New Key Stage 3 History Programme of Study A ... - Ireland in Schools
New Key Stage 3 History Programme of Study A ... - Ireland in Schools
New Key Stage 3 History Programme of Study A ... - Ireland in Schools
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2. <strong>Ireland</strong> & the TudorsA. S<strong>in</strong>gle lessons2.1. Propaganda <strong>in</strong> the 16thcenturyHA workshop2.2. Why were so many ships<strong>of</strong> the Spanish Armadawrecked <strong>of</strong>f the west coast <strong>of</strong><strong>Ireland</strong>?Wirral workshopB. <strong>Study</strong> units2.3. Tudor <strong>Ireland</strong>A fortune l<strong>in</strong>e compar<strong>in</strong>gthe lives <strong>of</strong>Elizabeth I & Grace O’MalleyBlackpool Pilot Scheme -Th<strong>in</strong>k<strong>in</strong>g skills exercise)2.4. Who should control<strong>Ireland</strong>: Tudor monarchs orIrish lords?Birm<strong>in</strong>gham Pilot SchemeVisual sources: (A) Catholic propaganda pr<strong>in</strong>t, show<strong>in</strong>g martial law used aga<strong>in</strong>st IrishCatholic dissidents as well as political enemies. (B) Tudor representation <strong>of</strong> the outdoord<strong>in</strong><strong>in</strong>g habits <strong>of</strong> an Irish k<strong>in</strong>g.1. Sit <strong>in</strong> pairs, back to back, and one describes to the other the visual sources A or B.Or Work<strong>in</strong>g <strong>in</strong> pairs, give labels to the visual sources, A and B.2. Look aga<strong>in</strong> at source B - the Irish k<strong>in</strong>g d<strong>in</strong><strong>in</strong>g outdoors. A woodcut, it is one <strong>of</strong> thefew visual sources we have <strong>of</strong> <strong>Ireland</strong> <strong>in</strong> the 16th century.a. What can you learn from the picture?b. Does it give you any clue about the engraver’s op<strong>in</strong>ion <strong>of</strong> the Irish?http://iisresource.org/propaganda_sixteenth_century.aspx1. On map A, plot the Irish Armada wrecks, us<strong>in</strong>g, where possible, source D, list<strong>in</strong>g theship name and date aga<strong>in</strong>st the wreck site.Discussiona. Reasons for the numerous wrecks - weather, etc.b. Pattern <strong>of</strong> wrecks, geographical features, etc.2. Us<strong>in</strong>g the lyrics and music <strong>of</strong> ‘The Spanish Armada’ (source E), explore why therewere so many Spanish ships wrecked <strong>of</strong>f the west coast <strong>of</strong> <strong>Ireland</strong>.http://hometown.aol.co.uk/KHA200/Wirral_Armada_Exercise.pdf1. Sequence <strong>of</strong> activities2. Fortune l<strong>in</strong>e3. Cards for sort<strong>in</strong>g & plac<strong>in</strong>g on fortune l<strong>in</strong>e4. Plenary: What & how have we learned - th<strong>in</strong>k<strong>in</strong>g wordshttp://hometown.aol.co.uk/KHA200/Irish_Fortune_L<strong>in</strong>e.pdf1. What happened at Mullaghmast <strong>in</strong> 1578? Scenario: Baby whiteboard with writtensources <strong>in</strong> centre with visuals on lam<strong>in</strong>ated card.a. Underl<strong>in</strong>e <strong>in</strong> colour A any <strong>in</strong>formation <strong>in</strong> each <strong>of</strong> the blue sources that helps youunderstand what happened.b. Underl<strong>in</strong>e <strong>in</strong> colour B any words which suggest that these events were shock<strong>in</strong>g.c In what way, if at all, do these sources help to expla<strong>in</strong> the woodcuts.d. Write a short report, 20-30 words, <strong>of</strong> what happened.e. In pairs, look at both accounts aga<strong>in</strong> and decide on the similarities and differencesbetween them.f. What more would you like to know about this massacre? Formulate somequestions, to which you would like answers.2/3. Why did the massacre <strong>of</strong> Mullaghmast take place?4. Was their Irish policy worthwhile for the Tudors?Scenario: Two talk<strong>in</strong>g heads with speech bubbles. A hard l<strong>in</strong>e Tudor <strong>of</strong>ficial and as<strong>of</strong>ter l<strong>in</strong>e Tudor <strong>of</strong>ficial.a. As a class, us<strong>in</strong>g work from the previous lesson, establish some criteria by whichto judge whether their Irish policy was worthwhile for the Tudors.b. Divide class <strong>in</strong>to six groups, three for each head. Each group a. looks at sourcesbelow <strong>in</strong> order to support their case and to rebut arguments aga<strong>in</strong>st; b. selects fourto six sources that are most useful <strong>in</strong> support<strong>in</strong>g each <strong>of</strong> the two views; and c. fills<strong>in</strong> four to six speech bubbles.Note for teachers:http://hometown.aol.co.uk/Iis04/Tudor_Conquest_Teacher_Note_03.pdfWorksheets for students:http://members.aol.com/iis04/Tudor_Conquest_Worksheets_Internet_03.pdfNarrative for students:http://hometown.aol.co.uk/Iis04/Tudor_conquest_02.pdfIiS, Irish <strong>History</strong> for <strong>Key</strong> <strong>Stage</strong> 3, 9