Discuss the idea of a ‘revolution’. Explain that it is a time of sudden dramatic change when a group of people rebel against others. Next, discuss the idea of privilege in society. What does this mean? If some are privileged, what are others in the same society? How does that make those who are not privileged feel? Tell pupils that they are to research the ‘Ancien Régime’ to understand the privileges of the church, nobles and royal family. There is a brief introduction about it online. In small groups, they are to produce a ‘before and after’ poster showing first, the three privileged groups before the revolution and secondly, why and how the revolutionaries attacked them. You could write some pointers on the board, such as: the abolition of all titles of nobility in June 1790; massacres of priests, monks and nuns in September 1792; the execution of the king in January 1793. Plenary (10 minutes): In their groups, they should do some role play – some should take the part

of the clergy, nobility and/or royal family and others should be part of the third Estate. Remind those in the role play that people had different reasons for hating the ancient regime. For instance, farmhands in the countryside had different problems from workers in towns and the middle or professional classes had different reasons from both of them. Each member of the ‘audience’ should think of a question to ask one of the characters. Suggestion for homework (5 minutes): Pupils are to write a paragraph explaining the short- and

long-term causes of the French Revolution. Remind the class that the privileges of the first and second Estates were not the only causes. Some ideas of things to research are provided on the task sheet. Make it easier!

For their poster-making activity, try mixing abilities and try to encourage input from the less confident members of the class. Make it harder!

More able pupils may be able to make comparisons – either written or verbal – with the French Revolution and the English Civil War. More able pupils should also be included in any role play.

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Causes of the French Revolution TA SK SH EE T

Part 1 You are going to research the ‘Ancien Régime’ to find out about the privileges of the church, nobles and royal family. In small groups, you are to produce a ‘before and after’ poster showing: 1. The three privileged groups before the revolution and 2. Why and how the revolutionaries attacked them.

Some areas to research: • The abolition of all titles of nobility in June 1790. • Massacres of priests, monks and nuns in September 1792. • The execution of the king in January 1793. Each group is to produce at least one poster, using the A3 paper provided. Plan it first! If you want to make more than one poster, bear in mind that you will be marked on quality and depth of research, not quantity.

Homework Write a paragraph explaining the short- and long-term causes of the French Revolution, keeping in mind that the privileges of the First and Second Estates were not the only causes. Some ideas of things to research: • Cost of living • Bad harvest • French economy • Government debts • Enlightenment

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The French Revolution Introduction: This lesson will introduce pupils to some of the events of the French Revolution and will help them to appreciate the development of events and consequences. Aims and outcomes: At the end of the lesson, all pupils should understand how the aims of the

perpetrators changed during the course of the French Revolution. Most pupils will be aware of the wider picture of the Revolution and understand why the mood turned so violently against the King and some pupils will be able to explain at least four key events of the French Revolution. Starter (10 minutes): The class should have covered most of the causes of the Revolution before

embarking on this lesson. At the start of the lesson, if possible, show the painting The Tennis Court Oath, by Jacques-Louis David, 1791 on the whiteboard (there is a link to this provided online). Give the pupils some background information about the Estates-General meeting, also available online. Pupils are to suggest the sort of things they might be saying in the painting.

Part G: Revolution!

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Main phase (35 minutes): Display the information about Rousseau’s The Social Contract available

online, or hand it out to pupils. Discuss the purpose of pamphlets. Talk about propaganda and Public Relations (PR) and discuss how simple they have to be to get the message across. In pairs, pupils should research one of the following and produce a pamphlet telling others about it. They can choose whichever viewpoint (i.e. for or against the Revolution) they like: • The Paris ‘mob’ and the fall of the Bastille • The Declaration of the Rights of Man • The New Constitution • Louis XVI and Marie Antoinette • Execution of the King The class will probably need your help in putting the situations into context. A good plan is to stop everyone after about 10 and then 30 minutes to ask what everyone is doing and if they have tips to share with the rest of the class. If this task is done on a computer, the work can be individualized for homework. Plenary (10 minutes): Pairs should stand up and present their work on the pamphlets to the rest of the class; a question and answer session will help everyone to understand the aspects of the French Revolution others have researched. Suggestion for homework (5 minutes): If the pamphlet was created on a computer, each pupil

should continue to work on them and add further words, images or other aspects to improve and individualize them. Make it easier!

Less able pupils will need more support in selecting what to put in their pamphlets and what to omit. This is often helped by stopping activities during the lesson and asking the pupils to suggest sensible ways of progressing. Make it harder!

After researching and discussing issues, more able pupils should be able to explain to you the motives of those who called for the King’s execution.

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The French Revolution TA SK SH EE T

What is the purpose of pamphlets? What is propaganda and PR? How do advertisers and the media convey their messages? Discuss this with the class, then with a partner, research one of the following and produce a pamphlet telling others about it. You can choose whichever viewpoint you like (that is; for or against the Revolution): • The Paris ‘mob’ and the fall of the Bastille • The Declaration of the Rights of Man • The New Constitution • Louis XVI and Marie Antoinette • Execution of the King Don’t be afraid to ask as this is a tricky subject and not as simple as it might seem at first. Plan your leaflet in rough or on the computer first of all and when you are both satisfied that it is as good, detailed and clear as it can be, produce your final version.

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58

The long-term effects of the French Revolution Introduction: This lesson will introduce pupils to the problems that faced France after the

Revolution; how Napoleon changed the country and the long-term benefits for France after the Revolution. Aims and outcomes: At the end of the lesson, all pupils will understand some of the influences

and achievements of Napoleon Bonaparte in France. Most pupils will be aware of several specific laws created by Napoleon and some will understand that English, Spanish, Italian and French writers have different views about Napoleon. Starter (5 minutes): Ask the class: who was Napoleon Bonaparte and what did he do? Before they

begin to research, does anyone in the class know the name? Do they have any prior knowledge about him? Then explain a bit about him and give them some resources. You may wish to display the online information on the board, or print out and distribute it. Main phase (35 minutes): Once the class has read about Napoleon and discovered some of

Part G: Revolution!

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the things he did, individually, they should draw a mind map, showing the long-term effects of Napoleon’s contribution to France after the Revolution. There are some suggestions online: these may be displayed at the end or handed out to less able pupils. They will need to do their own research and should be encouraged to find out more. This is a good site about the rise of Napoleon Bonaparte with quite a lot of reading that is suitable for more able pupils: http://www.bbc.co.uk/ dna/h2g2/A2946017 Plenary (15 minutes): Show the class a political map of Europe in 1812. Suggested site: http://

www.zum.de/whkmla/histatlas/europe/eu1812.gif Ask everyone, which countries must have hated or feared Napoleon the most at the time? Which countries would have admired him the most at the time? Discuss what were the good and bad effects of his conquests? Suggestion for homework (5 minutes): Pupils should write a short essay, entitled ‘The Legacy

of the French Revolution and Napoleon Bonaparte’s rule’. They should find between four and six key points from their mind maps or further research, such as the way the Revolution has been interpreted by different writers of different nationalities, the development of nationalism and/or Napoleon’s reforms and achievements. Make it easier!

Less able pupils could start their essay planning during the lesson with your guidance. Make it harder!

More able pupils should be encouraged to create extended mind maps and to include as much information in them as possible. If you have particularly able and speedy pupils, they could research how the French Revolution is remembered and present their findings to the rest of the class.

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The long-term effects of the French Revolution TA SK SH EE T

Using what you have learnt in the lesson, and any reference books you have in class and/ or websites, research the long-term effects of Napoleon’s contribution to France after the Revolution and, in your exercise book, draw a mind map showing them. Include as much detail as possible.

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59

The Industrial Revolution – population Introduction: This lesson will expand students’ knowledge and understanding of some underlying

aspects of the Industrial Revolution. Aims and outcomes: At the end of the lesson, all pupils will understand how Britain changed from a predominantly agricultural country to a predominantly manufacturing one. Most pupils will understand what issues of technology caused the greatest changes and some pupils will be aware of the hardships that the factories caused and how the factory bosses became richer quickly, while their workers often suffered. Some pupils will also understand some deeper issues of the complexities of the changes that occurred. Starter (10 minutes): Pupils are to write explanations for each of the words provided in the online

resource, which you can display on the board. They must write these explanations in their own words, even if they use websites, dictionaries or other books. After 10 minutes, ask around the class for their definitions of the words.

Part G: Revolution!

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Main phase (35 minutes): Explain that the expression ‘Industrial Revolution’ describes the changes

that Britain went through from 1750 to 1900, when the country changed from an agricultural economy to a manufacturing economy through improved machinery and other technologies. Focus on specific development, for example in steam power, mining or the cloth industry. Contrast them with the ‘cottage industries’ that had existed previously. Ask everyone if they think that revolution is too strong a description for it or do they think that the changes were significant enough to warrant such a title? Display or print out the online information about the Industrial Revolution. The table is also available separately. From the chart, what can the class deduce about the population? There are some further facts online. Working individually, pupils should choose either the births and deaths chart or the figures about population in the paragraph above and draw a graph writing in the years (1700, 1730, 1750 and so on) spaced along the x or horizontal axis and writing the figures along the y or vertical axis. They should use lines to show either the change in the size of the population over particular years or the pattern of births and deaths. From their graphs they should make suggestions about why they think the population increased over those years. Everyone should read the piece of information about the rise in population, available online, and, still individually, draw mind maps to show reasons for the growth in population over those years. Plenary (10 minutes): Discuss everyone’s findings and ask leading questions, such as: why did so many people move to the towns? Why do they think that soap and cotton underwear became more readily available? Why were stone buildings healthier than wooden buildings? Why would some people have had harmful materials in their homes? Suggestion for homework (5 minutes): Each pupil should write a paragraph explaining why the

population in Britain increased so much from 1700 to 1940. (continued over page 140)

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Part 1 Choose either the births and deaths chart or the figures about population in the paragraph above and draw a graph writing in the years (1700, 1730, 1750 and so on) spaced along the x or horizontal axis and writing the figures along the y or vertical axis. Use lines to show either the change in the size of the population over particular years or the pattern of births and deaths. From your graphs work out and make suggestions about why the population increased over those years.

Part 2 Produce a mind map to show reasons for the growth in population over those years.

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Make it easier!

Less able pupils might need strong support to help them complete their graphs and mind maps. You might prefer to produce a blank graph and blank mind map in advance of the lesson to help some pupils. Make it harder!

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More able pupils might be able to expand on their mind maps and include colour and small diagrams.

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60 The Industrial Revolution – work Introduction: This lesson will help pupils to understand the concept of work and how the working class lived and spent their days during the early part of the Industrial Revolution. Aims and outcomes: At the end of this lesson, all pupils will be aware of the differences between

domestic manufacture and factory production. Most pupils will understand some of the differences between working-class lives and the middle- and upper-classes; some will be aware in detail of factory children’s working lives. Starter (10 minutes): Show the class an image of the painting Work, by Ford Madox Brown of

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1859–65 (suggested links are available online). Ask the class when it was painted and ask them to analyse it. After they’ve studied the image for a while, explain that the artist wanted to show all classes of people, to show the contrasts between rich and poor. In the centre are navvies, digging a hole in the ground for a sewer. Sewers were one of the improvements that were made to London, Birmingham, Manchester, Edinburgh and other large towns during Queen Victoria’s reign, but there were many poor people living in the country without running water, inside toilets or proper drainage systems. The man in the grey cap to the right-hand side of the navvies is a beer seller; the product of Birmingham city slums, he has made money through hard work, but still eats bad food and lives in poor conditions. Beer was often safer than water. The man has a black eye, probably attained in a fight and his brightly coloured clothes showed him to be working class. The artist also included three children and a baby in the front of the painting. They would either be working or roaming the streets as education was not made compulsory until The Education Act was passed in 1870, for all children of between five and 14 years old. Main phase (40 minutes): Explain that in poor families, children had to earn money from a young age – sometimes from about five years of age. Because they were small, many children were used to crawl under machines while they were still running and many had serious accidents, losing limbs or worse. They were paid extremely low wages and worked long hours – often up to 14 hours a day. Even if they survived to adulthood, many working-class children grew up with deformities and handicaps. You may wish to refer to the background information available online. During this lesson, pupils are to investigate what life was like in factories, especially for children. Using a variety of sources, they should imagine that they are Victorian children working in factories. Each pupil should choose a factory and write about a typical working day. Plenary (5 minutes): Discuss how industrial employment has changed since the nineteenth

century. What has changed? See if the class can come up with suggestions including health and safety laws; legal rights of working people; the abolition of child labour and so on. Suggestion for homework (5 minutes): Pupils should create two mind maps. One should show

‘domestic manufacture’ and the other should show ‘factory production’. They should consider where the workers lived, the size of the machines they used and how they worked. Make it easier!

You will probably need to give less able pupils some assistance in their research or stop the class during their activities to ask if anyone can offer any helpful tips. Make it harder!

More able pupils should produce detailed accounts of a typical child’s day in a Victorian factory.

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You are to investigate what life was like in factories, especially for children. Using a variety of sources, imagine that you are a Victorian child working in a factory. Choose what factory you are working in and write a passage about your typical working day. Include your working hours, what you eat, where you live, your job, how you are treated, what your surroundings look, sound and smell like – remember to describe everything considering all five senses.

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61

The Agricultural Revolution Introduction: This lesson will help to underpin further lessons on the Industrial Revolution, providing an introduction to eighteenth century improvements in farming. Aims and outcomes: At the end of this lesson, all pupils will recognize the great changes made to

the farming industry during the eighteenth century. Most pupils will recognize how this improved the health and well-being of individuals and some pupils will be able to make links between the changes that occurred in farming and the developments in machinery and technology and how this has shaped the way we live now. Starter (5–10 minutes): Explain to the class that during the eighteenth century, many farmers were looking for ways to increase the amount of food they could produce. Discuss why pupils think that this might have been necessary. List their ideas on the board. (They might say, or you might suggest: population increase; famine in Ireland; growth of towns; Napoleonic Wars and blockades). Main phase (35–40 minutes): Explain that some of the new methods of farming included: new

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machinery, such as the seed drill and horse plough; new methods of selective breeding; crop rotation and enclosing fields. In small groups, pupils should research one of the new methods of farming. They should find out when it came into use, what people thought of it, whether it was popular, what those who disagreed with it did (if anything) or what happened to them and how it improved production. Each group is to produce a ‘before and after’ poster about their method of farming, showing how things were done before and after. They should add annotations about how and why the new method increased food production and why this was necessary. Plenary (10 minutes): Hold a display of work in progress. Pin up posters and allow pupils to ask

and answer questions about them. Suggested homework (5 minutes): Write a short passage on how farming changed from 1701 to

1850. Include at least six key points, such as the main instigators of the changes; the main changes – what they were and how they improved things; how the changes were received by people who worked on or owned farms; whether the changes achieved the aims of creating more food and why changes were considered necessary. Make it easier and make it harder!

If you include mixed abilities in your groups, you might get a balanced outcome. On the other hand, more able pupils might take over leaving less able pupils with nothing to do, so gauge your class. If you separate abilities, make sure that the less able pupils participate and are clear about what they should be doing.

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Some of the new farming methods included: new machinery, such as the seed drill and horse plough; new methods of selective breeding included crop rotation and enclosing fields. Your task

You have been put into a small group. Each group in your class is going to research one of the new methods of farming. Choose an area of farming and then research: when it came into use, what people thought of it, whether it was popular, what those who disagreed with it did (if anything) or what happened to them and how it improved production. When you have gathered all your research, work with your group to produce a ‘before and after’ poster about the method of farming you have chosen, showing how things were done before and after the new methods were introduced. Draw your poster in rough first, then produce the final version on A3 paper provided; add annotations about how and why the new methods increased food production and why this was necessary.

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The Industrial Revolution – changes Introduction: This lesson will expand on introductory lessons about the Industrial Revolution;

it will help pupils to recognize some of the vast changes that occurred and how not everyone was pleased about the changes. Aims and outcomes: At the end of the lesson, all pupils will understand that not everybody was happy about the Industrial Revolution. Most pupils will understand how the Industrial Revolution ruined some people’s lives and some pupils will recognize that their protests came out of desperation. They will be able to see both points of view – of the protestors and of the Government and factory owners.

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Starter (10 minutes): Pupils should recall what they have already learned, so ask them to tell you and the rest of the class what the word revolution means. Then ask them to name some of the changes that occurred during the Industrial Revolution. (These could be for instance; from farming to factories; from mainly agriculture to predominantly manufacturing; transport and banking and small hamlets developing into busy towns). Ask them what the Industrial Revolution changed about society. (You are looking for the new ‘middle class’ so when/if someone mentions this, expand on it a little). Main phase (40 minutes): Give each member of the class a small piece of paper, folded. They are not to open them yet! Discuss with everyone that the working lives of many people were threatened by the industrial changes. Direct them to the resources available online and give them 5 minutes to read them. Then everyone can open their pieces of paper. On each, you will have written one of the following: • Luddites • Captain Swing • Rebecca Riots

Pupils are to spend the next 35 minutes researching whatever is written on their paper, noting the main facts and anything particularly interesting. To help them to research, they should ask the questions: Why? When? Where? How? What happened? There is a useful list of suggested resources available online. Plenary (5 minutes): Discuss the similarities and differences between the protest groups. Lead

a class discussion on the methods and techniques of protest open to ordinary people. What alternatives to violence were open to them? What was the attitude of the authorities? Why were the sentences passed on to the rioters so harsh? Why were the leaders anonymous? Suggestions for homework (5 minutes): Pupils should write a short paragraph on the pros and

cons of ‘their’ protest group, that is, Ludd, Captain Swing or Rebecca. Make it easier!

Less able pupils will need support and ideas about where to research. Encourage both less able and more able pupils to read out their findings in class and give their opinions of the pros and cons of the protests. Make it harder!

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You have a small folded piece of paper. Do not open it! The working lives of many people during the Industrial Revolution were threatened by the industrial changes. Why do you think this was? Consider: • Some were frightened that machines would take their jobs (e.g. a power loom could weave much faster than a handloom). • There was no redundancy pay or unemployment benefit and people without work usually ended up in workhouses where whole families were split up and made to do jobs that no one else wanted to, while living in horrible conditions. • Many people who worked from home before machine-run factories were built would find that their wages were cut drastically once the factories opened (e.g. a handloom worker would find that few people wanted their work once machines could weave, so they would either lose their work or have to retrain to work in the factories). 1. Some workers were so cross with the industrial changes that they decided to smash the

machines in the factories. They became known as Luddites. 2. Meanwhile there were protests in many country areas, where farmers received threatening

letters demanding wage increases and farmers and landowners also had their hayricks and farm buildings set alight. The protestors used the name ‘Captain Swing’. 3. The Rebecca Riots were a series of protests made in rural parts of West Wales, including

Pembrokeshire, Cardiganshire and Carmarthenshire in 1839–43. Now open your piece of paper! You will read one of the following words: • Luddites • Captain Swing • Rebecca Riots You are to spend the next 30–35 minutes researching what is written on your paper, noting the main facts and anything particularly interesting. To make sure that you cover all details, as you research (and making notes in rough) ask yourself the questions: Why? When? Where? How? What happened?

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The Industrial Revolution – inventions Introduction: During this lesson, using a range of sources, pupils will investigate some of the

inventions and inventors of the Industrial Revolution. Aims and outcomes: All pupils will be aware of the abundance of inventions during the Industrial Revolution. Most pupils will recognize some of the most forward-thinking and successful entrepreneurs and some pupils will clearly identify certain factors that make some people successful. Starter (5 minutes): Ask who thinks that the Industrial Revolution was good? Who thinks it was

bad? Who has mixed opinions? Discuss their reasons for their opinions. Next ask if anyone can explain the word entrepreneur. Can they name any contemporary entrepreneurs? (For example: Bill Gates, Richard Branson, Simon Cowell or Anita Roddick). What attitudes or attributes do they think these people have or had to become such successful entrepreneurs? What qualities, good or bad, are needed? It might be helpful if you issue short biographies about some of these contemporary entrepreneurs and ask the class to draw conclusions about their attitudes and approaches.

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Main phase (40 minutes): Several inventions were made during the Industrial Revolution, most

of which assisted progress. In pairs, they should research and come up with a list of four to six inventions made during the Industrial Revolution – find out the name, date of the invention and its function and whether it was successful or important on a scale of 1 to 10 (1 being not particularly successful and 10 being extremely successful and important). After 15–20 minutes, stop the class and ask them to offer their findings. Online there is a list of suggested inventions and their dates: these can be displayed on the board as a starting point. Next, they should name some inventors they might have come across as they researched the inventions. These might include: Richard Arkwright; Thomas Edison; George Stephenson; Joseph Jacquard; James Watts; Jethro Tull; Guglielmo Marconi; Samuel Morse; Rowland Hill; Edmund Cartwright; Eli Whitney; Josiah Wedgwood or James Hargreaves. Either, tell each pair to pick one inventor, or you could choose one for each pupil to research, identifying what their inventor did, when he or she did it and what made them and their inventions successful. They will continue this research for homework and during next lesson they should join with others in the class to present their findings next lesson. Plenary (10 minutes): Ask the class several questions, including: Is a designer the same as an

inventor? Is an inventor also an entrepreneur? What are the differences (if any)? Write a list of success criteria for an entrepreneur or inventor. Suggestions for homework (5 minutes): All pupils should continue to research ‘their’ inventor or

entrepreneur, gathering information for a class presentation next lesson. Make it easier!

Either, arrange mixed ability pairings, or let some less able pupils research the same inventors as more able pupils so they can join together when presenting their findings to the class. Less able pupils might need some more help from you for where to research. Make it harder!

More able pupils could write an imaginary interview with one of the inventors. 148

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The Industrial Revolution – inventions TA SK SH EE T

Part 1 Several inventions were made during the Industrial Revolution, most of which assisted progress. With a partner, research and come up with a list of four to six inventions made during the Industrial Revolution – find out the name, date of the invention and its function and whether it was successful or important on a scale of 1 to 10 (1 being not particularly successful and 10 being extremely successful and important).

Part 2 Name some inventors you have come across as you researched the inventions. Pick an inventor from that time to research. Identify what your inventor did, when he or she did it and what made that person and his or her inventions successful.

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64

The Industrial Revolution – transport Introduction: This lesson will help pupils to understand how much technology progressed during

the Industrial Revolution. Aims and outcomes: At the end of this lesson, all pupils will be aware of the building and value of

roads, railways and canals during the nineteenth century. Most pupils will be aware of the different reasons that roads, rails and canals were useful and some pupils will understand about the navvies’ role and the network of roads, rails and canals that were built. Starter (10 minutes): Using various resources, pupils are to research the building of roads, rails and canals. Divide the class into three and ask one third to research roads, one third to research rail and the final third to research canals. After 10–15 minutes, ask each group for feedback on what they have discovered. Main phase (40 minutes): Each pupil is to imagine that he or she is alive during the nineteenth

century and is travelling – for a reason of their choice and imagination – by road, rail or canal. Each pupil is to write a letter to a friend or family member, describing his or her journey. Some useful resources are listed online. Plenary (5 minutes): Ask pupils whether these methods of transport would have been welcomed

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by the local people or whether the majority would have been annoyed about the developments. What were the good and bad aspects of roads, railways and canals? Suggestion for homework (5 minutes): Pupils should create a press ad for a nineteenth-century

newspaper extolling the virtues of travelling by train. Make it easier!

Build up to the tasks and activities of the lesson and make sure that everyone has a clear understanding of the underlying causes and consequences of the building of canals, roads and railways. Less able pupils will benefit from a template or sentence starters or at least some suggestions of letter content written on the board. Make it harder!

More able pupils could be encouraged to write longer, more detailed letters and to produce them creatively for display in class.

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Imagine that you are alive during the nineteenth century and you are travelling – perhaps visiting family, going on holiday, moving or some other valid reason using your imagination – by road, rail or canal. Think about the journey and its different stages. • First step: Decide who you are and why you are travelling. • Second step: Decide what mode of transport you will use and plot your journey. • Third step: The journey itself. • Fourth step: Write a letter to a friend or family member, describing your journey. Tips:

Using your imagination and plenty of research to back it up, consider exactly what that journey is like. Does it smell? Is it comfortable? Are you squashed in with others? Where are you going? How long will the journey take? Are you afraid? What sights do you see on your journey? What do others think about the new transport methods? Do your clothes restrict you? What do you think about the journey?

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The new middle classes Introduction: This lesson will introduce some of the ways that the middle class developed as a direct result of the Industrial Revolution. Aims and outcomes: At the end of the lesson, all pupils should comprehend the basic class system

of Victorian society. Most pupils will understand how the middle class evolved and manifested and some pupils will be aware of how wealthy and powerful many members of the middle class became and how they changed the way Victorians lived and so subsequently influenced our lives. Starter (10–15 minutes): Discuss with the class how the Industrial Revolution changed the

Victorian class system. There were the upper classes that were rich enough not to have to work; the working classes had hard, poorly paid jobs and the middle classes worked although not in manual labour. The Victorian middle class grew as the towns and cities increased and the economy expanded. Ask the class to suggest some occupations that the Victorian middle classes might have held and compile a list on the board. (Suggestions: shopkeepers, merchants, clerks, businessmen, entrepreneurs, managers, civil servants, doctors, lawyers, government officials, factory owners.) There is a useful sheet with background information available online. Main phase (35–40 minutes): Using a range of sources, everyone should find out: 1. Why did the middle class grow during the nineteenth century? 2. How did the different classes spend their time? Pupils should divide a page in their book

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Part H: Conflicts and developments

into three columns and fill in some of the things that people from different classes did. They should choose at least four activities under each heading, so at least 36 pursuits per table as shown on the task sheet. Plenary (5 minutes): Have a quick class debate on philanthropy – what it means; the meaning of

civic pride and what philanthropists do. Suggestion for homework (5 minutes): What did the Victorians do for pleasure? Pupils should

expand on part of the table completed in class and find out other ways that Victorians spent their leisure time. Each pupil should compile a list and a brief description of leisure activities, from board games to theatre and music halls, picnics and boating to croquet. Make it easier!

You might need to give less able pupils extra help with researching for the activities table. Make it harder!

More able pupils might be able to come up with more.

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Using a range of sources, find out: 1. Why did the middle class grow during the nineteenth century? 2. How did the different classes spend their time?

For this, divide a page in your exercise book into three columns and fill in some of the things that people from different classes did. Choose at least four activities under each heading, so at least 36 pursuits per table: Activities

Poor

Middle Class

Aristocracy

Day

Night

Leisure time

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Nineteenth-century towns and how the poor lived Introduction: Introduce pupils to new ideas in urban development. Recap with them why new

towns and cities grew so quickly and yet many still lacked basic facilities such as running water and proper drainage systems. Aims and outcomes: At the end of this lesson, all pupils should be aware that living conditions for

many during the nineteenth century were inadequate. Most pupils will understand how rapidly towns increased as the population grew and some pupils will demonstrate detailed knowledge of the problems and issues of urban development. Starter (15 minutes): If possible, show the class some paintings from the Victorian period with

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artists’ ideas of how poor people lived, such as Samuel Luke Fildes’ The Doctor. Josef Israëls’ Mending the Nets and Pancake Day (there are links to these images online). Explain that in reality things were very different. Compare what wealthier people liked to believe and what was reality. Discuss how the majority of Victorian houses in the new towns and expanding cities were built quickly to be near factories, often close together, back-to-back, with no running water, no electricity, no flushing toilets, no bathrooms, no refuse collection, no TVs or computers, no carpets or central heating and with whole families often sleeping in one room while another family slept in another room, sharing a privy at the end of a yard that was very smelly and often overflowing. If anyone became ill or couldn’t work, there was no disability or unemployment benefit. Main phase (30 minutes): Discuss what everyone considers were the most important developments in housing since the nineteenth century. What would they miss most, for example: lights, central heating, flushing toilets, refuse collection, running water, fridge, oven, computer, TV? Each pupil has to imagine that he or she is a nineteenth-century philanthropist. Write a letter to your local paper or MP, describing the conditions of the poor and demanding that something is done to improve it. Consider what the rich believed, but also the reality of living conditions and what it must have been like every day with no privacy, bad hygiene and the threat of the workhouse. Plenary (10 minutes): Can anyone act in the class? If so, ask them to put on a 5-minute, impromptu

play – a few of them are living in a poor nineteenth-century house. Are they cold, ill, dirty or scared – or perhaps all of those? What happened at the factory today? Was someone hurt? Do they have children or siblings who are sick? What are they doing? Washing or cooking perhaps? Suggestions for homework (5 minutes): Draw a plan or cut-out image or diagram of a house for

the poor in the nineteenth century. Indicate things like water pump, privy, rubbish, damp washing drying and where everyone sleeps and cooks. Make it easier!

You could write a simple version of one of these letters and show it to less able pupils as a guide. Make it harder!

More able pupils might be able to put on the play during the plenary if they have completed the earlier task thoroughly enough.

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TA SK SH EE T

Nineteenth-century towns and how the poor lived Part 1

What do you think are the most important developments in housing since the nineteenth century? What would you miss most, for example: lights, central heating, flushing toilets, refuse collection, running water, fridge, oven, computer, TV or something else?

Part 2 Imagine that you are a nineteenth-century philanthropist. Write a letter to your local paper or MP, describing the conditions of the poor and demanding that something is done to improve it. Consider what the rich believed, but the reality of living conditions and what it must have been like every day with no privacy, bad hygiene and the threat of the workhouse.

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67

Chartism Introduction: This lesson looks into Chartism, helping pupils to differentiate between Chartists and the forces behind them. Aims and outcomes: At the end of the lesson, all pupils will understand how and why Chartism

arose. Most pupils will be able to link the Reform Act and the Chartists as a result of the political situation in the 1830s. Some pupils will comprehend the reasons the movement gained support but eventually failed. Starter (10 minutes): Introduce the problems in the political situation in 1830. Explain that less

than 2 per cent of the population had the right to vote and so the 1832 Reform Act brought in new changes. Online you will find a sheet with background information on the subject. Ask the class about the petition of the People’s Charter. Pupils are to find out and write down the six points that the Chartists wanted to make law. There are some useful sites listed online that they can use. Main phase (35 minutes): After a discussion and clarification of the six points and a further

introduction to the beliefs of many Chartists, pupils are to draw two tables, one of two columns and the second of three columns in their books. You could let them work in pairs for this activity, but their final writing up must be individual. In the first two-columned table, they should research and write about Moral Force and Physical Force. What were they? Who believed in joining with the middle classes? Who didn’t? In the second three-columned table, they should write about Christian Chartists, Temperance Chartists and Knowledge Chartists. What were they, what did they believe and where did they hold their meetings?

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Plenary (10 minutes): Find some sources (a good site on Chartism is: http://www.historyhome.

co.uk/peel/chatopic.htm) Ask pupils to look at each and decide whether they are about Christian, Temperance or Knowledge Chartists and why. Suggestion for homework (5 minutes): Each pupil should write a passage on the ‘Failure of the

Chartists’ explaining why the movement gained and lost support. Make it easier!

If you allow pupils to work in pairs during the class activity, try mixing abilities or grouping less able pupils in one area and giving them further support. Before they are given their homework, ensure that everyone is clear about the reasons Chartism failed. Make it harder!

More able students could work individually and be asked to write a couple of paragraphs about their findings.

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Using whatever resources you can, find out and write down the Six Points that the Chartists wanted to make law. Next, you are to draw two tables, one with two columns and the second with three columns in your exercise book. In the first two-columned table, research and write about Moral Force and Physical Force. What were they? Who believed in joining with the middle classes? Who didn’t? In the second three-columned table, write about Christian Chartists, Temperance Chartists and Knowledge Chartists. What were they, what did they believe and where did they hold their meetings?

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Mughal India Introduction: This lesson will introduce pupils to Mughal rule of India. It will help to give them a basic knowledge of the reasons that the Mughal dynasty took control and some of the consequences of their rule. Aims and outcomes: At the end of the lesson, all pupils will be aware of who the Mughals were and where they came from, most pupils will understand how several Mughal emperors helped to establish and expand the Empire and some pupils will be able to make links between events, people and changes in the Mughal Empire. Starter (10 minutes): Show the class a map of the Mughal Empire (there is a link to one online). Give them a short introduction to the origins of the Mughal dynasty: an introduction is available online. Main phase (40 minutes): Individually, pupils need to research Mughal territories and mark on copies of the (blank) map: (a) where the Mughal Empire reached in 1600 and (b) where the Mughal Empire reached in 1700 Next, using as many different sources as possible, pupils should investigate two of the first Mughal emperors; Babur and Akbar. They should answer the questions on the task sheet. (There is a list of useful websites online.)

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Plenary (5 minutes): Class discussion – what was the secret of the Mughals’ success? Suggestion for homework (5 minutes): What were the reasons for the rise of the Mughal Empire? Pupils are to research and write a short account, including what India was like before, what the early Mughal emperors were like and how they ruled. Make it easier!

Less able pupils will be able to select some appropriate sources to investigate the questions, but might need your support to help them to extract relevant facts and to collate information. Make it harder!

More able pupils will be able to be able to use their developing skills to research and select relevant information. When you hold the class discussion during the plenary, make sure that you pick a mix of abilities to speak.

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Mughal India TA SK SH EE T

Part 1 Before 1526, the north of India was divided up into several independent Hindu and Muslim kingdoms. The name Mughal or Moghul comes from the Persian word for Mongol, the Central Asian tribe from where the Mughals originated. The great Mughal rulers of India descended from the Mongol ruler of the whole of Asia, Ghengis Khan. Babur was the first Mughal emperor. He was a Muslim; modest and unassuming and a highly skilled military leader. He captured Delhi and Agra and ruled in India from 1526 to 1530. His son, Humayun, ruled from 1530 to 1556, but he was not particularly powerful and then his son, Babur’s grandson, Akbar, ruled from 1556 to 1605, becoming known as Akbar the Great. Point out to the class that Akbar’s reign almost coincides completely with the reign of Elizabeth I. Like the English queen, Akbar was religiously tolerant and in order to understand Akbar’s approach, they could use their prior knowledge about Tudor England and in particular Elizabeth I’s tolerance. He greatly increased Mughal territory, capturing Bengal in the East and Gujarat and the Rajput kingdoms in the West, as well as a large part of what we know today as Afghanistan and other regions to the South.

Part 2 Research Mughal territories and mark on the map: a. Where the Mughal Empire reached in 1600 b. Where the Mughal Empire reached in 1700

Part 3 Using as many different sources as possible, investigate two of the first Mughal emperors; Babur and Akbar and answer the following questions: 1. How did Babur establish the Mughal Empire? What part of India did he conquer first? 2. What were his reasons for invading India? 3. What sort of person was Babur? How do we know this? 4. What was Akbar’s approach to religion in his Empire? 5. What did he do about taxes? 6. What did he do about trade? 7. By the end of Akbar’s life, what areas did the Mughals also rule?

Finally: 8. Research and find a weak Mughal leader and explain why he was ineffectual.

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Mughal art and architecture Introduction: This lesson will introduce pupils to the great buildings and art that many Mughal emperors created in order to communicate their power and permanence to the people. Aims and outcomes: At the end of the lesson, all pupils will recognize that Mughal art and

architecture was a mixture of several different styles from a number of different cultures. Most pupils will be aware that some Mughal emperors communicated their power and importance through art and architecture and some pupils will be aware of developments in art, architecture and artefacts over the Mughal period. Starter (10 minutes): Explain that Babur, Humayun and Akbar built their political power

through military, economic and diplomatic relations with various rulers in India. They also built forts, palaces, religious buildings and tombs in order to communicate their power across the countryside. These constructions represented their steadiness and reliability in the region. They also commissioned paintings and books that reinforced their image as rulers of the world. (An introduction containing background information is provided online, which could be used as a handout for pupils or displayed on the whiteboard.)

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Part H: Conflicts and developments

1. Ask the class: how do grand buildings create an impression of power? Can an artwork or

building do that? Can you think of any buildings today that create an impression of power, stability and permanence? Show them some examples, such as the links suggested online. 2. Discuss with the class can they see any common elements (e.g. theme of nature; detailed, intricate patterns; natural shapes and forms; soft but bold colour; curves, off-set with straight lines, etc)? Do they think the artists, craftspeople and architects took pride in their work? Apart from showing their power and strength, can anyone think of any other reasons for rulers to commission beautiful art and architecture? Main phase (35 minutes): Divide pupils into small groups to research different aspects of Mughal

creation, that is, art and architecture during different emperors’ rules. They should use a range of sources and should work out relevant questions they need to ask to investigate the topic thoroughly. You should tell each group which emperor or emperors they are to investigate and they will need to find information on at least four works of art or architecture, which could include jewellery, textiles, ornaments, tableware or clothing as well as paintings and external or internal architecture. They should find out when the items were made, what materials were used, how long the artisans worked on them and anything else that is relevant. If possible, using ICT, each group should produce a display sheet, featuring information on the emperor of the time as well as all their findings and should also contain images with annotations, explaining what the images show. Their task sheets include an introduction to the task. Plenary (10 minutes): The individual display sheets should be put on the wall and pupils can

study them. Spokespeople from each group should give a short introduction on their findings and once pupils have had a chance to look, should be encouraged to ask each group relevant questions about the emperors and the art and architecture produced during their regimes. Suggestion for homework (5 minutes): Pupils are to imagine they are artists, craftspeople or architects in Mughal India. They are to write an advertisement, promoting their skills and abilities in an imaginary Mughal newspaper. They should consider what sort of art, artefacts or architecture was revered at the time and what particular emperors preferred. If they are aware of this, they (continued over page 164) 162

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Mughal art and architecture TA SK SH EE T

Part 1 You are going to work in a small group to research different aspects of Mughal art and architecture during different emperors’ rules. Using a range of sources you will work closely with your group and work out questions you need to ask to investigate the topic thoroughly. You will have been told which emperor or emperors you are investigating and you need to find information on at least four works of art or architecture, which could include jewellery, textiles, ornaments, tableware or clothing as well as paintings and external or internal architecture. Find out: • When the items were made • What materials were used • How long the artisans worked on them • Anything else that is relevant Using ICT, your group must produce a display sheet featuring information on your emperor as well as all your findings. Your display sheet should contain images of art and architecture with annotations explaining what the images show.

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should make it clear in their advertisement. They should draw this on paper or in their exercise books and they may use colour if they wish. Make it easier!

Consider the structure of the groups and whether you should mix or segregate abilities. Less able pupils will need help in finding and using resources, how to structure the questions for their research and how to collect and present the information they find. Make it harder!

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Part H: Conflicts and developments

More able pupils should be able to share their findings and other aspects of the lesson that are successful. You will need to ensure that all pupils have a basic understanding of where to look to find out facts.

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The British in India Introduction: This lesson will introduce pupils to some of the reasons why the British moved into India and became so dominant there. Aims and outcomes: At the end of this lesson, all pupils will be aware of reasons why the British

traded with India and most pupils will understand some of the reasons why trading ended up as ruling. Some pupils will be aware of some of the reasons why the East India Company built forts and kept armies. Starter (10 minutes): Give pupils some simple facts about India and Britain during the sixteenth,

seventeenth and eighteenth centuries. They could include those listed on the online document, but mix them up so they are not chronological. Pupils should work in small groups to rearrange the sentences into chronological order. Main phase (35 minutes): Still in their groups, pupils are to find out what the following words

mean: colonize, mutiny, principality, trading, merchants. Next, they should: 1. Investigate ways in which the East India Company expanded its trade and influence in

India during the nineteenth century 2. Discover and describe how the relationship between the British and the Indians changed

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Part H: Conflicts and developments

from 1800 to 1897 It will be helpful if they can recall and discuss some of their prior learning about India and the Mughal Empire and to investigate the last Mughal Emperor, Aurangzeb identifying the most significant events that led to the decline of the Mughal Empire. Each group should make notes as they research and everyone in the groups should keep notes, not just one person. A map of India will be useful in showing the spread of British control in India by 1857. You may want to use this one or one like it: http://www.britishempire.co.uk/maproom/india/indiamap1857.htm Provide sheets of paper as each group is to create a timeline with small illustrations and annotations explaining events as they happened. Plenary (10 minutes): The groups should share and compare the information they have found

out and discuss similarities and differences. Call out certain pupils to write dates and events on the whiteboard until you end up with a class timeline. Suggestion for homework (5 minutes): Pupils should write an imaginary letter to directors of the East India Company in London, informing them about the impact of the Empire in India. They should tell them of any good things that have been achieved but also of the negative outcomes. Make it easier!

Make sure that everyone is working. If necessary, give less able pupils further guidelines about where to look and specific things to research. Make it harder!

More able pupils should write at least a paragraph about each event.

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The British in India TA SK SH EE T

Part 1 Working in a small group, find out what the following words mean: colonize, mutiny, principality, trading, merchants

Part 2 Between you, answer the following tasks in your rough books: 1. Investigate ways in which the East India Company expanded its trade and influence in India

during the nineteenth century. 2. Discover and describe how the relationship between the British and the Indians changed

from 1800 to 1897. Try to recall some of your prior learning about India and the Mughal Empire. Within your group, investigate the last Mughal Emperor, Aurangzeb, identifying the most significant events that led to the decline of the Mughal Empire. Make notes in rough as you research. On a sheet of paper, create a timeline with small illustrations and annotations explaining events as they happened. Include reasons and results of events such as the rise and fall of the Mughal Empire, the increasing power of the East India Company and the weakening of the relationship between the British and the Indians.

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Slavery Introduction: In this lesson, pupils will investigate the slave trade. By introducing them to the profits that were made by the slave traders, it also explores the conditions under which many Africans were forced to live and work. Aims and outcomes: At the end of the lesson, all pupils will be familiar with the slave trade between Europe, the Americas and Africa and what life was like for African slaves. Most pupils will understand how the ‘triangle’ of trade worked and some will appreciate why many people supported slavery and the various repercussions of the trade. Starter (15 minutes): Explain to the class that they are going to learn about the slave trade that

flourished in Europe and the Americas from the fifteenth to nineteenth centuries, but particularly during the eighteenth century. To start the lesson, they are going to answer the multiple-choice questions on the task sheet and see if they can work out the answers. Show them a map, such as: http://www.nmm.ac.uk/freedom/viewTheme.cfm/them/triangular

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Part H: Conflicts and developments

(Answers: 1 – b, 2 – a, 3 – c, 4 – a, 5 – c, 6 – a, 7 – b, 8 – c, 9 – a, 10 – a, 11 – c, 12 – a) Main phase (35 minutes): Students should read the background information provided online: you can display this or distribute it to the class. Then ask the class: what happened next? In small groups, they are to research how the slave trade was abolished. They should investigate: • The main turning points in the struggle to abolish the slave trade • Crucial people in the abolition of the slave trade • How long it took to abolish the slave trade • Why it took so long • How eventually the slave trade was abolished in Britain

They should make detailed notes between them. Plenary (5 minutes): Discuss how, what, why, where and when? What facts have they found? Ask for some input from each group. Suggestion for homework (5 minutes): Provide each pupil with a map of the Atlantic Oceans, e.g.

http://www.naval-history.net/Map01Atlantic.GIF Each pupil should write three paragraphs (under the headings on their task sheets) explaining how the slave triangle worked and why those who profited by it did not want slavery abolished. Make it easier!

Some less able pupils might need to be given some further names and phrases before starting their research. Make it harder!

Some of the more able groups should find information about: Granville Sharp, William Wilberforce, the Abolition Committee and civil rights.

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Slavery TA SK SH EE T

Part 1 Answer the following multiple-choice questions by filling in the blanks with the correct term: 1. The transatlantic slave trade is often described as the . . . as this describes the movement of

goods from Britain to West Africa, then across the Atlantic Ocean to the Americas and finally back to Britain. a. Circular trade b. Triangular trade c. Rectangular trade 2. Copper, cloth, glassware, ammunition, pots, pans, horses and alcohol were shipped from

Britain to West Africa; then people were transported as . . . from Africa to the Americas. a. slaves b. dancers c. holidaymakers 3. Sugar, cotton, rum, rice, coffee and tobacco were shipped from the American plantations

to . . . a. Japan b. Australia c. Britain 4. From 1690 to 1807 British ships transported about . . . enslaved Africans. a. 2.8 million b. 280 c. 2,800 5. The growing of tobacco in Virginia and of . . . in Barbados and Jamaica meant that labour was

continually needed. a. Chocolate b. Flowers c. Sugar 6. Many Europeans began making African slaves work in their colonies and while many

European countries had helped to establish the transatlantic slave trade, Britain had become the biggest slave-trading country by the . . . a. 1730s b. 1420s c. 1980s 7. African captives were often marched across the country, tied together in . . . with yokes

around their necks and put on ships to be taken away from their homeland. a. Ribbons b. Chains c. Paper 8. Many people died as they were being transported. It is believed that as many as . . . died as

they crossed the country, even before they reached the ships. The routes to the coast were littered with skeletons. (continued over page 171) © Susie Hodge, 2010. Resources for Teaching History: 11–14. 169

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TA SK SH EE T

a. 75% b. 25% c. 50% 9. The transatlantic slave trade brought great . . . to traders and plantation owners. The

triangular trade meant that money was made all round – more ships were built and more exports and imports were traded. a. wealth b. sadness c. rocks 10. Slaves who survived the journey by ship (they were shackled in chains below decks for weeks)

were sold at . . . a. Slave markets b. Bookshops c. Shopping malls 11. By 1780, over . . . slaves were being taken each year in Liverpool-owned ships alone. a. 200 b. 4,000 c. 300,000 12. As the number of cotton plantations grew in America, so did the demand for slave labour. By

1861, there were approximately . . . slaves born in the USA. a. four million b. 4,000 c. 30,000

Part 2 What happened next? In your group, research how the slave trade was abolished and investigate: • The main turning points in the struggle to abolish the slave trade • Crucial people in the abolition of the slave trade • How long it took to abolish the slave trade • Why it took so long • How eventually the slave trade was abolished in Britain. In your exercise book, make detailed notes on each of the above.

Homework Write three paragraphs explaining how the slave triangle worked and why those who profited by it did not want slavery abolished, using the following headings: 1. First stage: ‘Ships left a British port loaded with goods made in England . . .’ 2. Second stage: ‘This part of the ship’s journey was known as the ‘middle passage’. The ships,

now packed with Africans chained to each other below deck . . .’ 3. Third stage: ‘The Africans would be sold in the Americas to be slave labourers. The ship’s

captains used the money from the sale to . . .’

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Votes for women (1) Introduction: This lesson will help pupils to gain an overview of some of the reasons for the women’s suffrage and to learn about some of the main campaigners. Aims and outcomes: At the end of the lesson, all pupils should be aware of the perception of women that was held by most people in the nineteenth century. Most pupils will be aware of the inequalities that women faced during that period and the beliefs, methods of protest and consequences of their actions. Some pupils will recognize particular injustices faced by women at the time and will be aware of the repercussions of their actions. Starter (10 minutes): Introduce pupils to nineteenth-century views on women’s place in society. Explain to the class how men were seen as the ‘stronger’ sex; able to go out into the world, to earn money and to run their countries. Women were perceived as the ‘weaker’ sex; best suited for giving birth and making the home comfortable and welcoming. Up until a century ago, women were not allowed to vote. Ask: 1. Was that fair? What is important about being able to vote? 2. Why did some women feel so strongly about this? If half of this class was allowed to use

school equipment and half was not – would this be fair? If all fair-haired people in the school had to do as all the dark-haired people in the school said, how would the fairhaired people feel? 3. Why should all people of 18 and over have the vote?

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Part H: Conflicts and developments

With a partner, they should list as many reasons (a) why women did not have the vote and (b) why they wanted it. After 10 minutes, discuss the lists with the whole class. Main phase (35 minutes): Let the class read the introduction to the basics of the Suffragists and

the Suffragettes provided online. Ask the class, in pairs, to research two women from the period who struggled against the injustices of the time: Millicent Fawcett, Emmeline Pankhurst, Emily Wilding Davison, Harriet Taylor, Josephine Butler, Annie Kenney, Christabel Pankhurst, Sylvia Pankhurst and Elsie Bowerman. Each pair should select their two women and analyse each woman’s approach and attitudes to the women’s suffrage. They should make notes about each woman, enough to be able to speak at the end of the lesson and to write up in detail later. The guidelines below should help them to formulate and plan their investigations. When researching each woman, consider the following: 1. What were her views on militancy? 2. What were her attitudes to the women’s suffrage? 3. What methods did she use in her struggle to achieve votes for women?

Include dates of birth; whether they were Suffragists or Suffragettes; Plenary (10 minutes): Pupils should discuss their findings. You could choose one person in the class to ask the others to stand up and tell the class a bit about their research. This ‘chairperson’ should ask for specific information, such as what were her views on militancy? Or, what did she do to try to achieve votes for women? Tell everyone to listen carefully and make notes if necessary, as they will each be writing about two of the women for homework. (continued over page 174) 172

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Votes for women (1) TA SK SH EE T

With a partner, you are going to research two women from the period who struggled against the injustices of the time. Choose two women from the following list: Millicent Fawcett, Emmeline Pankhurst, Emily Wilding Davison, Harriet Taylor, Josephine Butler, Annie Kenney, Christabel Pankhurst, Sylvia Pankhurst and Elsie Bowerman. Analyse each woman’s approach and attitudes to the women’s suffrage. Make notes about each woman; you might have to speak about one of the women at the end of the lesson and you will have to write up both in detail later. When researching each woman, consider the following: 1. What were her views on militancy? 2. What were her attitudes to the women’s suffrage? 3. What methods did she use in her struggle to achieve votes for women?

Include dates of birth and whether they were Suffragists or Suffragettes;

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Suggestion for homework (5 minutes): Pupils are to write about the women they researched during the lesson. They should write each piece as thoroughly as they can, explaining about the women’s backgrounds, beliefs and methods of approach to the women’s suffrage. Make it easier!

Less able pupils will work better with firm structure, so you might want to give them more guidelines for their research. On the other hand, you don’t want to take away their independence, so try to gauge what they need. Make it harder!

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More able pupils should be able to write a thorough piece of writing including plenty of relevant details.

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Votes for women (2) Introduction: This lesson will investigate further into women’s suffrage across Europe and

America. Aims and outcomes: At the end of the lesson, all pupils will recognize the change and issues that

some actions can initiate. Most students will be aware of some of the activities undertaken by the Suffragettes. Some pupils will be aware of some of the political, legal and human rights that the women’s suffrage inaugurated. Starter (15 minutes): Discuss with your class what they remember about the suffrage movement.

In pairs or groups of three, they should jot down the meanings of the following words, also available on the task sheet: suffrage, Suffragette, Suffragist, demonstrations, militant action, discrimination, force-feeding, hunger strikes, electoral system, legal status. After 10 minutes, ask the class to share what they know.

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Part H: Conflicts and developments

Main phase (35 words): Ask the class, what rights did women have during the nineteenth and

early twentieth centuries? Explain that the law treated women differently from men. The Marriage and Divorce Act of 1857 gave women more rights, but this Act was only passed after a woman – Caroline Norton – wrote pamphlets protesting against her plight. (She had left her violent husband, but as a result, was banned from seeing her children.) Discuss whether actions change things? What do they think about the actions of the Suffragettes and Suffragists? Were any of their actions justified? Were all their actions justified? They need to discuss reasons. Discuss men’s opinions of women; women’s position in society and the inequalities that existed in society. Encourage everyone to voice their relevant opinions. There is a useful selection of links to paintings online to stimulate discussion. On showing the Augustus Leopold Egg images, you might need to tell them more. Ask all the pupils to read the background information provided online. Each pupil’s task is to create a leaflet all about the women’s suffrage. They should imagine that they are either Suffragettes or Suffragists and producing the leaflet at some point between 1903 and 1913. (For this exercise, boys have to imagine even more than the girls!) The leaflets should explain to readers why they are campaigning, what they have done and what they intend to do. The writing must be succinct and to the point; facts must be clear and correct and the design of the leaflets must be eye-catching. Plenary (5 minutes): Ask the class some simple revision points to ensure they are focused on the task. Some suggested questions are online. Suggestion for homework (5 minutes): Pupils are to complete the leaflet started in class. Make it easier!

Make sure that less able or less interested pupils do not disengage from the task. Offer suggestions for where to research or how to improve their leaflets, or stop the class to remind them of what they do know. Make it harder!

More able pupils should be encouraged to make their leaflets look as professional as possible; perhaps some could create their leaflets on the computer.

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Votes for women (2) TA SK SH EE T

Part 1 In pairs or groups of three, jot down the meanings of the following words: suffrage, Suffragette, Suffragist, demonstrations, militant action, discrimination, force feeding, hunger strikes, electoral system and legal status.

Part 2 Your task is to create a leaflet about the women’s suffrage. Imagine that you are a woman living in Britain between 1903 and 1913 and you are either a Suffragette or a Suffragist. The leaflets should explain to readers why you are campaigning, what you have done and what you intend to do. Your facts must be clear and correct and the design of your leaflet must be eye-catching.

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The Führer Introduction: This lesson explores Hitler’s actions as a dictator and how he controlled the German

people. Aims and outcomes: At the end of the lesson, all pupils will understand what is meant by the term

‘dictator’. Most will recognize some of the methods that Hitler used to gain control of Germany and some will be aware of how his actions appeared to have a more sinister purpose. Starter (10 minutes): Ask the class what the word dictator means? Explain that Hitler was a

dictator who ruled Germany without consulting parliament or the people. Show some powerful images, such as these from 1933: http://americanpicturelinks.com/Images/1936NurembergRally%5B1%5D.jpg http://germandressdaggers.com/Germany%20Ewache%2020.jpg

Discuss the images – what is the reaction of the class? How do the pictures show Hitler’s power? Why did so many people go to listen to him speak? What do they think the German people thought of him in 1933? Make sure that they realize that the German people needed hope for the future and Hitler seemed to offer it.

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Part H: Conflicts and developments

Main phase (35 minutes): Pupils have now seen and considered how Hitler built up his popularity,

but how did he achieve and maintain control? Pupils should read their task sheets. Next, they are to research the main methods Hitler used to achieve and maintain Germany’s support. Divide the class into four large groups. Concentrating on Hitler’s aim of achieving and maintaining control of the German people, they are each to research one area from those listed on the task sheet. After 15 minutes, discuss what they have found out. Each group should have a couple of spokespeople who will act as teachers. After a further 5 minutes, they should all have made notes and be prepared for the next task. They are to imagine they are living in Germany in 1936 and to write a letter to a friend in Europe or America, telling them about Germany and Hitler. They are to consider the good and bad things they see happening, such as less unemployment, cheap holidays, children’s camps and a new national confidence, but also the secret police, anti-Semitism, not being able to trust friends and neighbours and how Hitler was going against the Treaty of Versailles. They are writing in the hope that the letter won’t be intercepted by the Gestapo! Plenary (10 minutes): Tell everyone that they are going to create a mind map on the board about

how Hitler achieved and maintained control in Germany before World War Two. Some could actually write on the board, but all should join in, suggesting facts for inclusion and where facts should be placed. Everyone should note down the mind map in their exercise books. Suggestion for homework (5 minutes): Pupils are to make a list of how Hitler went against the

Treaty of Versailles. Make it easier!

Less able pupils might need you to write some starter sentences for their letters to help them with structure and to make sure that they include some key facts. Make it harder!

More able pupils should be encouraged to include as many facts as they can about each issue.

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The Führer TA SK SH EE T

Part 1 You have now seen and considered how Hitler built up his popularity, but how did he achieve and maintain control? People supported Hitler because he promised them what they wanted and boosted their confidence about the future of their country. He and his Nazi party promised to solve the problems caused by the Treaty of Versailles and the economic depression. He blamed Jews and other sections of society for all their problems. This united the people against what they began to believe was a common enemy and reason for their problems. People believed that Hitler and his Nazi party would make their country strong and confident once more.

Part 2 You are going to research the main methods Hitler used to achieve and maintain Germany’s support. Your teacher will divide the whole class into four large groups. Concentrating on Hitler’s aim of achieving and maintaining control of the German people, you will be in one of the groups and will be told to research one of the following areas: Group 1: the SS, the Gestapo and concentration camps; consider which people were imprisoned without trial, including Jews and communists. They should investigate anti-Semitism; informers; tapped phone calls and intercepted letters. Group 2: Joseph Goebbels’ appointment and role as Minister for Propaganda; consider rallies; cinema messages; the control of publications and more. Group 3: young people and the Hitler Youth; look into how Hitler trained and controlled the children and young people growing up in Germany during the 1930s. Group 4: the economic depression and how Hitler overcame this for Germany; investigate how many people were unemployed in the late 1920s and early 1930s and how Hitler created jobs. They should try to find information on how he raised workers’ morale. Within your group, select a couple of spokespeople, who will tell the class your findings at the end of the lesson. After 20 minutes you should have made sufficient notes to be prepared for the next task.

Part 3 On your own now, imagine that you are living in Germany in 1936 and write a letter to a friend in Europe or America, telling them about Germany and Hitler. Consider the good and bad things that you see happening, such as less unemployment, cheap holidays, camps for children and new confidence, but also the secret police, anti-Semitism, not being able to trust your friends and neighbours and how Hitler was going against the Treaty of Versailles. You are writing in the hope that your letter won’t be intercepted by the Gestapo!

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What caused the Second World War? Introduction: In this lesson, pupils will investigate why war broke out in September 1939. Aims and outcomes: At the end of the lesson, all pupils should be able to identify the main events

leading up to war in the 1930s. Most pupils will recognize some of the long- and short-term causes of World War II and be able to differentiate between the main causes and the lesser reasons. Some pupils will be able to explain the impact of some of these events upon European relations and how some of these events led to the outbreak of war in 1939. Starter (10 minutes): All pupils are to write definitions of the words in Part 1 of the task sheet.

Depending on the conduct of the class, once you have all agreed on definitions, you might allow some pupils to write their meanings on the board.

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Part H: Conflicts and developments

Main phase (40 minutes): Explain to the class that there were several reasons that war broke out

in 1939. Divide the class into seven different groups. Each group is to investigate and evaluate different factors: there is a list of them online that you should print and use as a handout. Give them 20 minutes to investigate and reach conclusions about their areas. After 20 minutes, they should communicate their findings to the rest of the class. You might select two or three spokespeople for each group to report and discuss this with the rest of the class. Between them, they should decide on the most important reasons for the outbreak of war in 1939. After a further 15 minutes, they should, individually, write a piece in their exercise books, as if in a Key Stage 3 history revision book on events in the 1930s and why these led to the outbreak of war in 1939. They should begin their written work with: ‘A range of factors contributed to the outbreak of war in 1939 . . .’ Plenary (5 minutes): Hands up session – everyone who speaks gives one main reason they perceive

was a major factor in the outbreak of war and why. Suggestion for homework (5 minutes): Using a range of sources and relevant points, pupils

should write a passage explaining arguments for and against appeasement. Make it easier!

Make sure that less able pupils have access to resources and know what they are looking for. If necessary, give them some extra support in terms of key words or phrases to investigate. Make it harder!

More able pupils should be able to find relevant facts but might need your help in forming considered opinions with several issues.

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What caused the Second World War? TA SK SH EE T

Part 1 Write a definition for each of the following words: totalitarian state, dictator, propaganda, appeasement, treaty, pact, civil war and conscription.

Part 2 War broke out in 1939 for several reasons. You will be put into one of seven groups in the class. Each group will be investigating and evaluating different factors, which your teacher will tell you. Your group has 20 minutes to investigate and reach conclusions about your area. After 20 minutes, you will tell the class about your findings. Within your group, select two or three spokespeople who will do most of the speaking.

Part 3 When you have listened to everyone, decide for yourself, which were the most important reasons for the outbreak of war in 1939.

Part 4 For the last part of the lesson, you are to write a piece, as if you are writing for a Key Stage 3 history revision book on events in the 1930s and why these led to the outbreak of war in 1939. Begin your written work with: ‘A range of factors contributed to the outbreak of war in 1939 . . .’

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The Holocaust Introduction: During this lesson, pupils will learn about how and why the Holocaust happened. Aims and outcomes: At the end of the lesson, all pupils will have some knowledge of how and why

the Holocaust happened and how the persecution of Jewish people developed. Most will be able to analyse and evaluate the causes of the Holocaust, including its chronology. Some will understand some of the ideas and attitudes that caused Nazi persecution of Jews and other groups, be able to identify links between contemporary beliefs and the Holocaust and to analyse different stages of the Holocaust, including initial Nazi persecution, ghetto life and the Final Solution. Starter (10 minutes): Put some pieces of paper on each desk before the lesson. These should

feature any two words or phrases from the following list: concentration camp, storm troopers, ghettos, boycott, human rights, persecution, anti-Semitism, Holocaust. On arrival, ask pupils to work in pairs. They should look at their pieces of paper and discuss what their words or phrases mean, then write down their definitions. After 5-10 minutes, select some pupils to stand up and tell the class their definitions, but not the words or phrases they are describing. The rest of the class should say what words or phrases each pupil is describing. At the end of the exercise, everyone should understand what each phrase means.

TE ACH ER S H EET

Part H: Conflicts and developments

Main phase (35 minutes): Explain that pupils are going to find out about the treatment of Jews

in Nazi Germany. They are to read the background information and timeline available online, which can be displayed or handed out. Next, put them in groups of about four, to research aspects of the Holocaust and create a presentation to show the rest of the class next lesson. They should imagine that they are documentary makers and include images explaining their facts clearly. Each presentation should take 5-10 minutes. Give each group one of the following to research for their presentation (also available online): • From the point of view of a Holocaust survivor • How the Holocaust subsequently changed the world • How the Holocaust happened • Anne Frank • The Final Solution • The treatment of Jews and other minority groups in Germany • How much did the Allies know about the Holocaust before the end of the war? How were surviving Holocaust victims saved? • Conditions in a ghetto/concentration camp Plenary (10 minutes): Ask the class how Hitler got away with it? Why didn’t others, such as the German people, European church leaders or the Allies, step in to try to resist what was happening? Why didn’t the Jews fight back? Did all Germans agree with Hitler? Did anyone try to help the Jews? They possibly won’t have answers to these questions, but it should be an intelligent discussion, with some thoughtful opinions. If they find it difficult to imagine life in Nazi Germany, you might need to create an imaginary situation to help them to visualize it. Suggestion for homework (5 minutes): Pupils should write down the timeline discussed during

the lesson and add to it, researching some of the points raised and the plenary. They should also write a paragraph explaining why it is important to remember the Holocaust. Make it easier!

Try to include less able pupils even in the more complex issues of this lesson. As a difficult and sensitive topic, students need to be clear on facts, so you might have to spend more time with some. 182

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The Holocaust TA SK SH EE T

You will be put into a small group and with that group you are to research aspects of the Holocaust and create a presentation to show the rest of the class during your next lesson. Imagine you are documentary makers and include images, explaining your facts clearly. Each presentation will take between 5 and 10 minutes. Your teacher will give you an aspect to research for your presentation.

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The Civil Rights Movement Introduction: During this lesson, pupils will study civil rights and segregation; how black people were treated within American society in the 1950s and what initiated change. Aims and outcomes: At the end of the lesson, all pupils will understand the meanings of the terms

‘civil rights’ and ‘segregation’; most pupils will be aware of the difficulties experienced by black people in America after the abolition of slavery and some pupils will recognize the causes and consequences of the changes after the mid-1950s. Starter (10 minutes): Give a brief introduction to the Civil Rights Movement: there is a useful

one online. 1. What is meant by the term ‘civil rights?’ Who has them? Can they be taken away and if so,

under what circumstances? Do rights mean responsibilities? If so, what are they? Is there a difference between civil rights and civil liberties? 2. What is meant by the word ‘segregation?’ Discuss these issues for several minutes, making sure that everyone is clear about the meanings.

TE ACH ER S H EET

Part H: Conflicts and developments

Main phase (35 minutes): Ask the class about Rosa Parks and Emmett Till: there is an online

information sheet you can use for this. With a view to creating a storyboard, pupils are to research the following and make notes: Emmett Till, Rosa Parks, Bull Connor, Montgomery Bus Boycott and Little Rock High School. Ask the class to base their storyboards on one of the following questions, either for a TV documentary or for a comic strip to educate others of their age about the build up to the civil rights movement. Using either A4 or A3 paper, pupils are to mark out six to eight frames and plan what images will go into each frame to describe the events. They will need to leave space for the title question and for any annotations or speech marks. They should consider how to arrange the figures in each frame to make their points clearly and they should be clear about what is surplus so does not need including, for instance, let pupils know that it will not be necessary to include details of Emmett Till’s murder, only the events leading up to it and public feeling at his funeral and afterwards. Plenary (10 minutes): Pupils should hold up their storyboards and voice any problems or concerns

they may have about what to include or how to include it for maximum impact. Others in the class should offer constructive criticism. Suggestion for homework (5 minutes): Pupils should complete their storyboards for display. Make it easier!

Less able pupils might need an extra lesson to complete this. To make sure that everyone has understood the meaning of civil rights, you may need to set a test or revision session on the topic during the following lesson. Make it harder!

More able pupils might be able to produce longer and more detailed storyboards.

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The Civil Rights Movement TA SK SH EE T

You are going to create a storyboard, so first of all, research the following and make notes in your rough book: Emmett Till, Rosa Parks, Bull Connor, Montgomery Bus Boycott and Little Rock High School. You are to base your storyboard on one of the following questions, either for a TV documentary or for a comic strip, that will educate others of your age about the build up to the civil rights movement: 1. What happened at Little Rock High School? 2. How did Rosa Parks influence the civil rights movement? 3. What happened in the Montgomery Bus Boycott? 4. How did Bull Connor help the civil rights movement? 5. What were the events leading to Emmett Till’s murder and how did this assist the civil rights

movement? Key words:

Ku Klux Klan; segregation; desegregation; direct action; boycott; civil rights; bigoted. Using either A4 or A3 paper, mark out six to eight frames and plan what images will go into each frame to describe the events. Leave space for the title question and for any annotations or speech marks. Consider how to arrange the figures in each frame to make your points clearly and be clear about what you don’t need to include, for instance, it will not be necessary to include details of Emmett Till’s murder, only the events leading up to it and public feeling at his funeral and afterwards.

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Martin Luther King Introduction: This lesson will help pupils gain a greater awareness of the Civil Rights movement and its chief instigators. Aims and outcomes: At the end of the lesson, all pupils will be aware of some of the approaches

of Martin Luther King and Malcolm X. Most pupils will realize why one tried a peaceful approach and the other was more violent. Some pupils will be aware of the repercussions and consequences of both approaches. Starter (10 minutes): Tell pupils to read the online information about Martin Luther King and

Malcolm X: you can display this or hand it out. Next, discuss with the class, which approach do individuals believe was more effective; non-violent or violent? You will have to tell them about lynchings and how President Roosevelt refused to ban lynchings; also how in the 1960s, there was still some segregation and that some states still banned black people from voting. Main lesson (40 minutes): If possible, play speeches of Malcolm X and Martin Luther King for

the class to hear or see. Let pupils analyse the similarities and differences. Individually, they are to research either Martin Luther King or Malcolm X and write a speech by their chosen man for a gathering of Americans in the 1960s. They need to investigate the man, his beliefs, his background and his actions.

TE ACH ER S H EET

Part H: Conflicts and developments

Plenary (5 minutes): Discuss with the class what they have found out – have their earlier opinions

changed? Do they believe strongly in either Martin Luther King’s non-violence or Malcolm X’s violence? Do they understand why these people were so desperate to change things? What was life like for black people in America? Should anyone be treated in such a way? Discuss how the Civil Rights bill was a huge step, but it still didn’t eradicate racism completely. Discuss why people might be racist? Is this based on knowledge or ignorance? How do they think that it should have been dealt with? Suggestion for homework (5 minutes): Tell the class that by the 1960s the poorest ethnic minority in America was the Native Americans – who were the first and original Americans! Ask why black Americans had to fight so hard for civil rights? For homework, they should think about the issues covered in this lesson and make notes in preparation for a class debate. Make it easier!

Some pupils might find this harder to understand and appreciate than others. It will depend on the ways in which you teach it and the resources you have available. If necessary, you will need to illustrate the plight of one part of society within another by demonstrating arbitrarily. For example, tell everyone who ate toast or cereal for breakfast to sit at the front of the class for the entire lesson, while everyone else has to sit at the back or even send a few people out of the room (for a few moments for the purpose of this illustration)! Make it harder!

If you have the facilities, the better speeches could be recorded by students. Or they could create a ‘press release’ about the speech they have written.

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Martin Luther King TA SK SH EE T

Using several different resources, you are going to compare Malcolm X and Martin Luther King and analyse the similarities and differences in their approaches. Next, you are to research either Martin Luther King or Malcolm X and write a speech by your chosen man for a gathering of Americans in the 1960s. To do this, you need to investigate the man, his beliefs, his background and his actions.

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Recommended Resources In addition to resources mentioned in specific lessons, the following books and websites could be useful: Hodge, S. Your Medieval Homework Helper (Ticktock Media, 2004). Purser, T. Medieval England 1042–1228 (Heinemann Advanced History series), (Heinemann Educational, 2004). Collier, M. Rees, R. and Shephard C. Medieval Realms for Common Entrance and Key Stage 3 (Hodder Murray, 2006). Chandler, F. Internet-linked World History: Medieval World (Usborne Publishing, 2005). Steele, P. and Kelly, M. British History: Tudors, Stuarts & Civil War (Miles Kelly, 2004). Ross, S. Witness to History: Industrial Revolution (Heinemann Library, 2004) Dawson, I. What is History? A Starter Unit for KS3: Pupil’s Book Year 7 (Hodder Murray, 2003). British History: The Victorian Age 1837–1914 (Kingfisher Publishing, 2002). Kramer, A. Eyewitness: The Victorians (Dorling Kindersley, 2003). MacDonald, F. Britain in the Industrial Revolution (Life in Britain) (Franklin Watts, 2008). Bos, S. Buller, L. Harrison, I. Kennedy, S. Parker, P. Regan, S. and Rooney, A. Take Me Back (Dorling Kindersley, 2008). Books for teachers Davies, P. Davies, R. and Lynch, D. Enlivening Secondary History: 40 Practical Classroom Activities (Routledge, 2002). Murphy, J. 100+ Ideas for Teaching History (Continuum, 2007). Arthur, J. Haydn, T. and Hunt, M. (eds), Learning to Teach History in the Secondary School: A Companion to School Experience (Routledge, 2001). Useful websites http://www.standards.dfes.gov.uk/schemes2/secondary_history/ http://www.npg.org.uk/live/search/person.asp?search=ss&sText=Henry+VIII&LinkID =mp02145 http://www.free-teaching-resources.co.uk/history_key_stage_3.shtml http://www.spartacus.schoolnet.co.uk/historywebsites.htm http://www.historylearningsite.co.uk/index.htm http://www.teachers.tv/video/3320/resources http://www.great-britain.co.uk/history/history.htm http://www.smithsoniansource.org/

The following need a subscription, but are worth having http://www.britannica.com http://www.bridgemaneducation.com

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