The Civil War and Civil War Project

Our final topic this term will be The English Civil War. HistoryontheNet has a solid overview of the topic, as does the text book. Please use the text book and the document handed out in class in order to complete the questions on this topic. If you mislay them, here are Document 1 and Document 2.

(Image: Channel4 History website)

Students will also be aware that for the next couple of weeks we will be working on a mini project on the English Civil War. Browse through the photos on the right hand side to refresh yourselves of some of the things we encountered on our trip to Leeds. One of these might jog your memory and lead you to a decision as to what topic you’d like to cover for your project.

As a reminder:

  • Your mini project must be on some aspect of the English Civil War.
  • The project must include at least the equivalent of four written pages from an exercise book and an additional number of diagrams, maps, illustrations and so on.
  • The project could be about weaponry, the role of an individual, a type of civil war soldier, cavalryman, musketeer, pike man, or a specific battle.
  • You will need to collect information and complete thorough research.
  • Most sources of information are acceptable, but it must not be derived solely from the internet.
  • A full bibliography will be required.
  • Any suspicion of copying and pasting chunks of information from a source will be firmly dealt with.
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Exam Revision

Your Summer exam timetable and revision sessions with Mrs O’Brien can be found on the main page of the school website. http://www.nottinghamhigh.co.uk/ 

Guidance for the History exam can be found in the History section: http://www.nottinghamhigh.co.uk/senior-school/academic-departments/history/year8/year8worksheets/

Students might find this tool for creating their own revision timetable quite useful. http://getrevising.co.uk/ Make sure that you have your exam timetable with you before you start working with this online application.

1. Sign up to the site for an account. (Register with your email.)

2. Click on the arrow next to ‘Create your personal revision timetable’

3. Use the drop down boxes to add your exams.

4. Use the slider to register if you want to spend more or less time revising for some exams.

5. Print out the revision timetable – and stick to it!

(image by Pingu1963)

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Trip to Leeds Armouries

I’m sure that everyone had an good day yesterday at the Armouries. I shall be going over the worksheets you filled in once we’ve completed the work on the Gunpowder Plot. Please would you share any photographs you took at the museum – we can upload these to flickr for all to see.

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Gunpowder, Plot & Treason!(1605)

We’ll be working on the case for or against the gunpowder plotters over the next week or so. An excellent website from show.me has a good overview of events, full of original material. If you’ve left your text book at school, or if you want to read a little further on the topic – this is an excellent read.

There is also a very good list of resources, revision games and videos (Channel 4 On Demand. Remember that we cannot play these in school because of our proxy server, but you could do so at home.) from teacher Simon Mills. Although he teaches in a Junior school, the list of resources he has collected are very useful for consolidating this section of work.

A rather zany video on this section of work is available from Google videos. It stars Nick Knowles who explores the facts and the fiction behind the legendary Guy Fawkes and the Gunpowder Plot. There are several more good videos from BBC Worldwide on YouTube.

Students might find this presentation on the topic useful as a summary overview.

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Mary Tudor & Elizabeth Part 2

Students will be creating a mind map summary of the religious changes in England between 1529 and 1559. This will be done in a useful mind mapping tool bubbl.us. The content will be provided from the booklet on Mary & Elizabeth and any other useful information which students find on the internet.

Once complete, Year 8Y should paste their URL’s here. 8H should paste theirs here

If students need it, they should refer to this website for help on how to use bubbl.us.

An excellent presentation on Elizabeth 1 is by Mr Millward-Hopkins entitled, “Elizabeth’s problems“. As its an interactive presentation with a task sheet for students,(from Mr Jones)  its best downloaded as a PowerPoint presentation. You might wish to view more history resources from SchoolHistory.co.uk.

  • We’ll follow this with a discussion and a look at excellent content from www.historyonthenet.com, specifically the content on: Elizabeth’s Life, Official Portraits of Elizabeth 1, Discoverers and Explorers of the time and The Spanish Armada.
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Edward VI, Mary Tudor & Elizabeth

We’ll be looking at Henry’s children and the effect they had on the English Reformation over a couple of weeks. See this religious “helter skelter” diagram. We’ll be looking at Edward VI, Mary 1 and Elizabeth 1.

I thought students might find this article interesting, there is a suggestion that hair in a locket of Mary 1 could be used for an attempt to match the DNA  to the bones found in the Tower of London.

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Henry VIII: Dissolution of the Monasteries.

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)

One of the more interesting historic homes which shows this piece of history is Newstead Abbey. Take a look at Nottingham Council’s videos of the abbey – or go and visit yourself?

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Henry VIII: The King’s Great Problem

We’ll be spending some time on Henry VIII during this half term.

Students should look at this table document on Henry VIII.  It will form the basis of the information which students should use for the section on  ‘The King’s Great Problem’. It covers Henry VIII’s reasons for divorce and his break from the Catholic church in Rome.

I’ve also added other useful sheets on this topic:

1. A resource providing information, sources and tasks in relation to Henry VIII’s Break with Rome.  Guides pupils through the change in Henry’s attitude to Protestantism. (Submitted to SchoolHistory.co.uk by Miss Wiliams)

2. Henry VIII – catholic or protestant? (Submitted to SchoolHistory.co.uk by Miss Skudamore)

There is a summary video of Henry VIII and his wives in the Vodpod link to the right of this blogpost.

For homework you should 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

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Nicholas Jennings – The Upright Man

We’ve been completing work on various aspects of Tudor life recently and in our previous lessons we have studied certain beggars and thieves at this time. We’re going to look a little more deeply at the “King” of thieves – Nicholas Jennings and create a fake Facebook profile for him. Click on this link to access the information we’ll be looking at and lets begin our plans and discussions.

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Life in Tudor Times

Speke Hall by Keith 2006

We’re going to see how the people would have lived during Henry VIII’s time. We spent a lesson looking at average ages of the Tudors and saw that averages can be deceptive. We also tried to identify items for every day use and compared how we live today with how they lived in Tudor times.
In our next lesson we’ll be looking a little more at the daily habits of the Tudors. Why not follow this interactive website put together by the National Archives and the V & A Museum to find out a little more about this section
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