The KING’S Medium Term Plan – History

Y11 Learning Cycle 1 (new Syllabus) Programme

Elizabethan England c1568-1603

Part one; Elizabeth I, her court and Parliament / Part three; Troubles at home and abroad

Subject

Challenging

Question How did problems both at home and abroad affect Elizabeth’s reign?

This module studies the last 35 years of Elizabeth's reign. It focuses on the major events and developments from economic, political, social,

religious and cultural standpoints. There will also be a focus on contemporary and historical controversies and a detailed study into an

historical site specified by AQA.

Lines of Enquiry Lines of Enquiry

Week 1+2: Was the Elizabethan Settlement an acceptable compromise? Week 3 Why was Mary Queen of Scots a thorn in Elizabeth’s side? Week 4: The structure of Elizabethan society was similar to society today?

Week 5: How can we learn about Elizabethan society from Hardwick Hall?

Week 6: Revision, learning homework – incorporate the skills developed this LC. Assessment week

Week 7 Gap teaching – from assessment analysis.

By the end of this learning cycle, students in history will be able to answer questions based around:

Part 3 (Section 1): Troubles at home and abroad Religious Matters

The question of religion; English Catholicism and Protestantism.

The Northern Rebellion

Elizabeth’s excommunication

The missionaries

Catholic plots

Elizabeth and her Government’s response to religious matters; the Elizabethan Settlement

Puritans

Mary Queen of Scots

Background and relationship.

Elizabeth and Parliament’s treatment of Mary.

The challenge posed by Mary, plots and execution. Part 2 (Section 1): Life in Elizabethan Times (including Part 4 Historic Environment)

Living standards and growing prosperity of the gentry.

Hardwick Hall – a study of historic environment.

Students will use a mixture of the following historical techniques to do this; AO1 Demonstrate knowledge of the key features and characteristics of the period studied. AO2 Explain and analyse historical events and periods studied using second order concepts including; continuity, change, cause, consequence, significance, similarity and difference. AO3 Use, analyse and evaluate sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. AO4 analyse, evaluate and make substantiated judgements about interpretations (including how and why they may differ) in the context of historical events studied.

All success criteria are either weekly or focused around one of the primary topics of the week. Where possible these are tied to specific exam questions and these are referenced in brackets beside. Focus will be on Question 1 (8mark) and 3 (8mark) this Learning Cycle

Week 1+2

(5 Hours class

learning +1

home learning)

Was the Elizabethan Settlement an acceptable compromise?

Hypothesis 1 – The Settlement was the best idea Hypothesis 2 - The Catholic and Puritan plots were acceptable Hypothesis 3 - Elizabeth was successful when dealing with religion. Learning intention • Students will understand if Elizabeth dealt with the problem of religion well.

Knowledge –Religious matters: the question of religion, English Catholicism and Protestantism; the Northern Rebellion; Elizabeth's excommunication; the missionaries; Catholic plots and the threat to the Elizabethan settlement; the nature and ideas of the Puritans and Puritanism; Elizabeth and her government's responses and policies towards religious matters.

Success Criteria

* Students will describe the Elizabethan Settlement and any opposition to it. Students will: Level 1/2 Develops one event – starts with description KGP 2 For example students can describe the Settlement and why it was necessary. Can list the effects of the Settlement and opposition. KGP3/4: For example students can explain the Settlement, why it was necessary and if it was a good idea. Can describe the effects of the Settlement and opposition Level 3 A selective and structured account covering all knowledge KGP 5 -6: Assess the Settlement and determine of it was wise. Evaluate the threats and opposition. Level 4 A balanced and well-argued answer, linking both parts, focused on the question KGP 7 – Students can evaluate the success of Elizabeth when dealing with religion. This should be done evenly with comparisons of contemporary opinions.

Progress Outcomes: AO1 – Describe the Settlement, opposition of Catholics and Puritans. AO2 – Explain the causes and consequences of the Settlement. AO4 – Examine contemporary opinions of opposition to and opposition of Elizabeth with the religious question.

Overview of lessons this week:

• Students will firstly study the Settlement.

• Students will investigate contemporary sources to identify who opposed the Settlement and why.

• To conclude, students will focus on question 3 ‘write an account’ technique using this 2-week’s knowledge. (This will be teacher

grid marked)

Home learning:

Week 1+2 Students will complete the relevant page of the knowledge organiser for this LC.

Week 3

(3 Hours class +

1 home

learning)

Why was Mary Queen of Scots a thorn in Elizabeth’s side?

Hypothesis 1 – Mary Queen of Scots had a right to the English throne Hypothesis 2 – It was the correct decision to execute Mary. Learning intention • Students will explain whom Mary Queen of Scots was and why she had to be executed.

Knowledge – Mary Queen of Scots: background; Elizabeth and Parliament’s treatment of Mary; the challenge posed by Mary; plots; execution and its impact.

Success Criteria

* Students will describe the life and trials of Mary. Students will: Level 1/2 Develops description of MQS and her plots against Elizabeth KGP 2 For example students can describe whom MQS was, how she plotted against Elizabeth and was executed. KGP3/4: For example students can explain whom MQS was alongside how and why she plotted against Elizabeth. They can begin to assess if the execution was the right decision. Level 3 A selective and structured account covering all knowledge KGP 5 -6: Also assess the impact that MQS had on England. Level 4 A balanced and well-argued answer, linking both parts, focused on the question KGP 7 – Students can also evaluate and judge if the plots and execution were just and compare it to terrorism. Progress Outcomes: AO1 – Describe MQS and her plots/execution. AO2 – Explain the causes and consequences of Elizabeth and MQS poor relations. AO4 – Examine contemporary opinions of MQS from both Elizabeth and Mary viewpoints.

Overview of lessons this week:

• Students will firstly study MQS, her plots against Elizabeth and how Elizabeth dealt with her.

• Students will then evaluate the importance of MQS and discuss if her execution was the correct move for Elizabeth to make.

Home learning:

Students will use the knowledge orgainser to begin revision for Y10 mock.

Week 4

(3 Hours class

learning + 2

home learning)

The structure of Elizabethan society was similar to society today?

Hypothesis 1 – Living standards improved for an English person in Elizabethan England Hypothesis 2 – The Great Chain of Being is correct Learning intention • Students will describe Elizabethan society

Knowledge –Living standards for the gentry (compared to the poor), the Great Chain of Being to explain the divide and structure of society, the importance of fashions, the rise of the Gentry and wealth.

Success Criteria

* Students will compare the structure of Elizabethan society to that of today. Students will: Level 1/2 Describes Elizabethan society with focus on the rich – starts with description KGP 2 For example students can describe the way people lived and living conditions for rich and poor. KGP3/4: Furthermore, students will examine the gentry and the reasons for the increase in wealth. Level 3 A selective and structured account covering all knowledge KGP 5 -6: Assess the structure of society and explain the Great Chain Level 4 A balanced and well-argued answer, linking both parts, focused on the question KGP 7 – Students can also evaluate how far the Great Chain was accepted and how that compares to today. Progress Outcomes: AO1 – Describe living standards and fashions in Elizabethan England with focus on the gentry. AO2 – Explain the significance of the Great Chain of Being and the reasons why people accepted their positions. AO4 – Examine contemporary opinions fashion and society.

Overview of lessons this week:

• Students will firstly study fashions and living standards in Elizabethan England.

• Students will investigate contemporary sources to identify the Great Chain of Being and how the gentry lived.

• To conclude, students will focus on question 2 technique using this 2-week’s knowledge. (This will be teacher grid marked)

Home learning:

Week 4 Students will complete the relevant page of the knowledge organiser for this LC.

Week 5

(3 Hours class

learning + 1

home learning)

How can we learn about Elizabethan society from Hardwick Hall?

Hypothesis 1 – Hardwick House was a typical manor house of the period. Learning intention • Students will study Hardwick Hall and be able to use it as evidence of typical Elizabethan life.

Knowledge – Study of Hardwick Hall, description of its features, how it represents society at the time of Elizabeth’s reign.

Success Criteria

* Students will describe and place in to context a manor house. Students will: Level 1/2 Develops description of Hardwick Hall KGP 2 For example students can describe the key features of Hardwick Hall. Describes the Hall’s use as a source. KGP3/4: For example students can explain also how this manor house represents society at the time. Level 3/4 A selective and structured account covering all knowledge using contemporary and modern sources. KGP 5 -6+: Also evaluates the Hall as a source for Historical knowledge. Progress Outcomes: AO1 – Describe Hardwick Hall AO3 – Uses sources to build knowledge of the Hall. AO4 – Examines contemporary opinions of the Hall.

Overview of lessons this week:

• Students will firstly research Hardwick Hall.

• Students will then evaluate the importance of this source and use a range of sources to enable them to place the Hall in to

context.

Home learning:

Students will use the knowledge orgainser to begin revision for Y10 mock.

Week 6+7

ASSESSMENT WEEK – exam practice questions

GAP teaching

Gap Analysis Reinforcement

Gap

Reinforcement

This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment

process

Extended Learning

• Investigate the reactions of the people in Eastern Bloc countries from 1945-1960

• Investigate what different historians suggest the different events studied

• Why did the USSR turn their backs on Stalin after his death?

• Compare Stalin to Khrushchev. What key similarities and differences existed?

Also, recommendation to purchase the “GCSE History: AQA B, Modern World History” textbook to aid with revision