Scheme of work Elizabethan England, c1586–1603
This resource gives you one example of a scheme of work for teaching Elizabethan England, c1568–1603 depth studies topic for the AQA GCSE in History. We hope the suggested activities will support your teaching of this topic. It is intended as a guide only and not as a prescriptive approach.
This scheme of work covers the last 35 years of Elizabeth’s reign, focusing on the major events and developments from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies. It also includes details of how the specified site for the historic environment in 2021 can be incorporated into your teaching of this unit. The specified site for 2021 is Kenilworth Castle.
Assumed coverage
This teaching and learning plan is intended for 30 classroom lessons, each of one hour. It doesn’t include homework learning time.
Assessment
Assessment points in the learning activity column indicate possible assessment opportunities. These could be short tests of about 10 minutes (exam-style questions, short factual tests, source evaluation) or longer assessments (exam-style questions).
Resources
Research exercises assume students have access to a textbook(s) and/or internet. You can supplement textbook(s) by other sources.
Please note that when accessing clips from the Education Recording Agency a licence from the Educational Recording Agency is required in order to view this clip for educational purposes. To check your school’s status, contact ERA [email protected].
When considering primary and secondary evidence, it worth remembering that the assessment covers students’ ability to analyse and evaluate an interpretation (AO4); however, as part of your teaching you may wish to look at contemporary sources (AO3) as well.
Part one: Elizabeth's court and Parliament
Elizabeth I and her court
Lesson Specification content Guidance Learning activity Resources number 1 • Background and Students study the situation on Worksheet/textbook research A KS3 summary of the whole character of Elizabeth Elizabeth’s accession, how she based around Elizabeth through reign which can be used as I. came to be Queen. (Note the the eyes of her family at an introduction to the unit. • Court life, including problems the country faced will be different times in her life before Family tree (ensure Mary patronage; key considered in Lesson 4.) she became Queen for Queen of Scots is shown). ministers. example: her father’s view, Students think about Queen brothers and sisters’ view, and Images of young Elizabeth. Elizabeth, her background and how this may have influenced character – what sort of person was her character. Source describing her she? How did Elizabeth come to be character, education and Queen of England? Complete diagram of the parts attainments. of government, with key Begin to study the structure and word/titles defined, and main Diagram showing relevant process of central and local purpose/jobs explained. parts of government government. How did government structure. work in Elizabeth’s reign? Which Students discuss their answers were the most important parts of her to worksheet issues in pairs and Work sheet with government structure? agree institution/plan. contemporary issues for students to decide which Note the difference between local institution it is relevant to, and national government and in the based on definitions and structure of government, the Court, description. Privy Council, Lord Lieutenants, JPs.
What was the role of the court? A clear detailed introduction What was the role of the Privy to Elizabeth’s reign. Council? These are two key
institutions.
Lesson Specification content Guidance Learning activity Resources number 2 & 3 • Background and Students should revise role of the Students watch a short (10 An introduction to Elizabeth’s character of Elizabeth I. Court and government structure. minutes) video and make notes Court, Progresses. • Court life, including to answer the question on: patronage; key This lesson will focus on The Court. ‘If you wanted to get on in the Textbook/internet relating to ministers. Students consider the roles of Elizabethan Court, what should key individuals. William Cecil (Lord Burghley), you do and not do?’ Robert Dudley (the Earl of Leicester) Life in the Elizabethan Court Research exercise using (ERA) and Francis Walsingham. What jobs Internet/textbooks to produce did these people do and how key biographies of important influential were they? people, for example: Cecil, Link to next lesson, note Parliament Dudley, Walsingham, Essex, AQA Historic Environment and relationship to decision-making, Hatton, Raleigh, The Knollys, Resource pack for Kenilworth court, and Privy Council. Bess of Hardwick etc. Castle 2021: Background information on Robert Dudley Note the Court could move and went Class discussion about the on Progresses which relate, to a aspects of their lives that are AQA Historic Environment style of monarchy, popularity and, required for the biography, such Resource pack 2018 – along with portraiture, management as: name, rank, wealth, dates Hardwick Hall: Resource I & of image. etc. background Information about Bess of Hardwick. Students read, identify and discuss 6 problems associated with Progresses AQA Historic Environment Resource pack for Kenilworth Castle 2021: Resource L
The difficulties of a female ruler
Lesson Specification content Guidance Learning activity Resources number 4 & 5 • Relations with If you focus on marriage and Enquiry question: why was it Textbook Parliament. succession. This will help to important for Elizabeth to • The problem of illustrate the relationship with marry? Table to show suitors, dates, marriage and the Parliament. pros and cons of their Succession. Students complete a table to candidature. Elizabeth’s difficulties as a female show suitors’ dates, pros and monarch: succession and marriage. cons of their candidature using AQA Historic Environment What were the expectations of a source material and textbook. Resource pack 2021: female ruler at this time? Who might Resource M Elizabeth have married? What with Class discussion about a series the advantages and disadvantages of statements to do with Queen Sources describing the of her suitors? How the reasons for Elizabeth and marriage. suitors. not marrying change during the Students sort into advantages reign? Why didn’t she marry? and disadvantages of marriage Explains how language helps during discussion. Elizabeth compensate for her These questions will lead to further gender. understanding of the relationship Students complete an open between, and issues involving, the book essay: why didn’t Queen Textbooks, primary sources Queen and her governments and Elizabeth marry? and interpretations relating to parliaments. the problems faced by Students complete a diagram to Elizabeth. From a consideration of marriage identify main issues between you can develop your students’ Elizabeth and her parliaments, understanding that this was not the for example: only issue that Elizabeth and • religion – Catholicism, Parliament clashed over. Puritanism, Ireland, foreign policy especially What other problems did Elizabeth relations with the Dutch face? and Spanish • marriage, succession
Lesson Specification content Guidance Learning activity Resources number • Relations with Students should be seeking to • Mary Queen of Scots Parliament. understand the relationship between, • taxation (monopolies) • The problem of and issues involving, the Queen • Parliamentary rights. marriage and the and her governments and Succession. parliaments. Note Elizabeth’s Students need to define each various responses and letters to problem, and arrange in Parliament, Privy Councillors’ categories/priorities (perhaps as management of Parliament. a Diamond Nine exercise).
Students complete a sequencing exercise and put the problems into chronological order.
6, 7 & 8 • The problem of These lessons focus on Kenilworth Enquiry Question: ‘How did the Guide to the military design marriage and the Castle. Earl of Leicester try to win over and history of Kenilworth Succession. Queen Elizabeth?’ Castle and Garden. The ‘Guide to the military design and history of Kenilworth Castle and Garden’, is a useful general Complete a labelled diagram of AQA Historic Environment introduction to Kenilworth. the castle in the C16th. Resource pack 2021: Worksheet on Kenilworth Castle based on Resources B, C & D Students should consider (i) the building work at Kenilworth Castle, Students complete worksheet Resource pack 2021: and (ii) the pageantry/entertainment requiring them find evidence for Worksheet on Kenilworth provided in 1575. a series of statements about the Castle Resources I, J & K. Kenilworth Castle.
Kenilworth Castle history To help students understand the
building work order by Dudley it AQA Historic Environment
Lesson Specification content Guidance Learning activity Resources number would be helpful for students to have Students complete a spider Resource pack 2021: and to complete an annotated diagram based upon the Background Information, diagram of the site. aspects of Kenilworth designed Resources A, B, D, E1&2, F to appeal to Queen Elizabeth, G, H, and worksheet and Dudley’s advantages, in statements work on I, J & K There are aspects of the work 1575. above. completed by Robert Dudley at Kenilworth Castle which were Students collaborate to write in Guidance sheet on the fashionable. Students should a pair, a 75-second talk entitled, method for writing a short understand these, especially the ‘The Importance of the Robert talk. symbolism used in the building and Dudley’s building work at gardens at Kenilworth Castle. Kenilworth Castle’ (which may be read in class (with or without You should identify and draw out notes). other motives for Dudley’s building work. Class Discussion - why did Try to classify the different reasons Dudley fail to win Elizabeth over? eg psychological, political, and draw attention to the consequences for Queen Elizabeth of proceeding to marry Dudley.
9 & 10 The strength of Elizabeth’s The focus of this lesson is the Enquiry question: what does Biographies of the Earl of authority at the end of her strength of Elizabeth’s authority at Essex’s rebellion tell us about Essex reign, including Essex’s the end of her reign, using Essex’s government and politics in Rebellion in 1601. rebellion. This is a case study, late in Elizabeth reign? Textbook relating to the the reign, of Court politics and rebellion. Students construct a table
Lesson Specification content Guidance Learning activity Resources number patronage. showing the pluses and minuses that Essex possessed or You might need to establish who accumulated during his career. Essex was (remind students of brief court biographies above – lesson 2), Students do a ‘write an account’ his achievements and failures. style question relating to Essex’s rebellion. How does it change our view of the
question we asked in lesson 2, ‘If Classroom discussion: how you wanted to get on in the much blame does Essex Elizabethan Court what should you deserve? What does the do and not do?’ rebellion reveal about the strength of Elizabeth’s power at We can consider how much blame the end of her reign? Essex deserves for his situation.
Students should consider the efforts Students complete a work sheet made by Elizabeth to maintain her analysing Resource K. which Historic environment authority e.g. in 1596 the Privy focusses on actions and Resource pack for the Globe Council ordered all unflattering intentions of all parties. 2019 Resource K portraits of Queen Elizabeth to be (Elizabethan dramatic found and destroyed as they cause censorship). great offence to the Queen. Image of Queen Elizabeth I on a Royal progress with the courtiers in 1601.
Queen Elizabeth portraits 11 Review and assessment This is an opportunity to test your Student complete exam style students understanding of Part One questions on Part One.
Lesson Specification content Guidance Learning activity Resources number and to develop their exam techniques.
Part 3: Troubles abroad and at home (i)
Religious matters
Lesson Specification content Guidance Learning activity Resources number 12 & 13 • the question of religion, This is a key pair of lessons Students research the following Textbook and English Catholicism focussing on English Catholicism events for a ‘market place’ Internet research. and Protestantism during Elizabeth’s reign. It has been exercise. They need to find out • the Northern Rebellion placed earlier on in the scheme of the, ‘when, where, who, what, A simple summary on four • Elizabeth's work to help explain actions and why, and a so what’ to share separate sheets of the laws excommunication events later on in the study. with fellow students/or take in 1571, 1581, 1585, and • the missionaries away: 1593 against Roman • Catholic plots and the Begin by ensuring students record • arrival of Mary Queen of Catholics. threat to the Elizabethan main points of religious settlement in Scots in England settlement 1559. Noting contrast with Catholic • Northern Rebellion • Elizabeth and her and extreme Protestant views. • Excommunication A useful summary of Queen government’s responses • Ridolfi Plot Elizabeth I’s religious and policies towards Overarching Question/Enquiry point: • St Bartholomew’s Day settlement and introduction to religious matters. (i) Why was Catholicism a threat? Massacre the Royal Museums at (ii) When the Catholic was threat • seminary priests Greenwich. greatest? (iii) How were Catholics • Campion’s mission treated during her reign? • Throckmorton plot A brief revision guide • Murder of William of summary. Consider concept of two historical Orange ‘turning points’ in policy to English • Bond of Association Catholics: (a) 1570 – the • war with Spain Selected extracts from this excommunication and (b) 1580 the • the Babington Plot authoritative series may be arrival of Campion’s Mission, in • Mary’s execution helpful. order to debate and answer to • Spanish Armada. Question (ii) above. There should be sufficient events for one to be given to a Note the plots will be important pair of students. You will need
Lesson Specification content Guidance Learning activity Resources number information when considering Mary to place simple summaries of Queen of Scots in depth in lessons the laws and events around the 16 and 17. classroom walls.
Students construct/record a 3 column ‘timeline’ of ‘Laws and punishments against Roman Catholics’ (1571, 1581, 1585, and 1593) set against Catholic actions - plots against Elizabeth, and foreign events/involvement. Encourage your students to write thoughts and links across the columns to make connections.
Complete the lesson with interpretations from different periods to identify changing attitudes to how Elizabeth tackled religious matters. Alternatively, students can complete an essay, such as: when did Elizabeth’s policy to Catholics change most?
14 & 15 • Elizabethan settlement Remind your students of lessons 12 Enquiry question: why were the Textbook. • the nature and ideas of and 13 regarding the religious Puritans a threat to Queen the Puritans and settlement in 1559. Noting contrast Elizabeth’s government? Work sheet resource on Puritanism with Catholic and extreme Protestant settlement, and Elizabethan • Elizabeth and her views. religious beliefs.
Lesson Specification content Guidance Learning activity Resources number Government’s Consider Elizabeth’s settlement of Students complete a table of responses and policies religion in 1559 in relation to beliefs of Catholics, moderate Use of textbooks and towards religious Puritans and Puritanism. The nature Protestants and Puritans. internet. matters. and ideas of Puritans and Puritanism - students need to know Students divide into groups and about the range of opinion that was are given/choose a research Students should know that classified as Puritan from the topic to report back to the group the review in lesson 15 may moderate through to the extreme like as a 6 slide PowerPoint. More contain a question on the Stubbs and Cartwright. than one group may tackle a Puritans. topic. The topics/titles could be: Why were the Puritans a threat to • Elizabeth and her Queen Elizabeth’s government? Archbishops. • Puritan ideas about church, The ideas of the Puritans threatened state, theatre, poor. AQA Historic Environment the hierarchy of church and state. • Puritan actions in Resource pack 2019 – The Parliament, publishing, and Globe, see Resource F The contribution of Archbishop preaching (Prophesyings) (Puritans and the Theatre). Parker, Puritan response and • Elizabeth’s crackdown on reaction in Parliament, the press and the Puritans – actions and in preaching. success. The attitudes and actions of • the origins of Puritanism* Elizabeth and her government and • Puritanism and the end of
bishops towards the Puritans. The Queen Elizabeth’s reign*. role of Archbishop Whitgift (and the attitudes of Parker and Grindal). The * topics are more demanding as they may stretch Students should understand the the learning a little outside the reasons why Puritanism became specified dates. Overlap less of a threat towards the end of between topics is to be Elizabeth’s reign. accepted, even encouraged.
Mary Queen of Scots
Lesson Specification content Guidance Learning activity Resources number 16 & 17 • Background. Remind your students of what they Discussion of Mary Queen of Source work exercise to • Elizabeth and learned about Mary, Queen of Scots Scot’s attitude to her cousin and introduce problem. Parliament’s treatment in previous lessons. vice versa on arrival. of Mary. The problem for Elizabeth of • The challenge posed by The lessons here concentrate on the Students research and make what to do with Mary Queen Mary; plots; execution story of, and role played by, Mary notes on Mary’s background of Scots explained. and its impact. Queen of Scots. Although the and life in England in order to Depth study begins in year she write an account of her life of The background to Mary arrives in England, students will and her time in England - from Queen of Scots as a Queen need to know about her past history her arrival to her execution. in Scotland and the as a young French Queen, then difficulties she had are widow and her time in Scotland. For all abilities of students, you efficiently covered in these Ensure students know why she was can set a word limit for the clips. a threat. exercise to increase the level of difficulty and stimulate valuable Mary’s abdication (ERA) A case study of the Northern discussion about what to include Rebellion/Norfolk Rebellion reveals and thus lead to greater how quickly Mary caused problems, understanding. A broad guide of The Babington plot, contrasts with Essex’s later 200-300 words works well. Walsingham and Mary clip. behaviour, and shows how Queen Elizabeth would deal people, even if Students complete a timeline of James VI of Scotland’s high born, when they crossed her. the events of the Northern perspective on his mother’s Rebellion. English ‘treason‘. The connection and contrast between Mary Queen of Scots who Students complete a table of The execution of Mary Queen married three times and Bess of plots, conspirators and extent of of Scots. Hardwick who married four times is Mary’s involvement and instructive. It contrasts with Queen consider how and why this may Elizabeth and informs us about have changed over time. Newspaper templates are marriage in the early modern period. useful.
Lesson Specification content Guidance Learning activity Resources number 18 Review and Assessment Students complete exam style questions relating to religious matters and Mary Queen of Scots.
Part two: Life in Elizabethan Times
A ‘Golden Age’
Lesson Specification content Guidance Learning activity Resources number 19 • Living standards and Students should be aware of the Students model the idea of An introduction to the signs of fashions. structure of Elizabethan society. ‘Great Chain’ by comparison and routes to prosperity and • Growing prosperity and They should think about the different with another hierarchical advancement in Elizabethan st the rise of the gentry. ranks of society in the 16th century. organisation, such as a school. England. The 1 half is nd You could use the ‘Great Chain of applicable here, 2 half in Being’ to demonstrate ideas how Students identify where the lesson 23. about how society was structured. wealth came from to explain the growth in prosperity amongst The lives of the wealthy in Establish with your students the gentry. Elizabethan England (ERA) Elizabethan population figures and some comparator statistics. How lives changed in Elizabethan England (ERA) There is also opportunity to consider the life and success of Bess of Hardwick. The 1st half of the following clip is useful for a description of the gentry, the 2nd half for plots against Elizabeth.
2018 AQA Historic Environment Resource pack – Hardwick Hall Background Information & Resource I.
The Poor
Lesson Specification content Guidance Learning activity Resources number 20 & 21 • Reasons for the Develop your students’ Students investigate the long- An insight into the lives of the increase in poverty. understanding of how the problem of term causes of poverty and rural poor and majority of • Attitudes and responses poverty changed at this time, the vagabondage. Elizabethans at this time. to poverty. reasons why it changed, and how • The reasons for the solutions adopted by the Students identify reasons for An insight into the urban government action and authorities changed. traditional attitudes to poverty poor, crime, disease, and the the seriousness of the and reasons why those were Great Elizabethan Poor Law. problem. Consider the increase of poverty changing in the Elizabethan th (and vagabondage) in the 16 period. Textbooks relating to the century. Why did poverty increase in poor in Elizabethan times. the 16th century? Students analyse sources relating to different types of Sources relating to different Develop your students’ vagabond and extracts from types of vagabonds. understanding of the nature and th Harman’s book on the poor, ‘A seriousness of poverty in the 16 warning against vagabonds’ Access to textbooks and the century. What were government and 1567. internet. contemporary attitudes to poverty and punishment? Refer students Students research how Norwich, back to the lessons on Puritanism for Ipswich and London dealt with a Puritan view of the poor. Discuss the problem of the poor and use the reasons for government concern their research to illustrate and the seriousness of the problem. changing attitudes of the Why was the government concerned Elizabethan period. about the increasing numbers of poor people? The effectiveness of the response of government and individual towns to the problems of poverty. How was poverty dealt with in the 16th
Lesson Specification content Guidance Learning activity Resources number century? How did Elizabeth’s government to deal with poor? How did the example of major towns help deal with the poor? Were the measures to help the poor successful?
‘A Golden Age’ continued
Lesson Specification content Guidance Learning activity Resources number 22, 23 • The Elizabethan The focus of these lessons is to Enquiry question: what were Textbook and 24 theatre and its develop your students’ knowledge theatres like in Elizabethan achievements. and understanding of a performance times? Brief notes on The Globe • Attitudes to the theatre. in the Elizabethan theatre. from the 2019 AQA Historic Students read the background Environment Resource pack The lessons provide an opportunity information relating to The – briefing document, to incorporate resources from a Globe and its creator. Students diagrams and images. previous Historic Environment, using could write the introduction to a the Globe theatre as a case study of visitor’s guide in their own A good short introduction to the Elizabethan theatre. Students words. the Globe. is provide by should consider what they can learn timelines: from a study of The Globe about Students annotate some basic the Elizabethan period? diagrams of the Elizabethan A cut-away of an Elizabethan theatre, identifying key features. theatre. These lessons are an examination of Elizabethan theatres: their design Students look at a range of AQA Historic Environment and use; actors and playwrights resources relating to The Globe Resource 2019 pack - including William Shakespeare and and document what they tell us Images, photographs, Richard Burbage. about people’s enjoyment of or floorplans and diagrams of attitudes towards the The Globe etc. Students should consider the design
Lesson Specification content Guidance Learning activity Resources number and use of theatres; actors and Elizabethan theatre. Textbook playwrights including William Work sheet with statements Shakespeare and Richard Burbage. Students consider a series of statements about The Globe Film: part of a performance of Students should also consider the and the audiences for/attitudes a Shakespearean play in response of different sections of to the plays. They have to find contemporary costume and society towards the plays and information from the sources style. [Reference: GCSE theatre-going and the reasons for and select which sources English Literature course] these responses. Why were they so support the statements. popular? Why were they not popular Longer helpful background to with some people? Students complete a spider the building of the recreated diagram of the interests, ideas Globe. Students should assess the and discoveries of the time that achievements of the Elizabethan are linked to specific plays. A clip showing London as the theatre. In what ways were the plays centre of the Elizabethan of the period a mirror of their time? Class discussion: what does ‘Golden Age’. The Globe tell us about the A short summary of Elizabethan period? Elizabethan theatre perhaps for revision purposes.
English sailors
Lesson Specification content Guidance Learning activity Resources number 25 • Hawkins and Drake; Develop your students’ Divide the class into groups. In A clip about Drake and circumnavigation 1577– understanding of the motives of their groups, ask your students Raleigh: 1580, voyages and English seamen in making overseas to research different voyages trade. voyages. and then present their findings • the role of Raleigh. to their class. Students could What voyages were made by consider the voyages of: A clip about Sir Walter
Lesson Specification content Guidance Learning activity Resources number English sailors at this time? Why did • Hawkins Raleigh’s 1595 South they make them? What benefits did • Frobisher American Eldorado they bring? • Drake expedition, and the technical • Gilbert problems of sailing at the Develop their knowledge of overseas • Raleigh time. voyages and trade and expansion, • Davis including the early slave trade - John • Lancaster Hawkins. • Raleigh. Discuss the role of Sir Walter Raleigh. Students produce a tabular record of the aims, places visited and achievements of each voyage.
The class watch and video about Sir Walter Raleigh and discuss his career.
26 • Hawkins and Drake; The focus of this lesson is Recap from previous lesson: Blank spider diagram. circumnavigation developing your students’ students complete a summary Textbooks, sources and 1577–1580, voyages understanding of Drake’s spider diagram of motives and interpretations relating to and trade; the role of circumnavigation. They should rewards for voyages of voyages of discovery Raleigh consider: why was Drake’s discovery. circumnavigation an achievement? Textbooks, sources and Case study of specific voyage interpretations relating to Students look at the nature of the for example: Drake. Drake’s voyage. difficulties and dangers faced on the voyage as they are representative of On a large A3 map of world An A3 map of the world. the challenges faced by all seamen students plot Drake’s route, the at this time. dangers and difficulties he faced from source material at different
Lesson Specification content Guidance Learning activity Resources number points (add Drake to table above).
Part three: Troubles at home and abroad (ii)
Conflict with Spain
Lesson Specification content Guidance Learning activity Resources number 27 • Reasons for, and the Develop your students’ Enquiry question: Why were Textbook relating to conflict events of, conflict with understanding of the reasons for England and Spain at war? with Spain. Spain conflict with Spain. Students should understand the role of key Students do a diagram of AQA Historic Environment individuals and the timeline of reasons for conflict, colour Resource Pack 2020 –The events. coding reasons – economic, Defeat of the Spanish political, religious, personal etc. Armada – Background Introduce Philip II; his attitude to Information, Resource G & K Elizabeth and England throughout Students discuss (concept of) his reign. and suggest turning points in a Timeline of events. chronology of the conflict with Examine the reasons through the Spain. enquiry question: Why were England Summary for overview and and Spain at war?’ revision (BBC Bitesize)
Remind students of Philip’s marriage The First battle of the proposal at the start of Elizabeth Armada (ERA) reign. Revisit previous lessons to
reacquaint your students with
Catholicism and Protestantism and
early brief details of the Spanish
Lesson Specification content Guidance Learning activity Resources number Armada. Students need to be aware of the religious history of Elizabeth reign (notably excommunication, (see AQA Historic seminaries etc.). Students should Environment Resource Pack also be aware of the following 2020 –The Defeat of the factors: Spanish Amada) • Hawkins and San Juan de Ulua 1568 • Privateers • Drake’s circumnavigation • Dutch War • Cadiz. 28 & 29 • Naval warfare, including The Armada can be used to Enquiry Question: Why was the AQA Historic Environment tactics and technology. showcase Elizabethan naval tactics Spanish Armada defeated? Resource Pack 2020 • The defeat of the and technology. The Defeat of the Spanish Spanish Armada. Amada The focus of this lesson is to Students study a timeline of examine how and why the Spanish events and complete of Spanish Armada video clips. Armada was defeated. Students sequencing exercise and should understand the sequence of annotating the key events onto a events and the factors that map. Resource Pack 2020 –The contributed to the outcome. Defeat of the Spanish Amada Resource A, I, L and M Students draw up a table under It is a useful question to help several headings to compare the resources on each side, e.g. students to reflect upon ships, armaments, leaders, Worksheets – blank timeline, responsibility for the outcome by tactics, location, luck, planning, blank map, considering whether the English supplies, communications et Counter historical defeated the Spanish Armada or the cetera propositions Spanish failed.
Lesson Specification content Guidance Learning activity Resources number Students consider in pairs a series of hypothetical, counter- historical statements that alter the aspects of the Spanish /English sides. This will help them understand the relative importance/impact of each element in the story. This can be prepared between the lessons and then developed in lesson 29 for final discussion.
Class discussion: why were the Spanish defeated?
30 Review and assessment Assessment point: students Revision notes complete exam style questions relating to the theatre, the poor, English sailors and conflict with Spain.