To plan the investigative approach to be used, suggesting how to find relevant information.
To select, record, and organise historical information To reflect on their findings and the investigative approach used.
To identify significant people
To plan the investigative approach to be used, suggesting how to find relevant information. To select, record, and organise historical information
To identify the ways in which the past is represented and interpreted. To distinguish between fact and opinion, giving some evidence/knowledge-based reasons for this.
To reflect on their findings and the investigative approach used.
To locate the Tudor period in relation to other periods of British history
The reasons for Tudor exploration Why did the Tudors explore outside Europe?
Use a time line to establish the chronological periods between the present and the Tudor period. Discuss with the children why people explore the world and space today. List the reasons why people explore the world today on a flip chart or white board.
Establish with the children that the Tudors were looking for new countries in which to trade wool and other goods and to bring back expensive items, eg spices and furs to sell at home. People were also looking for a place where they could practise their religion in freedom. Explain that the Tudors were looking for new lands in which to settle. List the reasons why the Tudors explored the world in a different colour on the flip chart or white board.
Ask the children to write paragraphs in the chosen colours to show reasons for exploration in Tudor times and today. Using a Venn diagram, discuss the reasons that are the same and the ones that are different.
The context of the voyages of Tudor explorers that exploration in the sixteenth century led to better knowledge of the world
How did knowledge of the world change during the Tudor period?
Give the children copies of maps from the period of the Tudor exploration and ask them to identify European countries and countries and areas from the wider world such as Australia, Africa, America and the Caribbean. Ask them to make a list of three countries that do not appear on the map and to identify other differences between the Tudor maps and present-day maps.
Give the children a copy of a map dating from the period before the voyages of exploration and ask them to compare it with the Tudor map to note the countries that had been added. Ask the children to suggest reasons why the maps changed during Tudor times. Establish that it was a period when sailors, particularly from Europe, went on voyages of exploration and, as a result, knowledge of the world developed. They could use a template of a map of the world today and colour code it to contrast the knowledge of the world before and after the voyages of exploration with the world today. The changes over time could be placed on a time line.
To collect information from a range of sources and draw conclusions about life at sea
To appreciate the dangers and discomfort of voyages of exploration
How did people explore the world in Tudor times?
Give the children sources that describe going to sea during the period, eg navigation, food, sea monsters, superstitions, punishments, daily life and disease. Divide the class into small groups, each using sources about one aspect. Ask the children to make notes of what they can find out about life on-board ship. Ask each group to present their findings to the rest of the class. The work might be displayed as a large topic web with an illustration of a ship in the centre.
Give the children an account of a voyage. Ask the children to add any new information to the topic web. Are there any points of disagreement in the different sources of information? Why is this?
Ask the children to construct a grid of the things that sailors might have enjoyed and the things they would have disliked about the voyage.
To learn about the main events in Drake’s voyage around the world To apply their understanding of chronology
to infer reasons why the voyage took place
Why did Drake circumnavigate the world?
Tell the story of Drake’s voyage. Give the children a time line to note the main events of the voyage against the correct dates. These dates and events can then be added to the world map and linked together to show Drake’s route around the world.
With the help of the children, retell the main events of the story. Ask the children to consider why the voyage was made. They might fill in individual matrices, each with a heading, eg Reasons to do with Drake’s own wishes, Reasons to do with money, Reasons to do with England. Individuals could form groups to pool their ideas about one set of reasons and then make group lists. As a class, discuss all the reasons why the voyage was made.
To learn about the growth of piracy and the reasons for its growth.
To look at the lives of significant welsh pirates To investigate life on board a pirate ship To investigate the lives of some famous pirates such as the Welshmen Henry Morgan and Barti DDu
Ever since Christopher Columbus, the Spanish had the strongest hold on the wealth of the Caribbean, Mexico, and Central America. England, Holland and France all wanted what Spain had, and employed pirates and privateers to set up colonies in the Caribbean and take by force some of Spain's wealth.
. Divide the class into small groups, each using sources about one aspect. Ask the children to make notes of what they can find out about life on-board a pirate ship.
Compare and contrast the lives and characters of Henry Morgan and Barti DDu. Who do they feel was the most successful pirate and why?
Thinking Skills Plan
Ask why what, how, where,when etc
Ask questions related to context and listen before asking further questions.
Ask relevant questions and begin to link questions into sequences. Give reasons for choice of questions.
Ask questions that build on responses to earlier questions.
Activating prior knowledge, skills and understanding.
Show awareness of personal needs and skills.
Identify and make links with prior knowledge
Identify gaps and begin to build on existing knowledge, understanding and skills
Build on existing knowledge, understanding and skills.