To locate the Tudors within the context of the history of Britain
Ask the children to list the different periods of history which they are familiar with already. List on board with approximate dates (go back as far as the Egyptians). Include several inventions to orient the children
Take the class out onto the field and (using the scale 100 years: 1 metre) place children along a line
Place key periods on timeline using A3 paper for each child.
Give SEN CHILDREN a prepared timeline with pictures to stick on
Ask the children to mind map what they already know bout the Tudors and Henry V111
Write down three things that would like to find out
Could use mind - map software or paper
All children can place the key historical periods on a timeline and understand where the Tudors fit in
Ask the children what they already know about the Tudors and note on display. Ask the children what questions they have about the Tudors and write them on the display
To understand who Henry VIII using portraits and written sources.
Using PowerPoint show /IWB SHOW children photograph of Henry VIII. Who do you think this is? - Prompt children e.g. look at the way he is standing, look at the way he is dressed, and look at all the jewellery he is wearing.
Give the children a variety of images of Henry VIII. Tell them to use the portraits to ask and answer as many questions as they can about the king’s appearance.
Give the children some words describing Henry’s character, e.g. dignified, fierce. Encourage them to add their own words.
Ask the children to decide whether they think the portrait suggests the king had these attributes.
Children to use pictures to write about Henry VII. What Kind of person is he and what evidence do they find.
Children to sit in mixed ability pairs for discussion
Activity 2 Children to write a job description for a King Children to be given an example and Heading will be:
e.g. Job Description for a King
Age: between 21 and 60
ability to sort out quarrels
warfare: fighting ships
know what's going on all over the world
how to impress people
how to raise money for armies and ships
SEN – CHILDREN TO COMPLETE WRITING FRAME FOR JOB DESCRIPTION
identify features and characteristics from portraits
identify characteristics of Henry VIII from written sources
Can children identify who Henry VIII is?
All children have written sentences about Henry with reference to the image given.
Can they draw up a realistic job description?
Can they explain what qualities Henry had that made him a good King?
Read a description written about Henry VIII. Does this tell the children anything else about him? How true do they think this information is? Can it be truly reliable? Why?
Children will know about the power and importance of a King. Children will be able to identify what a Monarch did and did not do.
Explain the idea of hobbies compared with duties. Ask the children to talk about their hobbies, and then their duties. What do they like to do? What must they do? Who do they do it for? Why do they do it? What happens if they don't do it? What rewards do they get? Make a list of all the things that the children know that Henry liked to do. Discuss whether these are hobbies or duties.
Look at some activities and sort them into two categories: What the King would have done and what he wouldn't have done. E.g. hunting, attending church, signing papers, making decisions, cooking, washing the curtains etc... Develop an understanding of the time period with the children - Why did Henry VIII not play on a game boy, watch TV or go to church in a car?
Ask the children to make their own list of What Henry VIII did and did not do. Allow them to add ideas of their own to their lists. Ask them to think about the rewards and punishments of doing or not doing his duty? Come together as a class and compare the children's lists. Compile a list on the board, under the two headings. Talk through whether which activities were Henry's hobbies and which were his duties. Discuss with the children whether they think Henry's life and duties were difficult or easy. Ask the children to give reasons for their thoughts.
Now ask the children to use the ideas in the column entitled 'What Henry VIII did' and sort them into hobbies and duties, recording this on a new chart headed 'Hobbies' and 'Duties'.
Again, come together as a class and compare the children's lists. Discuss any discrepancies and clarify the concept of a hobby and a duty.
A VARIETY OF WORKSHEETS AND INFORMATION TO BE PROVIDED FOR THE CHILDREN – COULD THE CHILDREN Create a poster?
Do they understand the differences between hobbies and duties?
Can they categorise what Henry would have done and not done?
Most children will: sort information to demonstrate their knowledge of the role of a Tudor monarch.
Some children will also: use primary source material to extract information about kingly activities.
Some children will: know that the king undertook different duties from peasants.
Children will be able to identify the problems of the Tudor King. Children will understand why Henry wanted a male heir. Children will know about the reasons for his divorce to Catherine of Aragon.
Discuss why Henry would have wanted a male heir to the throne and the significance of this during this time. List the reasons and put them in their order of importance. Then discuss what would have influenced his choice in a suitable wife: age, to build relations with another country, money from a dowry etc.
Show the children a picture of Catherine of Aragon. Brainstorm words they feel describe her. Do they think she would make a good wife for Henry? Why? Tell the story to the children of Henry's marriage to Catherine. Help the children to understand what Catherine was like and for which reasons Henry might have chosen to marry her.
Ask them to think about and write in partners, why he would have felt the need to remarry and reasons for the failure of the marriage. This could be written as though they are Henry, writing a letter to a friend.
A strong coffee mixture (cold) could then be used to stain the paper to give the letters an aged look.
Discuss with children how people choose a partner and why they marry. - Explain that Henry is a member of the Tudor royal family and why he might have married. Make a list of children’s ideas to refer back in future lesson.
To investigate the wives of Henry VIII.
Children to work in groups of 3 to investigate one wife of Henry VIII’s.
Children to use books and fact sheets to gather information on the wife of Henry they are investigating to make a poster.
Poster should include:
Name of the wife
When she was born and when she married Henry.
A picture of the wife they are investigating.
Time line of his six wives and which number wife was she, e.g. 1st, 2nd, 3rd. 4th, 5th or 6th.
Did she have any children? Who was it?
What happened to her? E.g. Divorced, Beheaded, Died or Survived.
One person form each group to move to another group to pass on information about the wife they have researched
Each pair have a good understanding of one or more of the Wives of Henry VIII
Each member of the group has knowledge to pass on to another group
Select few children to share their posters with the whole class.
To know about the reasons for Henry’s divorce/execution of his wives
Catherine of Aragon
Anne of Cleves
Explain that the children will be telling the story of Henry’s various divorces by creating a news broadcast explaining the key events of each episode
Show demonstration news broadcast and how to operate the digital video cameras
Give each table a divorce/execution to research and a selection of books and two laptops
Children research the demise of one of the wives (most able grouped together to explain Henry’s death)
Children create a one-minute video news broadcast
Separate more detailed lesson plan attached
Each news broadcast must contain all the key details of the event and have an appropriate tone and structure
Show children’s news broadcasts on whiteboard and discuss what these events tell us about Henry and his motivation
Children to create a presentation in groups about Henry V111 and his wives.
News item – video
Complete mind map to show new knowledge
Have children explained who Henry was and why he married so often?
Have they explained the outcome of each marriage and the fate of each wife?
Have they chosen an appropriate method of delivery?
Tudor Newsroom Children will need notebook
The notes made about Henry’s wives from a previous lesson
2a) About characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
4b) To ask and answer questions, and to select and record information relevant to the focus of the enquiry
Portrait of Henry VIII
Pictures of Henry’s six wives
History topic books
Use the OHP or interactive whiteboard to display a portrait of Henry VIII. Tell the children that Henry VII was the King of England from 1509-1547 during the Tudor period. Ask the children to turn to the person next to them and to write some words on a mini-whiteboard to describe Henry VIII’s character and appearance. Get the children to think about how he is dressed and how he might behave towards them if they were a member of his court. Bring the class back together and get them to share their ideas about Henry VIII. Ask the children to back up their ideas by referencing the portrait i.e. he looks important because he is wearing a gold chain.
Tell the children that Henry VIII was a very selfish person and that many people were scared of him. Explain to the children that Henry is famous for changing religion in England and for marrying six wives. Henry’s aim was to have a son who could be the heir to the throne. Tell the children that they will be working in groups to find out about one of Henry’s wives.
Split the children into six groups and ask each group to investigate one of Henry the VIII’s six wives. Tell the children to elect a leader for their group. Explain to the children that only their group leader is allowed to ask the teacher a question. Get the children to choose one of the following activities to complete for their group.
a) Create a timeline showing the main events in their life.
b) Produce a short drama scene showing how Henry treated his wife. Get the children to write down the play script.
c) Write a description of his wife using a portrait and non-fiction books.
d) Write a newspaper report explaining what happened to each wife
f) Compile a dairy showing what daily life was like for Henry’s queen.
Get the children to choose the format that they would like to complete each activity. Tell the children that they will be reporting back everything they have found out about one of Henry’s wives to the rest of the class.
You can support some children by providing the children with some templates to help them complete an activity about one of Henry’s wives. Some children can be extended by getting them to devise their own methods of presenting the history of one of the wives.
Get each group to report back to the class about the life of one of Henry’s wives. Each group should choose two of their activities and the drama scene to report back to the class. Allow time for the class to question each group.