Scheme of Work: The Tudors and Changes To British Rule

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1 Scheme of Work: The Tudors and Changes To British Rule Aim: To understand who the Tudors were and the impact they had upon the country. Citizenship Links: Impact of rulers; impact of war; The position of the Church; how important religion became and why. Reasons for changes to religion and how this impacted upon wider society. ALL: Level 4: To be able to describe who the Tudors were and the key changes that occurred; to use key words; to be able to write a description using evidence. MOST: Level 5: To be able to explain those changes and what the causes were; to use key words accurately and fluently; to be able to use evidence to support answers. SOME: Level 6: To be able to explain how important the changes were, how they were caused, and to use evidence to support their arguments. To be able to prioritise changes and consider why some are regarded as more important than others. Key words: Catholic, Protestant, Reformation, Divorce, Marriage, Persecution, Armada Where does this unit fit in: This extends and develops knowledge from the previous three units. Students will be able to begin to see how the Tudor era changed British History, whilst building upon previous learning about the position of the Church in society. This is an opportunity to extend learning and also skills. Assessment: 2 written assessments are taken in this unit, both focusing upon source evidence and in long form writing. Students will be supported with writing frames and level descriptors. Literacy literacy tasks are embedded throughout this unit, including PEE paragraphs and use of key words. Students are supported with writing Links to future learning: Use of source evidence Students will be able to assess the impact of religion upon History

2 Scheme of Work: Changes : Tudors to Revolution Year Group: Year 7 No. Lesson Title/Aim (Key Questions) 1. Who were The Tudors and why are they important? Learning Objectives (Learning about / Learning from) 4 Describe who the Tudors were 5 Explain why they are considered important in History 6 Compare the monarchs who had the greatest impact using the evidence you have? Lesson Content- teaching activities Use of AFL Starter show students pictures of the Tudors. Do they recognise any of them? If so, what do they know? Students are to put their hands up and explain what they know, and also why it is important. Put these words up on the board religion, monarchy. How are they linked in Tudor times? Then put up these words Protestant and Catholic. What are the definitions of these? Why do you think they are they important in Tudor times? Religious rollercoaster students are to work in pairs, study the image, and work out which monarch had which religion. After they have worked out the answers, they need to consider these questions: Resources 4 describe who the Tudors were 5 Explain why they were important in History 6 Compare the Monarchs who had the greatest impact? Curriculum Links LEA / Citizenship links RE Protestants vs Catholics; religious change; Reformation Citizenship Civil War and the idea of fighting within the same country; notion of monarchy and what it represents and why it was rejected; politics and democracy why are they important Media/ICT Links Why was there a religious rollercoaster? How was it important? What do you think the consequences of it were? Which consequence do you think would be the most important? Plenary why are the Tudors important? Geography England's place in Europe and the relations to Spain and France Key words Parliament Democracy Civil War Execution Protestants Catholics Reformation Restoration

3 2. Why was there tension between the Protestants and Catholics? 4 Describe what a Protestant and Catholic was 5 Explain the differences between Protestants and Catholics 6 Evaluate the impact each religion had on Britain Starter show students pictures of Protestant and Catholic churches. What are the similarities? What are the differences? Why do you think this important? Take feedback and steer the discussion. Look at the information given. Class is divided into two. Half the class are to represent the Catholics, and work out what they want; the other half to represent the Protestants, and work out what they want. Students are then to teach the other side in the form of presentations. Key questions to be covered are: What did each side want? How did each side put across their point of view? Why were people opposed to them? How did the Monarch react? 4 Describe what a Protestant/Catholi c was 5 Explain the difference between Protestants and Catholics 6 Evaluate the impact each religion had on Britain Citi religious differences how can this lead to problems? How can it impact on how a country is run? BV- Tolerance rule of law PEE paragraph students are to write how each group differed, and how each group wanted the country run. AfL peer assessment. Students are to swap book and mark according to the levels. Plenary what was the key difference between Protestants and Catholics?

4 3. What were Henry VIII's problems? 4 Describe what problems Henry VIII had 5 Explain why they were problems 6 Prioritise and explain which was the most important Starter Think about the issues the Prime Minister has running the country. What do you consider to be the main problems? What problems do you think a King would have? Discuss and feed back. Get into pairs using statement cards, students are to identify what is a problem, and what is not. They should explain why this is a problem AfL model answer. Next prioritise. Which is the most important problem? Can they explain why they have chosen this? What solutions can you think of? 4 Describe HVIII s problems 5 Explain why they were problems 6 Prioritise and explain which was the most important Citi How can money and loyalty impact on how a country is run? BV Tolerance rule of law PEE Paragraph imagine you are Henry VIII. Write a little speech explaining what your problems are, and why you think you need to take action. Present to the class! AfL peer assessment. Plenary what were HVIII's problems?

5 4. Who was in charge King or Church? 4 Describe why HVIII hated the Catholic Church 5 Explain using evidence why HVIII hated the Catholic Church 6 Evaluate the most important reason for his dislike of the Catholic Church. Starter re-cap on reasons for HVIII's problems. Core problem is his marriage!! Next why did HVIII want a divorce? Why would the Pope not give it to him? Get into pairs. Using statement cards, students are to sort and evaluate who really holds the power King or Church. Make a decision think, pair, share! PEE paragraph write a speech explaining who you think holds the power HVIII or the Catholic Church. 4 Describe why HVIII hated the Catholic Church 5 Explain using evidence why HVIII hated the Catholic Church 6 Evaluate the most important reason for his dislike of the Catholic Church. Citi division of power how can we know who rules us? BV rule of law/tolerance Plenary why did HVIII hate the Catholic Church?

6 5. Why did Henry VIII dissolve the Monasteries? 4 Describe the dissoloution of the Monasteries 5 Explain the dissolution of the Monasteries using evidence 6 Evaluate the importance of the dissolution of the monasteries using evidence. Starter how were the monasteries used in the Middle Ages? Link back to previous learning on the Medieval period. Why did HVIII fall out with the Catholic Church? Link back to previous lesson. Next Brief explanation of when HVIII began closing the monasteries. How do you think he managed to do this? Think, pair, share! Rules show students the rules a monk had to live by. How easy do you think they were to follow? 4 Describe the dissoloution of the Monasteries 5 Explain the dissolution of the Monasteries using evidence 6 Evaluate the importance of the dissolution of the monasteries using evidence. Citi religious conflict and change BV rule of law/tolerance Source evaluation using sources, find out if the rules are being followed or not. Fill in the table, work in groups. Decision should the monasteries close on the basis of this evidence? Explain. What was the real reason HVIII shut the monasteries? Plenary draw a cartoon strip showing the stages of HVIII breaking with Rome.

7 6 Was Henry VIII a man or a monster? 4 To describe whether HVIII was a man or monster 5 To explain whether you think he was a man or a monster 6 To evaluate if he was a man or monster and use evidence in your answer. Starter what have you learned about HVIII? Write down at least two things! Source enquiry using the model answer on the board, students are to work in pairs and discover if the sources gives them an answer, and if they can assess if the evidence is reliable. Interpretation 6 questions enquiring if students have found the right material for an answer: Was Henry a good or a bad king? What is your interpretation of Henry s personality? How do you think people in Tudor England felt about their king? Which sources support each other? Which source do you think is the most accurate? Why are these sources significant? 4 To describe whether HVIII was a man or monster 5 To explain whether you think he was a man or a monster 6 To evaluate if he was a man or monster and use evidence in your answer Citi role of a monarch; justice and democracy BV rule of law/tolerance PEE write an obituary for HVIII, using the evidence you have. You need to answer the question of whether he was a good or bad king, and also refer to the evidence for support.

8 7. How did Edward VI change the Churches? 4 To describe the changes Edward VI made. 5 To explain why Edward VI made these changes. 6 To evaluate the impact these changes made. Starter what changes did HVIII make to the Church? Students to see if they can re-call at least two changes. What might happen with a new King? Ask the class the question, students to discuss and feedback. Show students the before and after slides. Show them for about a minute. Students are to note down what they think has changed in EVI s reign. Show students the slides. Looking at it more clearly, what are the key differences between a Protestant and a Catholic church? 4 To describe the changes Edward VI made. 5 To explain why Edward VI made these changes. 6 To evaluate the impact these changes made. Citi religious conflict how does religious change impact upon a country? BV tolerance/ democracy Questions: What changed during EVI s reign? Why did he make these changes? How did people react to this? How do you think some people would feel about these changes? What three things do you think a Catholic would say about these changes? PEE imagine you are a church goer. Write a paragraph explaining how you feel and using evidence. You can be either a Catholic or a Protestant. (Afl peer assessment) Plenary how did EVI change the Church?

9 8 Does Queen Mary deserve the title bloody? 4 Describe what Queen Mary did 5 Explain why Queen Mary was seen as Bloody Mary 6 Evaluate if Queen Mary deserved the title bloody. Starter Why do you think Mary would want to change England back? Pair work students are to be given an envelope of statements. They need to decide which are factors that mean Mary could be successful in making England Catholic, and which mean she could not. Overall how good a chance did she have? Consider your answer and make sure there is a reason. Number this on a scale of Describe what Queen Mary did 5 Explain why Queen Mary was seen as Bloody Mary 6 Evaluate if Queen Mary deserved the title bloody. Citi religious extremism what impact does that have? BV tolerance/rule of law Explain to the students what QM did to bring Catholicism back. Re enforce that it did not stop with changing churches. People were burned at the stake. Does QM deserve the title bloody because of this? Sources students are to look at the evidence. Can they find evidence to support either of these interpretations: QM deserves the title bloody for how she treated Protestants QM does not deserve the title bloody for how she treated Protestants Decision time students need to make a statement as to whether QM deserves the title Bloody Mary. A PEE paragraph is written AfL peer assessment.

10 9 What are the different faces of Elizabeth I? 4 to describe how EI maintained an image 5- To explain why EI had and maintained an image using evidence 6- To evaluate how successful that image was using evidence. Starter show several images of famous women. Do they deliberately try to look like this? Why? EI had to convince people when she came to the throne that she could rule the country as a single woman. How do you think she could achieve this? Student to think, pair, share. EI s portraits they had to make her look powerful and a strong Queen. She would not allow portraits that made her look old, weak, or ugly. Sources pack working in groups, students are to analyse six pictures of EI and assess them using this criteria: 4 to describe how EI maintained an image 5- To explain why EI had and maintained an image using evidence 6- To evaluate how successful that image was using evidence. Citi How are famous people portrayed? How does this impact on how we view them? Citi rule of law/tolerance 1. Describe what you see 2. How does this source portray her? 3. Do you think EI would have approved of this image? 4. Do you think source is reliable evidence? Explain why PEE imagine you are an artist who has been asked to paint a picture of EI. You need to write an explanation of what you need to do, and why. Use the sources to support with evidence.

11 10 Was Elizabeth worse than Queen Mary? 4 Describe what EI did regarding religion 5 Explain what EI did with religious tension 6 Evaluate how successful EI was with religious tension. Starter which monarch had supported which religion? Students to match monarchs with the religion they supported. Next what do we mean by the term extremist? Link into current news stories. Then demonstrate that Who were the Protestant and Catholic extremists? Students ar to divide into 2 groups, and read to the class who they are and what their intentions are. 4 Describe what EI did regarding religion 5 Explain what EI did with religious tension 6 Evaluate how successful EI was with religious tension. Citi what is religious extremism? How does it impact upon a country? BV tolerance/rule of law Elizabeth distribute what her stance is. What does each side think she can do to assist them? Source analysis: What did Elizabeth do with Catholic extremists? What did she do with Protestant extremists? What did she do about the church? How effective was this? Was she worse than QM in her treatment of those who were extremists? AfL class vote. PEE write a speech for EI, outlining her policies on religious extremism. Afl peer assessment

12 11 What was the impact of the Spanish Armada? 4- describe the impact of the Spanish Armada 5 Explain the impact of the Spanish Armada 6 Evaluate what was the most important impact of the Spanish Armada Starter what can cause a war? Students are to discuss and brainstorm hold up an answer on the mini whiteboards. Next show students the map of Europe, highlighting the distance between Spain and England. Next why was there an invasion? Show students the reasons. They need to prioritise what the most important reason was for Spain trying to invade England. How did England win? Using sources, work out the main reasons for England s victory. Students are to work in pairs think, pair, share! 4- describe the impact of the Spanish Armada 5 Explain the impact of the Spanish Armada 6 Evaluate what was the most important impact of the Spanish Armada Citi what is war and the purpose of conflict? BV tolerance/rule of law AfL Write a PEE paragraph explaining the causes and result of the Spanish Armada. AfL peer assessment. Plenary what was the impact of the Spanish Armada?

13 12 Was Elizabeth I a successful monarch? 4 describe how you think EI was a successful monarch 5 Explain how you think EI was a successful monarch 6 Evaluate whether EI was a successful monarch Starter how can we judge if a Monarch is successful? Hands up for feedback. Next Students are to use evidence to judge if EI was a successful monarch or not. Key areas for discussion are: Mary, Queen of Scots Spanish Armada Refusal to marry Using the evidence, students are to work in pairs and make a decision whether EI was a successful monarch or not. Afl- PEE paragraphs, written as a report. 4 describe how you think EI was a successful monarch 5 Explain how you think EI was a successful monarch 6 Evaluate whether EI was a successful monarch Citi how useful is a monarch? Link this to QEII responsibilities BV democracy/rule of law Students are to present this information by showing hands to reveal who agrees that she was successful, and who does not. Plenary was EI a successful monarch or not?

14 13 Would you have welcomed James VI? 4 to describe the views of Catholics and Protestants on James I 5 To explain why there were different views on James I 6 To evaluate why there were different views on James I Starter re-cap which Monarch has supported which religion? Students are to match the picture of the monarch to the religion. James I after EI died, JVI of Scotland was welcomed as King James I of England. James I was a devout Protestant. Why might this cause a problem? Class discussion directed by teacher. Evidence students are to use source packs outlining attitudes towards James VI. They are to work in groups, two taking the role of Catholics and two taking the role of Protestants. They are to find evidence to answer these two questions: Would you support JI as King? Would you not support JI as King? Students are to write speeches stating if they would support JI or not. AfL peer assessment. They are to present them to their groups, and to be assessed on whether JI would be welcomed or not. 4 to describe the views of Catholics and Protestants on James I 5 To explain why there were different views on James I 6 To evaluate why there were different views on James I Citi Rule of law what does a monarch do? Why are they important? BV rule of law democracy Plenary would you welcome James I?

15 14 Were the Catholics framed for November 5 th? 4 to describe what happened on November 5 th 5 To explain the causes of November 5 th 6- To evaluate if the Catholics were framed for the events of November 5 th. Starter show the students the mask of Guy Fawkes from V for Vendetta. What do they recognise? What do they think it symbolises? Next- November 5 th. Explain that the students will be analysing the events of November 5 th, to make a decision as to whether the Catholics were innocent or framed. Show them a picture of the plotters. Group work in groups, students will be evaluating sources to see if they support or disprove two statements: Nov 5 th was a genuine Catholic plot The plotters were framed by Robert Cecil AfL ABCD as a class. Students will received ABCD cards and decide which of the four statements they agree with: 4 to describe what happened on November 5 th 5 To explain the causes of November 5 th 6- To evaluate if the Catholics were framed for the events of November 5 th. Citi terrorism what is it? How can we apply this definition? BV tolerance democracy rule of law A it was a Catholic plot B the plotters were framed. C- It was a conspiracy to make the King look good. D it was a conspiracy to make Catholics hated. Students are to summarise in a PEE paragraph whether they believe it was a genuine plot or not. AfL self assessment. Plenary where the Catholics framed?

16 15 Why did Civil War erupt? 4- To describe the reasons for the Civil War 5 To explain reasons for the Civil War 6 To evaluate reasons for the Civil War Starter what are reasons for war? Put pictures of wars up (WWI, WWII, Iraq) and see if students can discuss in pairs possible reasons for their eruption. Next students are shown a picture of Charles I, and a picture of Parliament. Students in pairs are to receive envelopes, and sort them into two piles: Things the King did which upset Parliament Things Parliament did which upset the King AfL group feedback who has made the same decisions? 2 Stars/1Wish 4- To describe the reasons for the Civil War 5 To explain reasons for the Civil War 6 To evaluate reasons for the Civil War Citi what is the purpose of war? Why do civil wars happen? Refer to the situation in Iraq. BV- democracy tolerance rule of law Demands and Concessions: Students are to be given a list of demands Parliament made, and concessions Charles I made. Question: Had Parliament got what it wanted by the Summer of 1641? Statements in pairs, students need to decide which of these statement they agree with: The demands were revolutionary Parliament wanted to get rid of the King; The demands show that Parliament was trying to get Charles to be more sensible. Money power Religion which do you think was the biggest cause of the Civil War? PEE why did the Civil War erupt? Students need to give reasons for the Civil War, and explain why they think it resulted in war. AfL peer marking Plenary Why did Civil War begin?

17 16 Who were the Roundheads and Cavaliers? 4 Describe the difference between a roundhead and a cavalier 5 Explain why the roundheads and cavaliers were on different sides 6- Evaluate how life differed for each side. Starter show the students the painting when did you last see your father? on the ppt. Who do they think is in it? What do they think its saying? Next show the students the Roundheads and Cavaliers. Explain how you would have to choose to be on one side or the other. Source packs. In groups of 3 or 4, students are to examine their sources. They need to decide: Which were produced by Roundheads; Which were produced by Cavaliers; Which were produced by neutrals. 4 Describe the difference between a roundhead and a cavalier 5 Explain why the roundheads and cavaliers were on different sides 6- Evaluate how life differed for each side. Citi What causes divisions amongst people? BV- tolerance, fairness What message are the sources trying to give? Why do you think they are giving this message? How effective do you think they are? PEE summarise your findings in a paragraph that explains who the Roundheads and Cavaliers were, what they were fighting for, and how effective you think they were. Plenary who were the Roundheads and Cavaliers?

18 17 Did Charles I deserve execution? 4 to describe why CI was executed 5 To explain why CI was executed 6- To evaluate if executing CI was the best thing to do. Starter re-cap on how CI and Parliament antagonised each other. Who do you think was in the right? Next set the scene for a trial for Charles I. Put a picture of him on the board, and then hand the students information packs. Packs contain: Charges Charles allegedly overthrew the people's rights; took away the powers of Parliament; Made war against Parliament and the people. 4 to describe why CI was executed 5 To explain why CI was executed 6- To evaluate if executing CI was the best thing to do. Citi- What can drive a country to turn against their ruler? BV tolerance/rule of law Class is divided into two halves. One half is the prosecution; the other is the defence. Students have to make a decision whether they believe CI should be executed or saved. In groups, they need to construct a verdict and then present it to each other. (Carousel) Presentation time. Students need to explain whether they think CI should be executed or not. Vote taken- after the decision is made, students need to write in their books why they think he should be executed or not. AfL self- assessment. Plenary did CI deserve execution?

19 18. What happened after CI? 4 to describe what happened after CI was executed 5- to explain what happened after CI was executed 6- to evaluate the impact of CI's execution. Starter the world turned upside down source. In pairs, students are to list what things in it are wrong. Take feedback. Next why do you think those things are shown as wrong? Context the artist was a supporter of the King. Why do you think he drew the picture like this? Why do you think he was trying to give this message? After CI, new ideas came into fashion about how Britain should be ruled. Why could this be seen as dangerous? 4 to describe what happened after CI was executed 5- to explain what happened after CI was executed 6- to evaluate the impact of CI's execution. Citi what methods are there for ruling a country? BV tolerance, democracy Next There were five groups who wanted to be heard after the King was executed. Students are to receive information on these groups, and working in pairs, to decide the following: Who were they? What did they want? Why would they cause problems? Why would they be seen as a threat? Five groups - The Diggers, the Levellers, the Fifth Monarchists, women, and Puritans. Check that the class is put into five groups, then give them envelopes. Students are to research and then report back to the rest of the class. Imagine you are a member of the gentry, who still currently runs the country. How do you think the groups should be dealt with? PEE AfL peer assessment. Plenary What happened after CI?

20 19. Oliver Cromwell: Hero or Villain? 4 to describe why Cromwell was seen as a Hero and Villain 5 To explain why he was seen as a Hero and Villain 6- To evaluate why he was seen as a Hero and Villain. Starter put some pictures of well known comic book characters up on the board. Why are some seen as heroes, and some seen as villains? What qualities do we attribute to them? Next Oliver Cromwell Hero or Villain? What questions could you ask him? Students are to think of one and then be selected. Cromwell made four key decisions during his time as leader of the country. The problems that were caused made him appear as both a hero and villain. Summarise the information how does this make him a Hero and a Villain? 4 to describe why Cromwell was seen as a Hero and Villain 5 To explain why he was seen as a Hero and Villain 6- To evaluate why he was seen as a Hero and Villain. Citi In what ways can leaders be portrayed and how does this impact on their authority? BV democracy, tolerance, rule of law Next sources which makes him look like a hero, which makes him look like a villain? Why have you drawn this conclusion? PEE write a paragraph explaining if Cromwell is a Hero or Villain! AfL Peer Assessment.

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