Week 10: Dissolution of the Monasteries

March 9, 2010 Leave a comment

 Henry VIII took his most decisive step against the power of the church (in England) in 1538, when he began the  Dissolution of the Monasteries. He did it piecemeal, perhaps to avoid too much outcry at the start. First the small, less powerful houses had their property confiscated and their buildings blighted (made unsuitable for use). They were followed the next year by the large houses. Philosophical concepts of the power of the king over church may have played a part in Henry’s decision to suppress the monasteries, but so did greed. The monasteries were rich, and a lot of that wealth found its way directly or indirectly to the royal treasury. Some of the monastery buildings were sold to wealthy gentry for use as country estates. Many others became sources of cheap building materials for local inhabitants. One of the results of the Dissolution of the Monasteries is that those who bought the old monastic lands were inclined to support Henry in his break with Rome, purely from self interest. (sourced from the Britian Express website)

This section is best completed using the textbook, “Societies in Change”. Study the text on page 28 and 29. On page 29, answer question 3 in your exercise books. Continue reading the text on “Why did Henry close the monasteries?” and then read page 30 and the top section on page 31. Answer all the questions in the yellow boxes, (1 to 6) in full sentences.

The homework is to complete these. Each Year 8 group will have a short test on Henry VIII in two week’s time. (22/3/2010) This should enable students to have enough time to revise.


Week 8: Henry VIII Project

February 21, 2010 Leave a comment

We’ll be spending some time working on a project on Henry VIII. Our first lesson will begin by learning how to find, use and interpret various sources and resources from books, the internet and any other media including visual media. 

We’ll use one of the resources from activehistory.co.uk – please ask if you don’t remember the school’s login details. Once into the site, navigate to Year 8,  Tudors and  Henry VIII. The first task I would like students to complete is the Head2Head interview with Henry VIII. (This is a little further down from the start of the page.)

Once the review of the interview is complete, students should look at this table document on Henry VIII.  It will form the basis of the information which students should use to complete their project.

You might wish to do some extra reading on the topic of Henry’s split from the Catholic Church. I have listed some resources below.

The Tudor Project – Henry VIII

BBC History – Henry VIII Majesty with Menace

Henry VIII 1509 – 1547

Wolsey and the divorce

Thomas Cromwell and the divorce

Church Abuses

The Break with Rome

The final project, mentioned briefly above, will be to produce a report on Henry VIII. You should take a stand and write from a viewpoint either for, or against him and his actions. (Use the table document referenced earlier for sections you might wish to cover.) Your report can be done in MS Publisher as a newspaper, you can produce an animated poster in Glogster (Sign up for a Glogster edu account using your school email only) see an example of Glogster here, another Museum Box series, a series of quizzes from Class Tools, you can try and use Prezi (NOT Powerpoint) Xtranormal, or GoAnimate (or another cartoon strip creator which will create useful summaries) to create an interesting “report”.

This is an opportunity to produce an independent study, so work effectively and don’t waste the time available.


Week 6: More of Henry VIII

February 13, 2010 Leave a comment

More of Henry VIII this week. We’ll be studying the reasons why Henry so desperately wanted an heir and why he married so many times.  Of course the most important factor in this section is Henry’s break from the Catholic Church and Rome. A very fun introduction can be found at the historystuff website.  Students should visit the portrait gallery, look at the section which interviews all the members of Henry’s family and then answer the questions which accompany the webpages. A further website which details the lives Henry VIII’s wives is this one by Tudor History. In order to obtain an overview of the period we are studying, it might also be a good idea to take a look at a timeline of Henry’s reign from the English Kings and Queens Timeline.


Week 5: The Tudors

February 3, 2010 Leave a comment

This week we’ll spend a little more time on Henry VII as King of England and follow up with work on his son, the rather legendary Henry VIII. The Thinking History website has a synopsis of Henry VII and a link to the presentation which we reviewed in class.

We’ll discuss the portrait Hans Holbein painted of Henry VIII and compare it to later portraits. We’ll also watch a video of Henry and his six wives. The video is called, “Henry VIII”. If you wish to review it, or have missed a lesson, it is available on Youtube. Search for it on the title supplied, usually with “Part 1” or “Part 2” after the title.  I have added several extracts in the vodpod below.

Be aware that Youtube does enable viewing of unsavoury comments and provides access to material I would not recommend. I am only suggesting that you watch video material which will support your learning of this section of History.

Week 4: Princes in the Tower Essay

January 24, 2010 Leave a comment

Before the essay is handed in, and as a last check that students have understood the motives or behaviour of the men considered guiltyof the murder of the Princes, I’ve added further help sheets. You should read each sheet carefully, then note in the boxes to the right hand side of each point made, whether you think that particular action adds to the guilt, (or not) of the man. Read this introductory summary to begin.

Click on the images below to open the individual sheets.

Richard lll Henry Stafford Henry Vll

Week 3: Princes in the Tower

January 17, 2010 Leave a comment

We’ll be completing the work on the princes in the tower this week. All information which we have worked on thus far will be used to write an essay. The essay should consider detail to show  the most likely fate of the princes. Students have one week to complete this. Use the table you have created as a writing frame to assist you. Homework details are on the plannerLIVE link on this blog.

The suggested answers to the previous homework, the Starkey video are here.

Week 2: Princes in the Tower

January 10, 2010 Leave a comment

After viewing the Starkey Video, we’ll be studying further evidence on this topic.

This week we’ll be looking at the section of work on the defence of Richard lll, as we’ve completed the prosecution‘s side of the case. Once done, we’ll use a table to summarise evidence against all those considered as guilty in the crime of the Princes’ murder. The evidence will be summarised into an essay. In order to build up a case for each person implicated in the murders, we shall use a Web 2.0 application called Museum Box.  Instructions for using the application are to be found in this document. (It is a graphic rich pdf, so be patient whilst it opens.)

1. Plan carefully. Who do you consider to be guilty of the Princes’ murder? Type the name into a word processed document.

2. Build a case for AND against an individual.

3. Use the study unit, books from the library, the internet and any other information you might have to construct your case.

4. Each student will work on ONE museum box. Each box has several cubes. One ‘murderer’ can be contained in a single cube.

5. Use the cube to add material to your case.

6. As each cube has 6 sides, you might consider adding  images to 2 of the sides, some information which you’ve sourced which DEFENDS the person you’re writing about, and information which PROSECUTES them on another 2 of the sides. On the last 2 sides, you could type up your opinion as to whether the person is guilty or not and on the final side – surprise me!

7. As a suggestion, you might like to consider these people: Richard lll, Henry Vll, Duke of Buckingham, Henry Stafford, Mary Beaufort.


Princes in the Tower – Museum Box

Many students had a very good grasp of how to construct a museum box, so well done!

In terms of the content provided on the boxes, students should take care not to “lift” factual material onto the sides of the boxes. It would have been better if you had:

  • Selected which behaviour of your chosen character might have been seen as a “guilty” action – and why.
  • Selected which behaviour of your chosen character might have been seen as a “not guilty” action – and why.

Some examples of museum boxes which scored a “Good” are below. (Click on the image to go through to the Box.)

Please also take care to sign up to a school as “Other” and “Publish” your final piece of work so that I can access it more easily.