“Man is a knot into which relationships are - PowerPoint Presentation

Slide1
Slide2

“Man

is a knot into which relationships are tied.” Antoine de Saint-ExupérySlide3

Narrative

: three strategies

Year Group

Substantive Content

Second-order

concept

Year 7

The Crusades

Interpretations

Year 9

19

th

Century

Protest

Change

Interpretations

Year 8

The

Tudors (Mary I)

Change

InterpretationsSlide4

1

: Who belongs in a story about the Third Crusade?Students deconstruct historians’ narratives, and then construct their own

Year 7: Medieval Slide5

I chewed up your causal

cardsort

on why William won at Hastings in 2 minutes

My Year 7 Thursday Class

I burnt through your Becket timeline of religious change in 30 seconds

I spotted diversity in your Medieval Village before I even entered the classroomSlide6

Your move.

Impress me.

The Crusades

Historical Scholarship: Muslim/ChristianSlide7

How

do these interpretations disagree?

Why

do they disagree?

Deconstructing Interpretations

Too Simple

Too

deterministic

An

historical interpretation is

not

an

inevitable

product of the period in which it was produced.

Each

author has established and used evidence in ways that we cannot categorise simplistically, and for reasons about which we can

only

speculate

.Slide8

What is it?

What is it saying?

How and why was this constructed?

What does it say/ show explicitly / implicitly (message? argument? style? tone?)

What was the

purpose

(& intended

audience

).

to create new knowledge?

to persuade?

to entertain? to inform?

to commemorate? to educate?

to preserve?

What is the relationship between the interpretation and evidence?

How has the interpretation been affected by the context in which it was created?

Available sources?

trends in scholarly interpretation? methods? earlier works on the same theme? theory? ideology? values? nationality? personality? funding/resources? patronage?

Which parts are

factual

, which are

points of view

, which are

imagined

?

Type of interpretation

(scholarly, popular, educational…etc)Slide9

Alright. I’ll read the books.

Then do you want me to write

another

essay? Boring…

What about writing a story…?Slide10

Write your own narrative about the Third Crusade.

Constructing a narrative

NOT simple!

Underrated skill (Lang)

To display evidential control and a sense of audience is not easy (

Counsell

)

Involves artistry (Kemp)

Key challenge

:

how to engage and draw in the

reader (a

process requiring rhetorical

effect and a

shaping of expectation, through phrasing and arresting word

choice), whilst also striving to

report events accurately and

avoiding unwarranted claims

?Slide11

In the Third Crusade…

To what extent could Richard be described as a ‘shrewd’ leader, if he rather hot-headedly massacred 3,000 Muslim prisoners outside of

Acre

in 1191?

Can Richard

I still be described as an ‘intelligent’ military leader, if he was captured by the Duke of Austria on his return

home?

Can Saladin be described as a ‘brilliant’ strategist if he lost quickly and decisively to Richard in the Battle of

Arsuf

?

Was Saladin ‘courageous’ if he slept in a wooden tower because he was fearful of being assassinated?

The choice of

adjectives

or adverbs to describe characters’ actions within a narrative

appears to be quite

a large challenge.

Without

any character description, the narrative would be dry and uninteresting; yet too much praise, exaggeration or hyperbole, and the narrative would stray from the evidential record. Slide12

STARTER: what difference can a

single word make?

Extract from a book on one of the battles of the Third Crusade (the Battle of

Arsuf

):

“Saladin’s

trumpeters and drummers set up a terrible

noise.

Yet the

Crusaders stood firm, suffering heavy losses of horses but little

else…Richard ordered the full might of the Christian cavalry to charge and hammered into the enemy. The entire Muslim force was beaten back and Saladin retreated. Richard personally cut down the enemy vigorously and

his clever leadership dealt a second terrible blow to Saladin’s reputation. Slide13

STARTER: what difference can a

single word make?

“Richard

personally cut down the enemy

vigorously

and

his clever leadership dealt a second terrible blow to Saladin’s

reputation.”

What if we changed the word to…?

GentlyClumsilyWearilyCheerfullyCarefullySlide14

Who belongs in a story about the Third Crusade?

History skill to be practised:

Interpretations

We

are continuing with our depth

study on the

Crusades.

So far we have looked at

why

people went on

crusade, and at the

highs and lows

of the first four crusades (there were about 8 in total!)

In this lesson, we are going to look at an historian’s story of the Third Crusade and try to understand what he thinks about the two leaders.

An historian’s opinion is often called his

interpretation.

Our new Enquiry Question

KEYWORD:

Interpretation

An explanation of something from a particular viewpoint.Slide15

Historian’s Text

TASK BOX

:

In pairs, as we are reading the historian’s story, place a character card next to where they are mentioned.

Which

characters in the ‘story’ of the crusade were

not

used? Which

characters were used

many

times?

What does this tell us about the author?

Enquiry Question:

Who

belongs in a story about the Third Crusade? Slide16

King Philip II of France

European Jews

Comnenus

, ally of Saladin in Cyprus

(1)

Saladin (also known as The Sultan or Emir)

Ibn

al-

Zaki

A Muslim

Preacher

Pope Gregory VIII

Emperor Frederick

I

Duke Henry of Burgundy, a French

nobleman

Abu Yusuf

Yaqub

al-Mansur

Muslim Caliph

(Leader)

Al-

Adil

, Saladin’s brother

(

also known as

Saphadin

)

Guy of

Lusignan

, King of Jerusalem

King Richard ISlide17

An example of how two high-attaining students re-told the story of the Third Crusade, using character cards, words and arrows, to show their understanding of what happened in Phillips’s narrative interpretation

.Slide18

TASK BOX:

How

did Hillenbrand describe characters and events?

1. Draw arrows to the facts that may have been used to back-up the author’s descriptions below.

2. Circle those facts that appear to challenge the author’s description.

3. How might you change the descriptions below, so that you take

all

these facts into account?

“Saladin was a

strong military leader

”

“Richard was

shrewd

”

[

intelligent, alert, sharp]

“The

conquest of the city of Jerusalem was a disastrous event

”

Richard beat Saladin at Acre

and

Arsuf

Richard I spent many months preparing for his crusade

After capturing Jerusalem from the Christians, Saladin did not kill them

Saladin was the first Muslim leader to unite the Muslim cities of Aleppo,

Mosul & Damascus

Saladin worried about being killed so slept in a wooden tower rather than a tent

Saladin destroyed towns in a whole region and killed many knights after they tried to murder him twice

Richard

was captured & England had to pay the equivalent of £2

billion for

his release

The Muslims

lived

in the Holy Land for hundreds of years before the Christians came

The crusaders thought they were fighting a holy war to regain land that was their ‘right’ due to their religion Slide19

A. Hillenbrand can read and understand Arabic

C. Hillenbrand’s aim is not to just tell a story, but to explore

ideas

3. Hillenbrand included

two

religious Muslim characters who were in the ‘background’

and

not actually involved in the crusade itself

5. All Hillenbrand’s sources were Muslim

1. Hillenbrand did not mention the European kings Phillip II of France

or Frederick

I

2. Hillenbrand mentioned Saladin many

times but

only mentioned Richard a few times

D. Hillenbrand is Professor of Islamic History at Edinburgh university

E. Hillenbrand has travelled extensively in Turkey & Syria

4. Hillenbrand suggested that the Crusaders invaded Muslim lands, rather than the Muslims invading Christian lands

7. Hillenbrand shows why Jerusalem is important to

Muslims rather

than Christians

B. Hillenbrand’s focus is deliberately on the Muslims in the Crusades

6. Hillenbrand gave less detail on the ‘events’ that make up the story than Phillips did

TASK BOX:

Why

might

Hillenbrand describe characters and events in this way?

Draw arrows to match information about the author’s background and purpose (left) to how she wrote her story (right).Slide20

TASK BOX:

Why might Phillips describe

characters and events in this way?

Draw arrows to match information about the author’s background and purpose (left) to how

he wrote his story

(right).

A. Phillips is an English historian, from Bristol

C. Phillips tries to be sympathetic towards the crusaders and tries to see things their way

3. Phillips wrote more about Richard I & his troops than about French King Philip II’s men

5. Phillips wrote about Richard’s preparations for crusading but not Saladin’s

1. Phillips focussed on Christian & the Pope’s reasons for fighting, but left out Muslim ones

2. Phillips spent more time on how Richard moved his troops than on Saladin’s moves

D. Phillips cannot read Arabic very well

E. Phillips tried to write a book for many people to read, not just experts

4. Phillips tried to justify why Richard I had to massacre 3,000 Muslims

7. Phillips gave a positive description of a king who spent little time in his own country!

6. Phillips left out some characters involved

B. Phillips concentrates on crusaders’

religious

motivesSlide21

Conclusion

: Who said what and why?“Refugees from the Holy Land told the story of the Muslim

invasion

of

Jerusalem… including

Saladin’s slaughter of the Christians”

who

invaded

whom

?

“The Crusaders turn up out of the blue…[and after several crusades] the Muslims came to expect

invasion”

Phillips

HillenbrandSlide22

This is where you will write your story of the Third Crusade.

TASK BOX

:

Why do you think that the historians Phillips and Hillenbrand might have differed in their choice of characters

?

Does it matter which characters you included, and how you described them?

Did you leave out any characters or talk about some characters more than others? Why? Why not?

Fact Box 1

Fact Box 2

Fact Box 3

Fact Box 4

My chosen word

(

Saladin

)

_______________

A stronger word is

_______________

My chosen word

(

Richard

)

_______________

A stronger word is

_______________

My purposes:

To educate

To entertain

To show Muslim

&

Crusader viewsSlide23

Activity 4 Summary:

Deconstructing and constructing historical narrative on the Third Crusade

AIMS

Challenge a bright and sparky Year 7 class by adding more depth and complexity to their knowledge

Encourage pupils to think about different processes of argumentation in two contrasting historical interpretations

Decide for myself whether the creation of an historical narrative is cognitively demanding.

APPROACH

Using two books on the Crusades, written from contrasting perspectives, help pupils:

Learn about the Third Crusade in more depth than what is offered in a textbook

Speculate about why the authors’ interpretations differ

To create their own narrative about the Crusade.Slide24

STRENGTHS

The challenge of writing an historical narrative revealed very effectively who had understood what had happened in the Third Crusade, and in what order (‘knowledge adequacy’)

Marking the narratives allowed me to ask a wider variety of questions than normal (as opposed to the usual ‘remember P.E.E.’)

In their narratives, pupils revealed contemporaries’ relationships (to each other and to the setting)

LIMITATIONS

There were some examples of simple regurgitation in the final narratives (pupils ‘chucking things down’)

Reinforcement of the correct sequence of events was needed for some students

There was little conscious attempt by the students to show a particular viewpoint

Activity 4 Summary:

Deconstructing and constructing historical narrative on the Third CrusadeSlide25

When Olly

wrote that Richard ‘dealt with the Muslim prisoners and Saladin’s slowing down tactic fiercely’ at Acre, he was commenting on Richard’s relationship with Saladin, as a man who was willing to stand up to his enemy. When Janice wrote, ‘Saladin made sure that his followers were loyal to him by doing things like sharing their meals’, she revealed something of Saladin’s

relationship

with his men.

As

a final example, when

Jemal

commented that ‘the crusaders were bothered by the hot desert that Richard made them march through, even though it brought them closer to Jerusalem’, he disclosed something of the

relationship

between the crusaders and their contemporary setting, and of the relationship between Richard and his men.

Activity 4 Summary: Deconstructing and constructing historical narrative on the Third Crusade

‘The cognitive function of narrative form… is… to body forth an ensemble of interrelationships’ (Louis Mink). Slide26

2

. How close did Britain come to revolution in 1812-1822?Using narratives to explore relationships and points of view:

s

tudents create their own narratives about nineteenth century protest

Year 9: 19

th

Century BritainSlide27

My Year 9 Monday Class

I have a very short attention span

I hate reading

I am a complete drama queenSlide28

Nineteenth Century Britain

Historical Drama

Your move.

Impress me.Slide29

Key Context: 1812

In this year, Lord Liverpool became Prime Minister

, after the previous Prime Minister, Spencer Perceval, was murdered

Britain was still at war with France

, which was ruled by the emperor Napoleon, who was feared as a great military leader

Napoleon had attempted to blockade England, stopping goods like wheat from reaching England. This

drove up bread prices

because the English were reliant on English wheat (rather than foreign wheat) to make bread. Because English wheat was in high demand,

English landowners could charge a lot of money

for it.

The Prince Regent, a deeply unpopular king due to his ruinously expensive lifestyle, was ruling on behalf of his father, George III (who had gone mad).The working and middle classes could not vote and there was a very high rate of

poverty. Working conditions in the industrial cities were often horrific.At this time there was no police force, and the government relied on the army if there was trouble, or magistrates in local areas.Slide30

What ingredients do you need for a

revolution?Slide31

How close did Britain come to revolution in 1812-22?

Liverpool’s Cabinet

Viscount

Castlereagh

, Foreign Secretary

Lord Liverpool, Prime Minister

Viscount

Sidmouth

, Home Secretary

Nicholas Vansittart, Chancellor of the Exchequer

Government Supporters

Oliver the Spy William Cartwright

The Radicals

Henry Hunt

Arthur

Thistlewood

James Watson

William

Benbow

Jeremiah

BrandrethSlide32

Robert Banks Jenkinson,

Lord LiverpoolPrime Minister

Tory. Experienced:

was

Foreign & Home Secretary

Had served under Pitt.

Nicholas Vansittart

Chancellor of the

Exchequer

Inherited debt & heavy

taxation. Unpopular.

Robert Stewart

Viscount

Castlereagh

Foreign Secretary

Helped defeat Napoleon.

Committed

Suicide in 1822.

Duelled Canning. V. unpopular

due to his repressive measures.

“Oliver the Spy”

Alien Section

Also known as W.J.

Richards. Building

Surveyor-come-Agent

Provocateur

.

Viscount

Sidmouth

Home Secretary

Had

been Prime Minister

(1801-1804) between

Pitt’s time in power. Often

ruthless against radicals.

William Cartwright

Factory Owner

Owned a mill in

Yorkshire, in the North

of England. Victim of

Luddism

.Slide33

Henry Hunt

Radical Speaker

Radical speaker calling for

working men to vote.

Previously a farmer.

James Watson

Radical Publisher

Radical publisher/activist

Printed books by people

with ‘dangerous’ ideas

like ‘human rights’

Arthur

Thistlewood

Radical Political Activist

Unsuccessful

farmer.

Travelled to France &

USA, became a radical.

Labelled ‘dangerous’.

William

Benbow

Shoemaker.

Preacher,

Pamphleteer,

Weaver, Pornographer.

Interested in radical

political ideas.

Jeremiah

Brandreth

Stocking Maker.

Last person to be

beheaded

by axe in

Britain. Known as the

‘Nottingham Captain’.Slide34

Scene 1:

Lord Liverpool takes office, 1812Slide35

Scene 2:

War with France is over, 1815Slide36

Scene 3:

Luddism, 1812-1815Slide37

Scene 3:

Luddism, 1812-1815

How

revolutionary

were the Luddite outbreaks?

Was this an economic or political action?

Choose a card:

RED:

Britain on brink of revolution, act now.

ORANGE:

Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide38

Scene 4:

Spa Fields Riots, 1816-17Slide39

Scene

4: Spa Fields Riots, 1816-17

How

revolutionary

were the Spa Fields Riots?

Was the uprising planned? Or was it spontaneous?

Choose a card:

RED:

Britain on brink of revolution, act now.

ORANGE:

Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide40

Scene 5:

March of the Blanketeers, 1817Slide41

Scene

5: March of the Blanketeers, 1817

How

revolutionary

was the March of the

Blanketeers

?

Choose a card:

RED:

Britain on brink of revolution, act now.

ORANGE: Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide42

Scene 6

: Pentrich Rising, 1817Slide43

Scene

6: Pentrich Rising, 1817

How

revolutionary

was the

Pentrich

Rising?

Was Oliver the Spy a paid informer or agent provocateur? Was there a genuinely revolutionary impulse? Or was it all a trick?

Choose a card:

RED:

Britain on brink of revolution, act now.ORANGE: Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide44

Scene 7

: Peterloo, 1819Slide45

Scene

7: Peterloo, 1819

How

revolutionary

was the

Peterloo

massacre?

Choose a card:

RED:

Britain on brink of revolution, act now.

ORANGE: Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide46

Scene

8: The Cato St. ConspiracySlide47

Scene

8: Cato St. Conspiracy

How

revolutionary

was the Cato St. Conspiracy?

A wild, isolated incident or did it link with previous incidents?

Choose a card:

RED:

Britain on brink of revolution, act now.

ORANGE:

Potential revolution, should the situation worsen. Monitor carefully.GREEN: Limited problem, no revolutionary threatSlide48

Stage

Direction

Justification

1. Vansittart

(Chancellor), addressing Liverpool (Prime Minister) in the cabinet meeting

2.

Sidmouth

(Home Sec)

and Vansittart (Chancellor) speaking to Liverpool in the cabinet meeting

2.

Benbow

(a shoemaker), talking about the government in the pub

3.

Sidmouth

(Home

Sec)’s view of the working classes he sees at Cartwright’s factory

3. Cartwright (Factory Owner)’s view of the workers

he is watching at his cotton mill

4. Thistlewood (Radical), talking about the government at a secret meeting of radicals

4. Hunt (Radical Speaker), addressing Watson

and

Thistlewood

4. Watson (Radical Publisher),

addressing the crowd of workers at Spa Fields

4.

Sidmouth

(Home Sec), addressing

Hunt after the Spa Field Riots

5.

Benbow

(a shoemaker),

addressing Brandreth (a stocking maker) before his march to London5. Benbow (a shoemaker) addressing the crowd in Manchester6. Liverpool (Prime Minster) talking about Brandreth’s punishment7. Liverpool (Prime Minister), speaking about the magistrates’ actions at

Peterloo8. Liverpool (Prime Minister), asking Sidmouth (Home Sec) to deal with Thistlewood (Radical)Slide49

Sighing

Applauding Rolling their eyes unsympathetically

Smiling and nodding

Waving wildly

Wearily staring into space

Shaking hands happily

Shoulder slumping Shaking their fist

Pleading urgently Stealing sidelong glances Waving a hand dismissively Banging his fist on the table

Folding arms and pursing lips

Speaking gravely and shaking his head

Throwing his arms wide

Unconcernedly taking a sip of drink

Looking shocked and holding hands up

Narrowing his eyes Setting his jaw and speaking tonelessly Giving a thumbs up

Blowing a kiss

Shrugging indifferently

Punching the airSlide50

Key questions

Who were the two main ‘sides’ in this play?Did everyone on the same ‘side’ think the same thing? Which event brought Britain closest to revolution?Slide51

Your task

Your task is to write a story about protest in 1812-22.

1. You are writing

either

from the point of view of the government or the working classes.

Show

how they feel towards the ‘other side’ by using stage directions in your writing, e.g.

“

Benbow

stared at the government sign saying ‘no meetings of more than 50 people’ with a mixture of anger and defiance, shaking his fist at the black lettering.”

2. You must include three protests in your story, and include the correct dates and character’s names. 3. The best stories will include

another

element of

argument.

They will show how revolutionary they believe the protest to be, e.g.

“Lord Liverpool was shocked by this latest protest. This was much more violent – almost revolutionary.”“Henry Hunt chose not to attend this meeting. He thought things were getting too serious. Not enough to topple the government, but enough to land him in serious trouble.”Slide52

3

: Who was most in danger under Mary I?Using narratives to explore relationships and points of view:

Students create a narrative about Mary I

Year 8: Tudor EnglandSlide53

My Year 8 Wednesday Class

I hate religious history

I forget everything you have ever taught me

What subject is this again?Slide54

Tudor England

Playing a memory game

Your move.

Wake me upSlide55

Read the biography of Mary I

Record the following

Individual

Names

Groups of people

Important Events

Challenge:

information about what life was like in sixteenth-century EnglandSlide56

What relationship* do these past individuals /groups have to each other?

Draw arrows and describe the relationship along the arrows.

What relationship do the past individuals/groups in the centre box have with the events in this box?

Draw arrows and describe the relationship along the arrows.

What relationship do the past individuals/groups in the centre box have with the general setting (political, social, economic, religious, geographical).

Draw arrows and describe the relationship along the arrows.

Mary I

Henry VIIII

*A relationship could be: a member of family, friendship, colleague, enemy, stranger.

*Relationships may not be clear-cut or ‘one-sided’ – people may be allies in one issue, but enemies in another.

Elizabeth

Edward VI

Protestants

Catholics

Jane Grey

Philip of Spain

Anne Boleyn

Catherine of Aragon

Thomas Wyatt

Hugh Latimer

Nicholas Ridley

Burning of Protestant ‘heretics’

Execution of Jane Grey

Death of Edward VI

Wyatt’s rebellion

Death of Mary I

Mary had once been declared illegitimate by her father after he married Anne Boleyn

There was an ongoing threat of an ‘Auld Alliance’ between France and Scotland

England was a ‘second rate’ power, whereas Spain was the most powerful country at this time

Ideas from the German Reformation were still spreading to England

Henry VIII’s wars had cost England lots of money

A third of the population lived in poverty

England had undergone Protestant religious change under Henry and Edward; Mary reversed most of these changes

Mary marries PhilipSlide57

“Open the Door” Relationship Game

The ‘player’ in this game will be a student role-playing Mary I. Other students, one at a time, will knock on the door. Mary will ask them to enter. The student will announce who they are (e.g. Elizabeth I, Latimer, Henry VIII, Edward VI etc.)

Mary must say something and/or act in a certain way to demonstrate Mary’s

relationship

and

viewpoint

towards that person.

If Mary cannot convince the class that their reaction was appropriate, they will be replaced.

The Mary who survives the longest will be the winner.Slide58

Describing

relationshipsSimon

Schama

is a famous historian, who is known for writing well-researched, detailed and fascinating

narratives

(stories) about the past.

The language he uses is always

deliberate

, and is often beautiful.At the start of his book on the French Revolution, called ‘Citizens’, he talks about two characters called

Talleyrand and Lafayette, and discusses how they relate to the people and events in the world around them. Reading Simon

Schama can show us how writing an historical story can help us to reveal a huge variety of past relationships.Slide59

“[Other historians of the French Revolution] turned away from the bewitching drama of events – the surface brilliance of the historical record…and towards scientific analysis and cool objectivity.

What follows (I need hardly say) is not science. It has no pretensions to dispassion. Though in no sense fiction (for there is no deliberate invention), it may well strike the reader as story rather than history…It is a narrative not by default but by choice: with a beginning, middle and end….”Slide60

Describing

relationships to events

Mary I

Elizabeth

Latimer

Philip

Simon

Schama’s

Citizens

This event disturbed his (or her) calm twilight.

These new events meant a passion rekindled and the pumping of the pulse.

His (or her) complexion at this time suggested a temper designed for ignition.

The event sounded an alarm in his (or her) intelligence.

He (or she) made no secret of enjoying it.

Death of Edward

Grey’s execution

Mary’s Catholic laws

Wyatt’s rebellion

Burning of Protestants

Mary marries PhilipSlide61

Describing

relationships with other people

Simon

Schama’s

Citizens

They were nervous before him (or her).

Their stupidity exasperated him (or her).

Whilst they were centre stage, he (or she) controlled the action behind the scenes.

He (or she) only had the deepest

aversion

towards them.

(Aversion means hatred)

He (or she) was commanded to obey and respect them, although all his (or her) instincts urged him (or her) to question or disobey.

They were tied tightly together in an emotional knot.

Mary I

Elizabeth

Latimer

Ridley

Wyatt

Jane Grey

Philip

Protestants

CatholicsSlide62

Describing

relationships with the setting

Simon

Schama’s

Citizens

He (or she) kissed this new age with much

ardour

.

(Ardour means enthusiasm).

He (or she) was not interested in the birdsong of the new political springtime.

He (or she) was destined to be an outsider.

He (or she) stepped onto what looked like a carpet of flowers, little imagining the abyss beneath.

The state of affairs enveloped him (or her) in anxiety.

Mary I

Elizabeth

Latimer

PhilipSlide63

Now build your story…

Who will be your principal character?Mary? (

Easiest

) Elizabeth? Latimer? Philip? (

Hardest)

At what point does the ‘story’ begin?

At what point does the ‘story’ end?

Which

four

events will form the ‘plot’?How will you demonstrate relationships? Slide64

Access Mary

I: An excerpt from the biography of

Chapter X: Mary Tudor becomes Mary I

Start: It was 1553. _______for_________, in this year King Edward died of tuberculosis. This was _______ for ________ because…

now describe the setting

Paragraph 1: It was at this time that Mary imprisoned Jane Grey. This was ______ for ________ because …

now describe what happened to Jane Grey

Paragraph 2: After Mary was crowned Queen, she reversed Edward’s Protestant laws. This was _________ for __________ because…

now describe some of the changes she made

Paragraph 3: This was too much for Thomas Wyatt, who rebelled against Mary. This was _______ for _______ because…

now describe the rebellion and how it ended.Paragraph 4: Having changed England’s laws and then married a Spanish Catholic, King Philip, Mary then turned to removing Protestants from England. ______ for _______, …now describe what happened to Latimer and Ridley.

End: In 1558, and _______for _______, Mary died (probably from cancer). Slide65

Narrative is challenging because it can demand that students…

Recall

detailed

knowledge

of events and characters

Organise

that knowledge into a

coherent

structure

Understand

and

describe relationships between people in the past

Understand and describe

relationships

between people and their

context

(physical, intellectual, economic, social…)Write from a particular

viewpoint