Rastrick High School Year 8 History History Home Learning: 17th Century England Work Booklet Y8 History Home Learning: How Bloody and Brutal was 17th Century England? This booklet has been created to help you in the event of a second lockdown, bubble closure or you are required to self-isolate. The lessons in this booklet include exactly what you would do in class with your teacher but have been changed so that you can do them at home. Your teacher will explain which of the lessons you will need to do and will be able to help you virtually if you require it. Alongside this work booklet is another booklet - an information booklet that you will need to use to help you complete each of the tasks. Booklet Structure Lesson 1: How Bloody and Brutal was the 17th Century (p1 – 2) Lesson 2: Were witches real? (p3 – 5) Lesson 3: Who was Matthew Hopkins (p6 – 8) Lesson 4: Assessment – Did Matthew Hopkins deserve to die? (p9 – 11) Lesson 5: Why do we remember the 5th of November? (p12 – 14) Lesson 6: Were the Catholics framed? (p15 – p18) At the end of this project booklet, there is a Check 10 Quiz (p19) for you to complete, to check how much you have learned. The correct answers are also provided at the end of the booklet (p20) so you can self-mark your answers. Before we start, here is a list of key words and terms and their definitions you will need to know: Familiar - demons that followed witches that were believed to assume the form of animals, usually cats. Witches - a woman thought to have magic powers, especially evil ones, popularly depicted as wearing a black cloak and pointed hat and flying on a broomstick. Stereotypical – A stereotype is an oversimplified image of a person or thing that are usually wrong. Interpretation - An interpretation is someone’s view of what happened in the past. An opinion which may be influenced by time, political view, gender etc Lesson One: How Bloody and Brutal was the 17th Century? TASKS 1. Research the following key topics you will be looking at this term. Complete the table filling in brief detail about each event. Your information should include: What happened Why can it be considered to be bloody and brutal. Event Date Details (Brief Summary) Was it bloody and brutal? (Explain why) Plot 1605 Gun Gun Powder 1647 - 1645 Witch Witch Trials War between Parliament and the 34,000 killed during the English Civil King. Parliament had an army called War. 1651 - the Roundheads and was led by 100,000 died as a result of war related War Oliver Cromwell. The King had an disease and damage. 1642 English Civil Civil English army called the Cavaliers. 1649 Charles I Charles Execution of Execution 1665 Plague The Great Great The 1666 Fire of Fire London The Great Great The 1 | P a g e “The seventeenth century deserves its reputation as bloody and brutal.” How far do you agree? 2. Fill in the table with at least three examples of evidence you could use to support each side of the argument. It was a bloody and brutal century. It was not so bloody and brutal. 3. Write a short paragraph explaining which side of the argument you agree with? Sentence Starters: Point: The seventeenth Century was/was not bloody and brutal. Evidence: My evidence to support this is… Explain: This makes the century bloody and brutal because… 2 | P a g e Lesson Two: Were witches real? 1. Either: - Draw a picture of what you think a witch looks like and label it OR - Create a mind map with words to describe a typical witch 2. Why would the features you have described make people afraid in the 1600s? 3. Define the following two key words: Familiars are: A stereotype is: 3 | P a g e 4. Reading the information slides in the information booklet, summarise why people believed in witches. Reason 1: Reason 2: Reason 3: 5. Analyse the two sources below by answering the questions. What is the source A showing? a) Pick something you have identified in source A. How does it match what you have learned so far about witches? Source A shows us that… 4 | P a g e This is true because from my own knowledge I know that… b) What does Source B tell us about what happened to witches in the Seventeenth Century? 5 | P a g e Lesson Three: Who was Matthew Hopkins? 1. See if you can work out what each of these ‘dingbats’ represent? Weather #1 Looking Feeling Sense funny funny Sense Sense words words Hearted Sense words words Sense Sense 2. Reading through the information can you answer the following questions? a) What was Matthew Hopkins job title? b) What was the aim of his job? c) How many witches did he kill? d) Who gave him his job? e) How much was he paid for each witch? f) How did Hopkins force people to confess? g) What did he believe witches had? h) What happened if you were found guilty? i) What happened to Matthew Hopkins in 1647? 6 | P a g e 3. Write a short diary extract from the point of view of either: - A woman accused of being a witch being interrogated by Matthew Hopkins OR - Matthew Hopkins who has just arrested a suspected witch. 7 | P a g e 4. Annotate the source with: - things we know are true about Matthew Hopkins AND - Anything that supports what we have learned about witches. 8 | P a g e Lesson Four: Assessment – Did Matthew Hopkins deserve to die? Your first assessment in this topic will focus on whether or not Matthew Hopkins deserved to die. When asked this type of question it is important for historians to be able to give both sides of the argument in order to present a fair answer. Your question for this assessment is, ‘Matthew Hopkins deserved to be executed’ How far do you agree with this statement? Below outlines how many marks are available: One sided argument = 8 marks. (With evidence) Two sided argument = 12 marks. (With evidence) Two sided argument and conclusion = 16 marks (With evidence) 1. Using the information add evidence to support both sides of the argument in the table below. He deserved to die He did not deserve to die 9 | P a g e Assessment Answer: Structure Guidance: This is the big picture question, for this question must write one PEE paragraph on whether you agree that Matthew Hopkins should have died. You must then write 1 more PEE paragraphs showing the other side of the argument. For top marks, you must then write a conclusion about whether you think Matthew Hopkins should have been killed and why. There is no right or wrong answer, you just have to explain your opinion fully. Remember to include your own knowledge and lots of specific facts and you must explain why the evidence you gave means he should have died. Sentence Starters for PEE paragraph (write your first PEE paragraph on the side of the argument named in the question): Paragraph 1: P – One reason why Matthew Hopkins should have died was… E – My evidence to support this is the fact that… E – This meant he should have died because … Paragraph 2: P – Some people would argue that Matthew Hopkins should not have died because… E – The evidence to support this is the fact that… E – This meant he should have died because … Conclusion: Overall, I think Matthew Hopkins should/should not have been killed. I think this because…. 10 | P a g e 11 | P a g e Lesson Five: Why do we remember the 5th of November? 1. Using the information, answer the following questions. a) Who became the king after Queen Elizabeth’s death? b) Which two countries was he King of? c) What was the main religion of England at the time? d) What did Catholics hope the king would be? e) How did the King actually treat Catholics? Give examples. 2. Define each of the three ways people can oppose the government and describe which form of opposition the Gunpowder plot takes. Plotting and Conspiracy: Rebellions: Revolution: Whenever the 5th of November Gunpowder plot is mentioned people think of Guy Fawkes. He was the one caught; arrested; hanged, drawn and quartered and the one people put on the bonfire! However, those responsible for planning the Gunpowder Plot actually numbered 13. Of those, the original plan was thought up by 5 members. Robert Catesby, Thomas Wintour, Jack Wright, Thomas Percy and Guido (Guy) Fawkes. It was actually Robert Catesby who came up with the idea and led the group. 12 | P a g e 3. Create a profile for Robert Catesby and Guy Fawkes highlighting the key points of: - who were they and what were their beliefs? - Why did they want to carry out the plot? - What skills did they each bring to the plot? Guy Fawkes Robert Catesby About me: About me: Beliefs: Beliefs: Skills: Skills: 4. How do we remember the 5th of November? 5. Why do you think is it important to remember? 13 | P a g e 6. Create a story board that shows the key eight points of the story of the Gunpowder Plot. in thein fined 4,000 marks. fined 4,000 Essex Rebellion against against Rebellion Essex Catesby takes partCatesby takes Elizabeth. He is arrested He is and Elizabeth. 14 | P a g e Lesson Six: Were the Catholics framed? 1.