Most people have the impression of Henry VIII as a large, commanding and perhaps rather cruel King. This is partly because we know that he had several of his wives killed. What many don’t know, is that the impression which we have of Henry as a strong, athletic and powerful man was largely brought about by the portraiture of an artist called Hans Holbein. (The Younger.)
In this lesson we’re going to look at several portraits of Henry VIII and compare Holbein’s sketch for a mural which he painted of the King, and a smaller portrait version. This will enable us to see how a portrait of a king is developed to create the best possible impression. Students should take a look at the following presentation, then read through the information on the worksheet handed out in class and answer the questions which follow.
Your homework is written up in PlannerLive (to the right of this blog entry) and copies of the worksheets are available here.
Students have had quite a bit of experience with Domo Animate and its partner site GoAnimate. Last year students recreated the tale of Henry II and Thomas Becket with this application and there were some very interesting and fun stories of the event. Creating digital stories in this way will help you reflect on Richard’s actions, it will also help you remember the sequence of events more clearly.
Don’t forget to keep a record of your login details in the Word document you created for Web 2.0 applications.
1. Use the sheet Richard III Guilty/Not Guilty check sheet which we worked on in class as a reference for your animation .
2. Do not attempt to use all of the points from the list in your animation. Use only those which indicate Richard’s guilt in the murder of the Princes.
3. You will only have one lesson and one homework to complete the animation, so take care not to go into too much detail. Pace yourself during the lesson.
4. Once complete, we will save the Domo Animate URL to the Google spreadsheet which contains the links to other Web 2.0 pieces of work. Do not email me the link.
5. Above all – enjoy it!
Step by step video guidance is available:
Or you can read how to do the above instead. If you complete Richard’s story ahead of the rest of the class, why not create a story for Henry Stafford and/or Henry VII? Perhaps you’d like to find out more about Perkin Warbeck? Who was he?
Photo by su-lin
This week we’ll ensure that all Mixbook Tudor Christmas Feasts are handed in. Don’t forget that you should have included the following:
- A number of different courses
- Invited guests
8Y should enter their URL’s here and 8H should add theirs here.
As a check that students have understood the motives or behaviour of the men considered guiltyof the murder of the Princes, I’ve added the following 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. We will then construct a consolidation piece concentrating on Richard III’s involvement in the murder of the princes via GoAnimate.
Read this introductory summary to begin.
Click on the images below to access the text.
I’m sure students have learnt much from the section on the French Revolution. The next section of work will cover English History and we’ll be starting with the background to the story of the Tudors. We’ll start by doing a short project on the Princes in the Tower.
One of the biggest mysteries in English History is that of Richard III and the Princes in the Tower. It centres around the “disappearance” of the uncrowned 12 year-old Edward V and his younger brother Richard, Duke of York. At the heart of this investigation lies the question, did Richard III, their “wicked” uncle, have the boys killed so that he could seize the throne for himself? Or was another suspect to blame? Read the stories from the links below and see what you think.
The castles website
Historic UK website
Slideshare: Princes in the Tower
This Richard Starkey video is very detailed, but has a good view on this subject matter and background. So too, do these two videos from the HistoryChannel: Video 1 and Video 2.
Documentation showing the role of three men in the murders:
We’ll be designing a newspaper front page this week. You are to write articles for your newspaper based on the assumption that you are a British reporter. (The events you will report on are those surrounding the reign of terror in France.) This will mean that you take a stand either for or against what the French people are doing. The newspaper’s front page is its showpiece, containing what editors feel is the most important news of the day, so bear this in mind when you’re writing. Your front page should have certain elements:
1. Newspaper title.
2. Date and cost.
3. A headline with main story.
4. Other news items which might be related to the main story.
5. Any other daily news worthy events.
Your homework is to complete the front page and print it off to hand in.
Louis’ behaviour in the years 1789 — 1791 is crucial in deciding whether or not Louis co-operated with the Assembly’s attempts at reform in France. He had already made several errors.
- Attempted escape
- Continued support for the Nobles
- Seeking military assistance from European monarchs
Ultimately, the people decided to keep Louis as their Constitutional Monarch, but this was not for long. The worsening war situation with Austria led to great distrust for Louis – added to this was the deepening financial problems of France. Finally the mob and the National Guard stormed the King’s palace, the Tuilleries. They did not want a king anymore. The King was then taken prisoner and on September 21st 1792, France was declared a REPUBLIC. It was following this decree that the Revolution entered its most violent phase – the Reign of Terror.
A set of notes covering this section is available.
Homework is written up to the right of this blog post. For the homework
“What should be done with the King?” there is a set of recommended answers. I’ve also put the answer into a QR code for reference from a mobile device.
As a reminder of where we were at the end of last week, we’ll be watching a short video clip of the section we studied – including the Meeting of the Estates General and the Storming of the Bastille. It is to the right of the blog post in the vodpod. When revolution took hold on France in 1789, it was swift and furious.
Consider the following timeline of events, watch the videos on this blog and review pages 116 – 120 in your textbook, “Discovering the Past – Societies in Change”. This will enhance your understanding of the events and enable you to decide whether the revolution made France a fairer country, or not.
Well done on the comments on VoiceThread last week, we will review the comments on the homework cartoons first thing after half term. There were some excellent comments and insights, even from students who only managed to write a couple of lines.
The next section we cover relates to the reasons why France was ready for a Revolution in 1789. A short presentation will give us an outline of the notable factors. Students need to write up notes for this section.
Remember that you will have a test on the Three Estates on Friday. Revise from the double sided sheet of notes you were given last week.
Students should continue with writing up their paragraphs on the Three Estates this week. We’ll also be spending some time on a very important aspect of History – that of studying cartoon source material. By looking at the cartoons of the time we can see that these give a very accurate, if often one-sided point of view, of how people felt about the events of the time. We will be looking at several cartoons featuring the causes of the French Revolution.
The first cartoon is in the Voicethread application. Voicethread is a useful online product as you can add comments to a Voicethread image. The cartoon is entitled, The People beneath the Former Rule.
- Follow the above link, then read the commentary and the questions. (If the text obscures the cartoon, simply close the text box down and click on the ‘play’ option again to restart it.)
- Read the responses from other students and decide, from the knowledge you have of this section of work, which ones you agree with. If you wish, you can open and print off this word document to find the same cartoon and questions which follow.
Use this first Voicethread as a practice run for the next one. Students will be asked to comment on the next cartoon as a piece of work to be assessed. A word of warning, I will be moderating comments before I allow them to be published. Be mindful of the ICT AUP in this work.
Crushed by Taxation.
- Click on the Voicethread page where it says “sign in or register”, in order to make a comment.
- On sign up, use only your first name (but expressly NOT something like ‘Superman’) when you sign up to their site, and choose a picture or cartoon for your image.
- Do NOT upload a photo of yourself – rather choose a picture of an animal or similar.
- Always use your school email account as most applications require you to confirm your sign up.
- Access to external email accounts is not possible on our school network.
- Voicethread allows you to draw on the video at any point if you need to highlight something in your answer, and you can type your answer, or provide an audio response if you prefer.