TEACHER’S PACK Contents of this pack

• Introduction

• Pre-visit and visit information

• Teacher Resource:

– Activity Worksheets 1-4

– Drama Guidelines

– Activity Worksheets 5-7

• Wordsearch

• Class evaluation sheet

• Glossary

• Poster competition S t n te C o n Introduction

B ack g r o u n d i n f o r m at i o n grew up around its castle. The huddle of huts which first clustered around the castle rock gradually spread eastwards. By the late 17th century, Edinburgh was by far the most populated place in .

The High Street was Edinburgh’s one major - and exceptionally fine -thoroughfare, with the and roughly parallel below it. But elsewhere, it was a maze of narrow closes. By modern standards, 17th century towns were horribly dirty and smelly. There was no sanitation. Waste was just thrown onto the street, where it built up…and ran down! So, on this crowded spine of land, where the buildings grew upwards - often by as many as eight storeys - society was organised vertically, the wealthy close to the top above all the filth and the poor at the bottom in the midst of it.

Here, all classes or trades lived and worked. The great townhouses of nobles, churchmen and merchants with all their servants and retainers, nestled cheek-by-jowl with the vast mass of the toiling poor. And though some people enjoyed extravagant luxuries, life for most was basic, noisy, dirty, precarious, and short.

You will experience the vibrant sense of place and time, and of the lives of the people who lived, worked and died in the closes: of Alison Rough, who was to prove as troublesome after her death as she had done in life; of the Craig family who lived at the bottom of Mary King’s Close before the ‘pestilence’ destroyed their lives; and indeed of the widow Mary King herself who lived near the top of the close with her four children.

Meet the Foul Clengers, identifiable by their grey tunics marked with a white , who cleansed plague ridden houses. Or you may encounter a merchant, one of the wealthier members of Edinburgh’s society, like Thomas Patterson. Or Euphame and Jonet, Mary King’s own daughters. Or even a lowly servant girl who will tell of life in the close.

Where does ‘The Real Mary King’s Close’ experience fit into the curriculum? 1. As part of an established class topic. 2. As a programme of study.

5-14 Strands and Targets The following extract from the 5-14 Environmental Studies document, People in the Past, can be highlighted and inserted into teachers own forward planning folder. 5 - 1 4 S T R A n d S A n d T A R G ETS

Knowledge and understanding: people in the past Pupils should also be developing informed attitudes in relation to the knowledge and understanding strands below. See page 42 in the Guidelines booklet for relevant DIA strands, or click on the page symbol above. Pupils are able to: Strand Level A Level B Level C Level D Level E Level F People, events and • give examples of • describe some • describe the • describe some • explain the motives • apply knowledge societies of people and events features of life in the diversity of lifestyles of features of societies, or actions of people in and understanding of significance in the past in the past that are past for a chosen topic/ people in the past, e.g. people and events from particular historical the motives or actions Developing an important to them in period the life of a peasant as the past and situations of people in particular understanding of relation to their families, opposed to a suggest why they • explain the values or historical situations, distinctive features of or in relation to their landowner might be considered attitudes that and/or the values and life in the past and why community significant characterised various attitudes of particular certain societies, people • give examples of societies in the past societies in the past to and events are regarded stories they have • explain why reach conclusions on a as significant. heard that give them particular societies, given historical issue or information about the people and events from question past, and the past are thought to describe what they have be of learned significance

Change and • give some examples • describe changes • make a comparison • identify important • demonstrate a • apply knowledge continuity, cause and of changes that have that have led to between present and features of a detailed knowledge and understanding of effect affected their own and present circumstances past lifestyles/ development that and understanding of the process of cause Developing an other people’s lives in relation to their circumstances/ have changed over an the main features of a and effect to provide understanding of and the life of their own lives, e.g. how features. (What is extended period of particular event/ a detailed explanation change and community homes,lighting, clothes different? What is the time, e.g. transport, the development/attitude as to why a particular continuity over time (before/after, past/ have changed same?) role of women with regard to change development/event and of cause and effect present) • give reasons why • give some reasons • explain in simple and continuity took place and give a in historical contexts. • give some reasons these changes took for differences, and for terms why these • give some reasons to balanced assessment as why these changes took place aspects of features were explain why a to the significance of its place • give examples of continuity important and specific historical event/ consequences continuity in relation describe what effects action/ to their own lives, e.g. they had on people’s development took place everyday routines lives and what the specific consequences were 5 - 1 4 S T R A n d S A n d T A R G ETS

Pupils are able to: Strand Level A Level B Level C Level D Level E Level F Time and historical • demonstrate an • using their age, • put a series of events • explain the meaning • explain the • compare and contrast sequence Developing awareness of annual make a simple timeline with their dates in of the terms ‘BC’ and ‘AD’ relationship between timelines from a an understanding of patterns and the showing significant chronological order • place a number specific dates and the significant historical time and how events sequence of events in events in their lives • use the words ‘decade’ of events from a relevant century period in different parts in the past relate their own and others’ • sequence a small and ‘millennium’ specific historical • name and place of the world to one another in a lives number of pictures/ correctly development on a significant historical chronological sequence. • know ways of objects from different timeline that periods in chronological describing and periods in chronological the BC/AD divide, e.g. order measuring time, e.g. order the development of night/day, seasons, • use the word ‘century’ writing from early months, yesterday/ correctly people to present day today/tomorrow communication

The nature of • talk about objects • suggest some simple • describe ways • suggest a variety of • suggest ways in which • describe how heritage historical evidence from their own past types of evidence that in which people sources of information society’s awareness of and evidence can be Developing an and say what they were would tell them about remember and preserve about the past and its own past can affect used in both positive understanding of the used for and why they a given person/event/ the past, e.g. war what use they might be its present and future and negative ways, variety of types of are important to them development from the memorials, and suggest to someone studying a development, e.g. e.g. to promote social, historical evidence • describe what old past. reasons why they particular topic devolution in Scotland, economical or political and their relative photographs/films, etc., should do this. • explain the meaning conflict/peace in ends. significance. can tell them about of the term ‘heritage’ Northern Ireland. people or places in the and give some past. examples, e.g. castles, literature, etc. Pre-Visit

The information and activities have been designed to introduce the children to the Close and its place below the High Street in Edinburgh. A major part of this process is introducing the children to some of the characters connected to the Close for over 400 years from 1500 to 1900.

The experience begins with a visit from an inhabitant of Mary Kings Close.

Before the visitor arrives in school, the children should have completed:-

• Activity Worksheet 1 and a list of appropriate questions for the visitor. • Activity Worksheet 2 should be completed while the visitor is in class. • Read Activity Worksheet 3 a letter from Mary King. T H E v i s i t The tour takes approximately 1 hour. Toilets are located in the main reception area before you go down into the Close. Children’s belongings must be carried with them at all times as there are no cloakroom facilities. BACK G R o u n d i n f o R M AT i o n As the children climb down the steps into Mary Kings Close their world changes. The visit itself is a very exciting experience and they have to look, listen, smell and feel. They will be moving from the daylight in the High Street down a steep close with little light getting in. The twilight of the Closes creates atmosphere and sets the scene but is not conducive to filling out worksheets or note-taking. The pack therefore contains pre and post visit materials.

In the low (laigh) houses the walls are smoke stained and the floors are made of dirt. A family would have lived in a single large room. Because of the lack of hygiene, diseases such as typhus, malaria, leprosy, smallpox, cholera and often the plague were rife. The Close was and is lit by bowatts, a lantern with a tallow candle, and crusie, a homemade lamp usually fuelled by fish oil and animal fat. The Close would have probably exaggerated any sound and certainly would be echoing. In the high (haigh) houses above, life would certainly been more gentile and, with windows, more light would enter. These houses were also above most of the smell and crush of people.

Inside the buildings the children may meet Alison Rough, wee Johnnie Craig, Mr. Chesney and of course Mary King herself. There is a strong emphasis on the living conditions with low doorways and uneven floor surfaces and although softly lit, there is a level of lighting that ensures safety and comfort without being intrusive.

Whilst the tour starts at the top of the Close, it drops as it proceeds across the closes where the children will discover ‘Close life’ three floor levels down. As they climb back up the sharp slope of Mary Kings Close, the children will see the main central gutter which ran with waste and made the ground very slippery. The waste came from the houses and was tipped into the street with a shout of ‘Garde Loo’, sounding like the French for ‘mind the water’. A strong smell would have enveloped the close from the Nor Loch which is today and where the Close’s waste flowed into. Teacher Resource

Activity Worksheets 1 – 7

· Worksheet 1 - Mary King’s Timeline

· Worksheet 2a & 2b - Fashion in Mary King’s Time

· Worksheet 3 - Mary King’s Correspondence

· Worksheet 4a, 4b & 4c - Mary King’s Last Will and Testament

Teacher Resource - Drama guidelines

· Worksheet 5 - Plague & Pestilence

· Worksheet 6a & 6b - Rich or Poor

· Worksheet 7a & 7b - Murder of Alexander Cant rce o u res eacher T A ct i v i t y w o rksheet 1 Mary King’s Close Timeline

1535 1587 1629 1759 1837 1912 1945 1969 present A ct i v i t y w o rksheet 1 - A N SWERS Mary King’s Close Timeline

Mary Queen Man lands of Scots Robbie Burns Titanic sinks on Moon beheaded born

1535 1587 1629 1759 1837 1912 1945 1969 present

Mary King Victoria A. Cant World War II moves to crowned murdered over ? Close Queen A ct i v i t y w o rksheet 2 a Fashion in Mary King’s Time

Have a close look at your visitor.

What is your visitor’s name?

What job do they do?

What do you notice about their clothes?

Write down the similarities and differences in your own clothes and theirs. A ct i v i t y w o rksheet 2 B Fashion in Mary King’s Time

In the space below, draw and label your visitor. Here are some words to help you.

doublet cape bonnet tunic bodice lace underskirt breeches breast plate headscarf collar stockings gold trim buttons tricorn A ct i v i t y w o rksheet 3 Mary King’s Correspondencee King Mary muchhopeyou enjoyI very your visit. for anyone to have written aboutthepoorpeopleorlikemewhowere quite well off. When Iwas alive, peopleonlywrote orabouttaxes abouttherich andlaws. would have unusual It beenvery the NetherBow Port. excited whenamarching bandwithsoldiersandhorsespullinggunspastthetop ofthecloseonway to he neededto have two hundred menwithhim. armed better. Idoremember Icameandthestreets Charles were alldraped intapestries, but we were puzzledwhy much aboutitexcept to getbackto London peoplesaidthat hewas where inahurry hesaidhislife was I was ayoung girl whenJames Greyfriars. Yours faithfully I lookforward to from hearing you at your convenience. earliest care. telling herwhat life islike today andinclude your thoughts oflife intheClose. canonlyimagine what King life would belikeinthefuture.Mary After your visitthefollowing completed. be task can local merchant seen smallerones. whenIwasletsjustsay Nobodyknows born, at theendof16thcentury. Imarried So, what canItell you aboutmy life? Idiedin1644September, soIjustmissedthebigplague, butIhad would have me. beencalledafter King’s Closethen)would have hadthesame. Besides, becauseIamawoman, itisunlikelythat anything else me,after butthere was nothingspecialaboutthat! I finditamazingthat you are coming to aboutmy learn life. that theclosewhere Iknow Ilived was named FutureDear near for aSunday butIhave beento weddings andbaptismsaswell asfunerals at both IhaveSometimes to goto the I don’t travel far. very Igoto my luckenboothopposite my house. around Ishopinthemarket theCross. if you can’t enjoy it. at £40Scotsayear. Ienjoyed having goodthingsaround meinourhome. Giles. Itraded goodpositionandtherent inclothesandclothmaterials. boothwas shows inavery My this We were quite well offwithbothofusbeingmerchants. Ihadmy boothopposite theMercat andSt. my familydidn’t have to walk through allthat sewage andrubbishto getinto thehouse. down there whogotsoillquickly. Ithought that itmusthave beencausedby thefilthandsmell. At least could beworseIt we might have lived inoneofthelaighhouses below us. Ialways for thechildren felt sorry my husbanddiedbefore me. was Dr. becausehehasaneven whohadtwo Arnott housesandmustberich biggertaxbillthanus!Sadly, have suchconsiderate neighbours, JohnSword, above JohnMill usandMargaret Couper below. We were inthat we lucky hadquite alarge houseandthetaxonitwas large too! Mary King Visitor in1616andweThomas Nimmo hadfour children: Alexander, Euphame, Jonetand to pay taxes andto getanewlicence for my shop. St. Gilesisvery VI (orJamesIasyou him)cameto mightEdinburgh. know Ican’t remember The Closegetslittledaylight andisrough underfoot sopleasetake Whoever lived inmy house(anditwas inAlexander The Castle was always above usandchildren were There hard isnopoint inworking Write aletter to Mary We were to alsofortunate Tron and Kirk King’sMary Close September 1635 Then there StreetHigh William. Edinburgh This is part of a document drawn up at the time of Mary King’s death in September 1644. It gives a detailed picture of her possessions, cash and debts. Some of the items show us how Mary King lived and worked.

Mary King’s last Will and Testament

September 1644

• 2 gold rings • 6 silver spoons • a long settill (wooden bench settee) • 3 buffet stools (small square or rectangular stool) • 2 pairs of tongs • a variety of fire irons • 2 tinned chamber pots • wine and beer • 10 spools of ornate sewing thread • silk and velvet doublets (trousers worn by men) • 14 pairs of sheets • over 60 cushions and pillows • 4 plaids (length of tartan worn kilted round the body) Mary King’s Last Will and Testament • 6 ruffs (collar worn round the neck) • 9 dozen table napkins

From the list:- 4 A 1. Underline in pencil all the words you don’t know. 2. Underline in red items that might have been used in the bedroom. 3. Underline in green items that might have been used in the kitchen. 4. Underline in blue items that might have been used in the living/dining room. 5. Underline in black items that might have been used in business. rksheet o w y t i v i ct A One of the final entries in her testament reads: ‘Marie King to James Ballendene for ane years maill of hir dwelling house 100 merks’ telling us that she died owing her landlord rent.

Complete this table by putting the items from Mary King’s will into the places she would have used them in life.

Bedroom Kitchen Living/dining Business Not sure Mary King’s Last Will and Testament 4 B rksheet o w y t i v i ct A A ct i v i t y w o rksheet 4 C Mary King’s Last Will and Testament I embroidering patterns for saleintheir nearby booth. andherchildren would sitby thewindowMary orincandlelight sewinghemsand n thespace below, designapattern for cushioncover. a16thcentury TEACHER RES o u RCE into forward plans.enclosed 5-14drama guidelinescanbeinserted ofadrama programme canbeusedaspart ofstudy.This extract Teacher Resource has nominated DrJonPaulitius andelected astheofficialplaguedoctor. theplaguehasspread andEdinburgh’s to thecity thisextract In council centuries anditwas probably spread by by thebites rats. offleascarried commonplace for many hundreds ofyears the16thand17th during by shipfrom ofLeith. Europe Outbreaks ofplaguewere viatheport isthought thatand persisted itwas untilbrought autumn1646.It The lastgreat outbreak ofplagueinScotlandbeganat 1644 The Plague Drama Guidelines Drama The D RA M A g u i d E l i n ES

DRAMA ATTAINMENT TARGETS

In these attainment targets, pupils will: Outcomes Strands Level A Level B Level C Level D Level E Investigating and At all levels A-E: improvise and experiment with movement, speech, space, physical objects and sound, showing imagination and experimenting inventiveness appropriate to age and stage of development. As they progress through the levels, pupils should show increasing understanding and control of the media and the processes of drama. Using movement • Use movement in role • With support, explore • Show growing • Show control of • Use gesture, and mime to convey feelings or the use of gesture independence, gesture, movement movement and mime emotions. and movement, when confidence and greater and mime and ability to appropriately in a range adopting/ accepting a control in exploring adapt these in a variety of contexts, showing role; and using a range of of drama activities. sensitivity and flexibility gesture and movement to changing situations • co-ordinate appropriate to role; within the drama movements within activity. simple mime activities. • show some skill in representing simple everyday actions, USING MATERIALS, feelings and emotions TECHNIQUES, SKILLS through mime. AND MEDIA

Using language • Use language in role • With support, use • Show growing • Show ability to adapt • Show confidence to convey feelings or language appropriate to independence and the use of language and flexibility in using emotions. particular roles; flexibility in the use of within a range of language appropriately language appropriate contexts; in varying roles and • show an awareness of to roles assumed within changing situations; the need to listen and to drama activities. • contribute orally to be heard when working the planning of drama • contribute to planning with others. activities; and evaluation of drama activities; • participate in a scripted piece of work. • participate in scripted pieces. D RA M A g u i d E l i n ES

In these attainment targets, pupils will: Outcomes Strands Level A Level B Level C Level D Level E Creating and • As part of play • Accept, sustain for a • Choose, adopt and • Adopt and develop • Accept, develop designing activities, try to be other short time, and, with develop a role; roles appropriate to and sustain roles people, creatures or support, develop a role; a variety of drama appropriate to a variety objects; • contribute to group situations; of drama situations; • show evidence investigations of • with the support of the of negotiating and straightforward • with support, • show some teacher, develop ideas decision- problems, issues or show attention to understanding of issues and explore situations making as a member of tasks which form the authenticity, based on of authenticity and in role. a group. basis of drama activities; personal observation of stereotyping; everyday situations; • suggest possible • show evidence of solutions. • collaborate in working effective co-operation towards the resolution in working towards of problems, issues and the resolution of more tasks. complex problems, EXPRESSING FEELINGS, issues and tasks. IDEAS, THOUGHTS AND Communicating • Participate in play • Communicate ideas • Work co-operatively • Work co-operatively • Work co-operatively SOLUTIONS and presenting activities, eg. in and feelings in drama and communicate and communicate and communicate the home corner, activities; effectively with others effectively with others effectively with others communicating in a variety of drama in a variety of drama in a variety of drama and engaging co- • with support, activities, eg. role-play, activities; activities; operatively with others. participate in small- mime, puppetry; scale presentations. • collaborate in • as part of a group • with support the organising of devise, rehearse and participate in a group a presentation, present work, including presentation of their demonstrating an scripted work; own devising, to a awareness of how to familiar audience, eg. communicate with an • demonstrate an the class. audience, eg. other ability to communicate pupils. appropriately with different audiences, eg. groups, other pupils, parents. D RA M A g u i d E l i n ES

In these attainment targets, pupils will: Outcomes Strands Level A Level B Level C Level D Level E Observing, • Sustain interest • As part of a group • With support, • Following careful • Through reflection and listening, reflecting, for a short time in supported by the participate in positive listening and observing, discussion, based on describing dramatised story teacher, describe and discussion and express and with teacher careful observation and and readings, television or reflect on their own opinions on drama support, identify and listening, reflect upon responding radio programmes, and work and appropriate activities, including the describe some aspects what has been learned the presentations of aspects of the mass issues dealt with and of their experience in terms of personal others; media, eg. children’s their own and others’ of drama, eg. the understanding and programmes on radio contributions; understandings arrived knowledge and skills • respond to them and, and television; at, atmosphere, use gained; EVALUATING AND with teacher support, • in groups, discuss and of space, movement, APPPRECIATING talk about them. • offer a personal express opinions about gesture, language; • discuss and evaluate response, eg. simple aspects of the mass the performances comment, applause. media, including some • comment of others, eg. other justification of views. constructively on pupils, amateur and their own and others’ professional groups, contributions; including those experienced through • express and justify the mass media. opinions on aspects of the mass media. A ct i v i t y w o rksheet 5 Plague and Pestilence ‘Can Ihelpyou, young man?’ to that himbutheknows hasto. waxed clothover hisleather trousers andleather gloves. rosemary, thyme orsage, this. doctor. Although hehadheard abouttheway isdressed thedoctor hehadnotexpected Thomas coming outofthehouse. seesthedoctor Heisfrightened at thesight ofthe with thecontagion.’ out awhite sheetfrom thewindow. helptheminthat house. God house over there onthecorner ofBlackfriars he diedofthecontagion. ‘Well, you won’t findhim out there asit’s my jobto stop anyone leaving thecity. Anyway, for Dr.‘I amlooking Paulitius’. doyou thinkyou‘Where are goingmy friend?’ As hereaches thegate, NetherBow Port, hisway isblockedby alarge man. town. Butwhere are they? narrow are andunusuallyquiet. dark, wynds town andthat Parliament, andCollege School are theHigh closed. trader around theMercat Cross to ask. The pestis soquicksometimes. StreetThe probably High isempty becausepeoplehave beenfound deadinthestreet. the Mercat Cross. seemsthathis side.hehasrunfor It milesbuthehasonlycovered distance to theshort stuck to hisforehead painpiercing andhehasasharp andcheeks. legsacheterribly His Thomas grabs DrRae’s sleeve. he isasadfaced manwithlong, straight hair, inthecentre. parted round face isred, hotandcovered withsweat. into small to thestrong gethisbreathHis Street. sunlight oftheHigh back. Heistrying vegetables andadeadrat. Hehasjustburstoutfrom thenarrow, andsmellyclose dark Thomas Craig isrunning upthesteep close, slippingonthehumanwaste, nearly rotting M the size ofplumsinhisbelly. Heisagravedigger doctor.’ at Greyfriars Kirk Thomas continues to listofailments…..’and hismemorised tell thedoctor large red boils will have somethingfor you.’ ‘Ah, that might bespotted fever! Icanhelphimthen. ‘Well Sir, it’s likehe’s onfire blotches andhehasthesepurple onhisskin.’ ‘Tell meaboutwhat ishappeningto him.’ ary King’sary Close 1644 The hasaleather hat, doctor amaskwithglasseyes andabeakthat smellsof Thomas isn’t sure ofwhich. The here onlydoctor now isDr. andIsaw himgointo Rae that

The takesoffhisbeakedhoodand doctor ‘ Doctor, you musthelpme, it’s my father, ill.’ he isvery The booths are shutsothere isnostore holderorstreet Thomas thatpeoplehave knows alltherich the left Yet hisfather hadsaidthepoorare stillin Wynd, theonewhere theyare justhanging The loosestrands ofhisbrown hairare The isalsowearing agown doctor of You he needto goto theapothecary Thomas isalmosttoo afraid to go They won’t lastlong The othercloses and Thomas seesthat A ct i v i t y w o rksheet 5 c o n t d . Plague and Pestilence weeks inquarantine. A week later, JohnCraig, was dead. aboutyouthe Bailliesknow andtheywillgetyou food.’ Dr. saidquietly, Rae days.’ Dr. what thiswas. to knew Heturned Rae John’s quivering handpoints to hisstomach andtherash ofsmallspotscovering theskin. inhisbeak. oftheherbs perfume heavy cracked lips. yell ofpain,andopenshisred eyes rimmed butisunableto speakthrough hissore and Dr. John’s lifts Rae andstudiestheinflamedswollen rightarm Johnletsouta armpit. glistens withsweat by blotches. andismarked purple sheetsandblankets. Heisnakedand hisbody John Craig islyinginajumbleofdirty Not measwell.’ Thomas’s father, JohnCraig, onseeingthefrighteningly dressed doctor, moans, does notgetdown there. not makemuchdifference astheCraig familylives at thebottom ofthecloseandlight stench.a terrible Dr. takesdown thewooden Rae board covering thewindow, butitdoes their faces behindtheirhandswhentheyseeDr. Rae. As theyenter thehouse, warn peopleaway. where you live’. Dr. putshisheaddress backonandinamuffledvoice Rae says, of hisleg’. ‘I’ve seenonelarge butmy oneunderhisarm, mothersays that hehasanotherat thetop body?’ Dr. Rae’s voice suddenlybecomes louder. taken that gravedigger’s jobeven though we got better food, butfor justtwenty-four Thomas burstinto tears andhugshismotherwhoismoaning, canhelphimnow.help him.OnlyGod asheremembers eachone.Thomas begins crying The steps backfrom doctor John’s foul breath whichhecansmellthrough the King’sThey return to Mary usinghisstickto drive Closewiththedoctor or ‘Put outthewhite sheet, shutyourselves inandpray to God. Iwilllet Thomas’s stepped twobackandhide brothers, JohnandRobert The familywere two shutintheirhousefor afurther Your father hasthepestilence.’ boils, boy! ‘These Thomas andhismother, Janet, andsaid, andfilledwith The dark room isvery Where are theyonyour father’s heshouldn’t‘I knew have ‘Now young man,tell me ‘Oh no! ‘I can’t A ct i v i t y w o rksheet 6 A Rich or Poor? King’sHaving metandheard about someofthepeoplelivingonMary Close, decidewhethertheywere orpoor? rich Name appropriate andgive evidence for your answers. RICH (Alison Maine Rough’sKatherine daughter) Evidence The Craig family(gravedigger) Alexander Dinlope(advocate) Andrew Chesney(sawmaker) Alexander Cant (merchant) James Brown (shoemaker) (merchant)Alison Rough (merchant) King Mary Patrick (tanner) Burne A Foulis Clenger Dr. JohnArnott Dr. George Rae A maid Name Write theirnameinthe POOR Evidence A ct i v i t y w o rksheet 6 B Rich or Poor? thelife Describe ofa 2. . How would you improve thelivingconditions ofthepoor? 5. What isthesame? 4. What isdifferent? 3. thelife Describe ofa 1. rich person poor person poor King’s livingonMary Close. King’s livingonMary Close. A ct i v i t y w o rksheet 7 A Murder of Alexander Cant Use thefollowing notes toonactivity write anewspaper report you includeallrelevant information. Eye-witnessesreport2womenfleeingthescene. • • • • • • The weatherwasfineforthistimeofyear. • • • • Alexander Cantbleedstodeathafterbeingstruckbyfiretongs. • • • killed inthebattleofFlodden. Alison waswidowedfromherhusbandJasperMaynewho postponed. Katherine, foundtobepregnant, thereforeexecutionlikelytobe be condemnedtodeath. Local merchantandmotherof4,AlisonRoughiffoundguiltywill Increasing numberofratsfoundincity. tocher. paying debtsowesson-in-law, AlexanderCant, 400merksfor A localsourcedivulgedthatAlisonRoughisnotoriousfornot Raised voicesheardcomingfromCraigsClosearound5.30pm. in-law fornonpaymentofdowry. A closefriendofthecouplereportedCantwassuinghismother- daughter, Katherine,Cant’swife. Bailles (police)arrestedchiefsuspectAlisonRoughandher Cant’s bodyfoundclutchingtocherdocument. Early eveningWednesday30thAugust1545. NOTEBOOK worksheet 7b sure. Make A ct i v i t y w o rksheet 7 B Murder of Alexander Cant 1 PennyScots The ScotsMagazine Thursday 31August1535 Mary King’s Wordsearch O H G A A A C C Z B R T E F L ALEXANDER CANT MARY KING Mary King’s Wordsearch King’s Mary M O Q O Q N H H H A R T S L L TOCHER PLAGUE CRUSIE RATS W W M D U U G V V B Y S E L I O O O H G C B R R T S E E E L W O O D N H A A C X R T E F I M O N G A C V Z B Y R T E E L GARDE LOO D G G A TOLBOOTH B R T T S E E L L I I BAILLIES SETTILL CLOSE MERK D N H H H G C C X B R T T E L N N H H C Y Y Y R R S S E E E M Q U U U A C V K R R P E L L M U G A A C R E E L J I I I I FOUL CLENGER O N N A A B K B P S L L L I I NOR LOCH CHESNEY BOWATT LAIGH O O N N U U G C K R P P T T I O O N H U U U C Y R P S E L L N A A P T T T S E F L L I I I Glossary

Baillie Early police force/magistrates

Apothecary Chemist

Dowry, a woman’s marriage portion in money payable to her hus- Tocher band.

Mercat Market

Laigh house Low house

Buffet stool A small square or rectangular stool

Settill A wooden settee

Merk Unit of currency worth 13 shillings and 4 pennies Scots.

Foul Clenger Plague Cleaner

Foul Pestilence Bubonic Plague

Garde Loo Watch out for the water

Bowatt Wall lantern

Crusie Homemade oil burner with a wick that gave light.

The education pack was produced by Alison Barbour, Law Primary School and Fiona Brown, Broxburn Primary School, while on placement through Excellence in Education through Business Links, a programme managed by Careers Scotland. Mary King’s Poster Competition

We would like more children to visit us. In order to do this we would like you to design a poster to persuade other schools to visit Mary King’s Close. Your poster could include:

• Characters you may meet • Buildings • The inside of the houses • Close life in general

By using persuasive language and exciting colours highlight the unique and exciting experience of Mary King’s Close.

Your poster must be no bigger than A4. Put your name, class and school on all entries.

The prize for the winning poster will be a family ticket to visit the Close. i o n T I PET M C o (To be completed by the teacher as a class) Class Evaluation Sheet

Thank you for visiting ‘The Real Mary King’s Close’. To help us to continue to improve our service we would appreciate your help in completing our evaluation sheet.

Guide’s visit in school

Date of visit from the guide ____ / ____ / ____

What was the name of your visitor?

What did you learn from your visitor?

Visit to the Close

Date of your visit ____ / ____ / ____

What were your three favourite aspects of the visit?

•

•

•

Is there anything you would improve about the visit?

Was the visit what you expected and why?

Would you recommend a visit to The Real Mary King’s Close and why?

Class ______

Teachers Name ______

School ______

Please return to: 2 Warriston’s Close High Street Edinburgh EH1 1PG