NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
National 2:
Social Subjects
Organising, Communicating
Information and Making a
Contrast
[NATIONAL 2]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Advice for practitioners
4
Chapter 1
10
Chapter 2
16
Chapter 3
21
Chapter 4
30
Chapter 5
32
Chapter 6
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ADVICE AND GUIDANCE FOR PRACTITIONERS
Advice and guidance for practitioners
This advice and guidance is for practitioners to consider and reflect upon
when planning learning and teaching for Social Subjects at National 2 level.
The suggested approaches to learning and teaching contained within this
document may allow learners to develop and exemplify their skills in
organising and communicating information and contrast ing information. The
context for learning is based around Mary, Queen of Scots. The approaches to
learning and teaching and example activities contained within this advice and
guidance can be adapted and used with many contexts. It is for practitioners
and learners to determine the most appropriate context for learning to
establish the best routes for progression.
The National 2 Social Subjects course builds on the experiences and
outcomes of the Social Studies curriculum area. The experiences and
outcomes listed below are taken from the second level and are suggestions
only for preparation of delivery of National 2 units. Depending on the context
chosen, practitioners may find that they will cover a range of other
experiences and outcomes from different levels. Practitioners should always
refer to the documentation from the SQA.
I can use primary and secondary sources selectively to research events in the
past.
SOC 2-01a
I can investigate a Scottish historical theme to discover how past events or
the actions of individuals or groups have shaped Scottish society.
SOC 2-03a
I can compare and contrast a society in the past with my own and contribute
to a discussion of the similarities and differences.
SOC 2-04a
The examples of tasks contained within this document suggest potential ways
in which to expose learners to the skills within National 3 History, should
this be an appropriate progression route. It also provides an example of
possible bi-level teaching, where a context from National 3 History is
differentiated to exemplify successful achievement of the learning outcomes
for National 2 units. Again, practitioners should refer to the SQA
documentation. It is important to choose an appropriate context for lea rning
depending on the abilities of the learners undertaking the course. The context
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ADVICE AND GUIDANCE FOR PRACTITIONERS
of Mary, Queen of Scots and the Scottish Reformation may be challenging for
some learners and practitioners may wish to explore other topics to meet the
needs of their learners.
When considering the suitability of particular activities , practitioners should
refer to SQA documentation. Practitioners may wish to explore breaking
learning down into manageable chunks. This approach is successful whether
it is knowledge that is being disseminated or a particular skill being focused
upon. Learners should be encouraged to work in an increasingly independent
fashion as they progress through a context and increase the amount of
information they are able to handle. Learners may require frequent
opportunities to consolidate specific skills.
With skills such as organising information, learners should be encouraged to
explore different methods of organising. Exemplar activities in this advice
and guidance document allow learners to organise information using maps, in
alphabetical order, into categories, by hierarchy and chronologically. If a
learner is not progressing with a particular approach, the practitioner may
wish to suggest another. This applies also to presenting information. Learners
should be encouraged to be innovative in choosing methods of presenting.
Practitioners are encouraged to exercise professional judgement in deciding
the specific learning intentions for a learner. It is helpful to be clear and
specific with learning intentions and to make sure learners know whether
their intention is based around a skill or on knowledge, or indeed elements of
both. For this purpose, an exemplar learning intentions proforma is provided
below which may be of use to practitioners and learners. While there is space
for learners to comment on their learning, this proforma can be adapted. It is
for practitioners to decide how best learners can engage in recording their
learning and the ways in which they reflect upon it .
A suggested approach could be for learners to complete this proforma as part
of the self-assessment process and/or to participate in peer-assessment. In
other cases, it may be more appropriate for practitioner s to record feedback.
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ADVICE AND GUIDANCE FOR PRACTITIONERS
Chapter __
Name _________________________________
Learning intention
Start date _____________
How well did I learn?
I did my best learning…
I can learn better by…
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ADVICE AND GUIDANCE FOR PRACTITIONERS
Learners working toward National 2 may have a variety of support needs and
differentiation of the suggested approaches to planning learning and teaching
is encouraged. It may be appropriate, for example, to present the work in A3
size rather than standard A4. Some individual tasks might be undertaken in
pairs or groups. Word banks could be added where they are not included or
certain key words could be highlighted in bold. Please note that some
activities are specifically exemplified around learners building upon their
knowledge and understanding of the content or engaging in a literacy skill.
In the exemplars contained within this advice and guidance, text has been
kept to a minimum. However, if literacy is a barrier to learning , practitioners
may find it beneficial for learners to listen to the information and then work
on the activities.
It is envisaged that approaches to learning and teaching will have learners
actively involved in their learning. Practitioners may wish to consider some
of the following suggested strategies:
 Use of ‘show me’ boards where learners write their answers on a white
board. Practitioners may wish to adopt a multiple choice approach –
having learners write the first letter of an answer, or drawing a question
mark if the learner is unsure. By adopting this approach, the practitioner is
setting out the expectation that all learners will offer an answer, therefore
engaging with suggested activities as fully as possible.
 Lollipop questions – sticks with numbers, where learners have a number
on their desk. The question is asked first, and learners should be
encouraged to offer a response. The practitioner may wish to consider
choosing a lollipop stick at random, while allowing the learner an
opportunity to offer an answer. As above with the ‘show me’ boards, there
is a clear expectation that all learners will engage and think about their
response.
 Think/pair/share – learners can to test out their thoughts and ideas without
having to speak in front of the whole class group.
 Use of traffic lighting – a straightforward way to involve learners in self assessment. This can be carried out on an on-going basis within the
learning and teaching environment. Practitioners may wish to consider
having learners use coloured cards or cups to indicate the extent to which
they understand a concept or activity.
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ADVICE AND GUIDANCE FOR PRACTITIONERS
Introduction
In this section, learners will explore the life of Mary, Queen of Scots.
Knowledge
A lot happened in Mary, Queen of Scots life:
 Mary became Queen when she was only 6 days old.
 As well as being Queen of Scots, Mary was Queen of France.
 When she was only 5 years old, she was sent to France for safety.
 Mary had three husbands and one son.
 Mary was a prisoner in England for 19 years.
 Mary, Queen of Scots had her head chopped off.
Skills
As learners study Mary, Queen of Scots they will be developing important
skills. These include:
 organising information
 communicating information
 contrasting information – finding things that are different and things that
are the same
Practitioners should exercise professional judgement and adapt suggested
activities contained within this advice and guidance document.
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ADVICE AND GUIDANCE FOR PRACTITIONERS
Story board activity
Use the bullet points to draw a story board about the events in the life of
Mary, Queen of Scots. The first has been done for you.
Mary became Queen when
she was only 6 days old.
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CHAPTER 1
Chapter 1
The following activity exemplifies ways in which learners may engage with
historical sources. It is focused around a task which allows the learner to
organise information. The use of cutting and pasting allows learners to
develop fine motor skills. Practitioners are encouraged to exercise
professional judgement.
Use of extension tasks such as word-searches can be beneficial for learners to
reinforce their knowledge of new vocabulary. It may be necessary to allow
learners to re-visit and consolidate learning in different ways after initial
activities. The word-search and computer task suggested here are examples of
different activities learners could undertake to demonstrate understanding of
sources. The suggested computer task exemplifies a more challenging activity
that requires digital literacy skills.
Practitioners may wish to explore providing a framework which learners can
use. Use of the following example may allow learners to become increasingly
confident in evaluating sources.
Suggested Activity
To understand what has happened in history, you have to act like a detective.
You have to find clues and/or evidence. Evidence and clues are found in
information called sources. By studying sources, we can find out about what
has happened in the past. Sources can be either primary or secondary.
Primary sources are written or made at the time of history you are learning
about. They are first-hand (eyewitness) accounts of what happened.
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CHAPTER 1
For example, a letter written by Mary, Queen of Scots would be a primary
source as she wrote it at the time.
Activity
Look at the sources sheet. Cut out the sources and organise what you think
are the primary sources. When you think you have all of the primary sources,
glue them on to a page headed ‘primary sources’.
Secondary sources are written or produced many years after an event
happening. They are second-hand accounts of what happened. For example, a
teacher writing about Mary, Queen of Scots today would be a secondary
source as the teacher was not there at the time.
Suggested Activity
Study the sources you still have on your sheet. Are you sure they are all
secondary sources? Cut them out and glue them on a page headed ‘secondary
sources’.
Computer task – Sources
Sources tell us about what happened in history. They are either primary or
secondary.
Activity
If you are able to carry out research online, try to find examples of primary or
secondary sources about Mary, Queen of Scots. Make a poster to
communicate information about sources.
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CHAPTER 1
Sources
A diary
A website on the
internet
A painting painted
at the time
Your teacher
A letter written at
the time
A film made today
about history
A worksheet made
by a teacher
A text book
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Certificates about births,
deaths and marriages
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CHAPTER 1
Sources
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Highlight the primary sources in blue and the secondary sources in green.
primary
worksheets
letters
photographs
secondary
artefacts
teacher
computers
sources
buildings
jewellery
evidence
videos
diary
paintings
books
clothes
internet
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CHAPTER 1
How useful is a source?
Practitioners may wish to explore source handling. A suggested method is to
have learners ask four questions when studying a source.
1.
Why was it written? (What is the purpose of the source?)
2.
Who wrote it? (Who is the author?)
3.
When was it written? (Is it a primary or a secondary source?)
4.
What does it say? (Is the detail useful?)
P_ _ _ _ _ _
D___
A_____
D_____
Remember
When answering a source question, think of PADD.
 Purpose of the source – why was it written or made?
 Author of the source – who wrote or created it?
 Date that the source was written/drawn
 Detail: what is written/what is shown in the picture?
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CHAPTER 1
This is a part of a letter sent from Mary, Queen of Scots to Queen Elizabeth I
of England when she was imprisoned in England. It was written in 1569.
Madame, good sister,
I am pleading with you to help me dear cousin. I have
been imprisoned this past year and you had always
promised to help me. Will you come to my rescue? I
so desperately miss my son.
Your dearest cousin,
Marie R
How useful is this source in telling us how Mary was feeling whilst in prison?
Go through the checklist.
 Purpose – ____________________________________________________
 Author – _____________________________________________________
 Date – _______________________________________________________
 Details – _____________________________________________________
_______________________________________________________________
_______________________________________________________________
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CHAPTER 2
Chapter 2
In the following exemplar activities, pupils will build up a picture of society
in the 16th century. They will also begin to develop skills in contrasting and
decision making as they compare their lives now to what life was like in the
16th century. Opportunities to organise information using headings and
hierarchy are exemplified. Approaches to learning new vocabulary and
literacy skills are suggested. The use of pictures may be helpful for learners
working at National 2.
Checking for understanding of key vocabulary and concepts may alleviate any
confusion learners may have. A suggested activity could be to explain the
meaning of the word ‘society’.
http://www.bbc.co.uk/scotland/education/as/burghlife/
Practitioners may wish to explore the link to the BBC website above which
contains useful information about life at the time of Mary, Queen of Scots.
Learners could be encouraged to interact with the website individually or in
pairs to find out more about life in the 16th century.
Practitioners may wish to explore using word search activities to allow
learners to build up knowledge of key words and/or new vocabulary. This is a
suggestion which practitioners may wish to choose to adopt and/or adapt.
This activity can be differentiated by providing the words if selecting t hem is
too challenging. Learners could work in pairs and discuss the meaning of the
words they find.
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CHAPTER 2
16th-century society
Mary lived in the 16th century. She lived from 1542 to 1587. Life was very
different then.
Activity
Draw three things that you use and wouldn’t want to live without.
Did you include any of these?
If it did, you might not enjoy living in the 16th century. There wa s no
technology or electricity.
Suggested Activity
Use a magazine, catalogue or the internet to find, cut and p aste pictures of the
things you use today that would not have been available in the 16th century.
Decision – could you live without these items? Give a reason for your
answer.
In the 16th century, many people in Scotland lived and worked in the
countryside. Farmers grew barley and oats, peas and beans or kept cows and
sheep. They tried to grow enough food for themselves and their families.
Some people lived in towns called burghs. Burghs were not very pleasant
places to live. The houses in the burghs were not well built and were often
too close together. Disease spread easily because there was no sewage system
or running water.
Suggested Activity – What is different?
Think about living in a burgh in the 16th century. What is different about li fe
in Scotland for many people today?
Some people who lived in burghs were poor and life was hard for them.
However, some families in the 16th century had lots of money. They were
landowners. These landowners were known as nobles. Another family which
was very important in 16th century society was the royal family (sometimes
called the monarchy).
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CHAPTER 2
Create your own word-search
Find 8 new words from the Burgh life website. Write each new word in the
table below.
Copy the words from the table carefully into the grid – only one letter in each
box.
Fill in all the blank grid boxes with letters from the alphabet.
Practitioners may wish to allow the learner to have their word -search
completed by a peer. The practitioner may wish to encourage discussion of
the meaning of words included. Practitioners may wish to explore having
learners create a word bank.
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CHAPTER 2
Landowners (the nobles)
Landowners were very wealthy people. They had land and money and usually
were given titles such as earl or baron. They lived in buildings made from
stone, some lived in castles. They had power over the people of Scotland as
they owned the people’s houses. The people who lived on their land worked
for them. They were also in charge of law and order.
These people who had wealth entertained themselves by going to balls and
dancing as orchestras played classical music, and by reading and listening to
people tell stories.
Suggested Activity
Listen to the traditional piece of music that was played by an instrument from
the 16th century.
http://www.ltscotland.org.uk/scotlandshistory/renaissancereformation/birthof
mary/index.asp
Do you like the music? What kind of instrument is playing? What do you
think people did when they listened to this music?
As a class, discuss in what ways it is different to the music you listen to
today.
The monarchy
The monarchy is the royal family. In Mary’s ti me, the head of the royal
family ruled the land. They needed help to rule the land and it was their
family members, the wealthy nobles, who helped them.
In the 16th century, the royal family ruled the whole country. They had some
problems:
 money – they did not have enough
 the church – religious leaders had to be kept happy
 nobles – they had given land and jobs to keep them on side.
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CHAPTER 2
Investigate a member of the royal family
We still have a royal family today, although they don’t rule the country
anymore. Use the following headings to help you to or ganise the information
you find.
Name
Date of birth
Relation to the queen?
Brothers and sisters or children?
Married?
What do they look like?
What job do they do?
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CHAPTER 3
Chapter 3
Practitioners may wish to allow learners opportunities to contrast information
highlighted in this chapter. One such activity has an example proforma which
could be used to guide the learner to consider specific information. The
second has no specific guide and may prove to be more challenging for
learners to complete. Practitioners should always exercise professional
judgement and refer to SQA documentation.
Different examples of selecting relevant information from sources are
provided in the ‘invitation’ and ‘passport’ activities. These types of activities
may allow practitioners to assess how much knowledge learners have built
up.
To support learning and understanding, a variety of resources need to be
utilised. Examples here could include maps, flags and video clips.
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CHAPTER 3
Scotland
Find Scotland on the map. Colour Scotland bl ue.
Activity
Find France on the map. Colour France green.
Use a ruler to draw a line from each country at number 1, 2 and 3 to show
where it is on the map.
Which country shares a
land border with
Scotland?
1. __________________
Colour this country red.
2. Scotland
3. France
In the 16th century, countries were either friends or enemies. If they were
friends they were called allies. This meant they would buy and sell things
between each other and help each other if attacked. If they were enemies,
they would fight wars against each other.
At this time in history, Scotland was friends with France. Scotland and
England were enemies. France and England were enemies too.
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CHAPTER 3
Can you find the flags of Scotland, England and France from the 16th
century?
Draw them below and complete the information beside each flag.
The flag of _________________
Friends with ________________
Enemies of _________________
The flag of _________________
Friends with ________________
Enemies of _________________
The flag of _________________
Friends with ________________
Enemies of _________________
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CHAPTER 3
Mary Stuart, Queen of Scots was born in December 1542. Her parents were
the King and Queen of Scotland, James V and Mary of Guise. Her mot her was
from France. Mary was to be the next Queen of Scotland. Her parents might
have been disappointed that she was a girl because some people at the time
thought a woman was not strong enough to lead a country. Her father died six
days after she was born.
Activity
Complete the family tree.
True or false
Mary was half Scottish and half French.
Mary’s parents were delighted to have a daughter.
Mary would be the next Queen of Scotland.
Mary’s father died when she was 1 year old.
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CHAPTER 3
England
England and Scotland were neighbours and had been enemies in the past. But
Mary and her family were related to the royal family of England. The King of
England, King Henry VIII, wanted the fighting to stop and for Scotland and
England to become friends. At this time, the best way to become friends was
for members of each family to marry. King Henry VIII wanted his son,
Edward, to marry Mary. If this happened, Edward and Mary would be King
and Queen of Scotland and England.
The English Royal family
Watch CLIP 10047 on the BBC website at
http://www.bbc.co.uk/learningzone/clips/ and put the wives of Henry VIII in
the correct order.
Which wives were beheaded? Colour the box red. Who was divorced? Colour
the box blue.
Who died? Colour the box yellow. Who survived? Colour the box green.
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CHAPTER 3
Mary gets engaged
Mary was crowned Queen of Scotland in September 1543 at Stirling Castle.
She was still a baby so nobles were in charge of the country u ntil she became
old enough to rule. They decided that when Mary was 11 years old , she would
marry Edward, the prince of England. The Scottish nobles had agreed this
with Henry VIII. This agreement was called the Treaty of Greenwich.
The Scottish nobles changed their mind and the engagement was broken.
Watch the BBC clip 4118 at: http://www.bbc.co.uk/learningzone/clips/
King Henry VIII was furious and attacked Scotland.
To keep Mary safe she was taken to France.
Match the heads and tails
Mary was crowned Queen of
Scotland
Mary would marry Edward,
the Prince of England.
The Treaty of Greenwich
was an agreement that said
Henry VIII was furious and
attacked Scotland.
When Scotland broke the
Treaty of Greenwich,
at Stirling Castle in 1543.
For her safety, Mary left
Scotland
and set sail for France.
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CHAPTER 3
Mary in France
Mary arrived in France when she was 5 years old and was brought up with her
future husband, Dauphin Francis.
Mary was incredibly happy growing up in the court of France. She spent a lot
of this time in the Châteaux de (Castle of) Chambord. In April 1558, when
Mary was 15-years-old, she married the Dauphin at Notre Dame Cathedral in
Paris.
Activity – Computer task
Mary spent much of her life growing up in the Château de Chambord.
Use a computer (or atlas or map) to find out where this is.
Try and find pictures of the castle.
Contrasting Activity – Use the facts below to complete the comparison
worksheet. Would you like to have grown up in a castle like this? Discuss
which features of the castle are the same as your house and which are
different.
Château de Chambord facts
The château is in Chambord in France.
The Chambord château is the largest castle in the Loire Valley .
It has 440 rooms, 84 staircases, 365 fireplaces, 11 kinds of tower and three
kinds of chimney.
13,000 acres of wooded park surround the castle.
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CHAPTER 3
Château de Chambord
My house
Location
________________________________
Location
________________________________
Rooms
________________________________
Rooms
________________________________
Staircases ________________________________
Staircases ________________________________
Fireplaces ________________________________
Fireplaces ________________________________
Other features
Other features
___________________________
____________________________
__________________________________________
__________________________________________
Surroundings
Surroundings
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____________________________
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CHAPTER 3
Queen Mary of France
By the time Mary was 15 years old, she was Queen of Scotland, living in
France and married to a French prince. When the King of France died , Mary
and Francis became King and Queen of France. Mary carried on living in
France whilst her mother, Mary of Guise, was ruling Scotland.
However, tragedy struck Mary as her young husband, King Francis II of
France, died in December 1560. At the age of 17, Mary was a widow.
Mary had no choice but to return to Scotland.
Contrasting Activity
Mary had experienced a lot of things in her life by the time she was 17. Write
down the important events in Mary’s life so far. Now think about the things
that might happen in your first 17 years of life. Write them in the next
column.
Mary’s life to 17
My life to 17
In what way is your life different to that of Mary’s?
Difference 1 _____________________________________________________
_______________________________________________________________
Difference 2 _____________________________________________________
_______________________________________________________________
Can you think of ways that your lives are the same?
_______________________________________________________________
_______________________________________________________________
Mary returned to Scotland from France in August 1561. Today, if you travel
between one country and another you need to show a passport. Practitioners
may wish to explore the suggestion of allowing learners to create a passport
for Mary.
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CHAPTER 4
Chapter 4
A contrasting activity is exemplified in this chapter. Practitioners may wish
to explore with learners investigating religions in their area today. This will
bring relevance as well as allowing opportunities for interdisciplinary
learning to take place. It is also shown how this activity can easily be
extended to allow learners to display skills of organising and communicating
information. Practitioners may wish to relate this to Mary Queen of Scots an d
the issues she faced due to her religious beliefs.
Religion in Scotland today
Practitioners may wish to consider allowing learners to research and compare
different religions in Scotland. Areas to focus on could include beliefs,
worship, leaders, holy books, places of religious significance and festivals.
Practitioners may also wish to have learners record where the sources of
information came from. Practitioners may wish to encourage learners to
compare and contrast the different religions. It may also be worthwhile
exploring the possibility of visiting a place of worship where learners could
take photographs and record findings. In presenting findings, practitioners are
encouraged to explore ICT with their learners. You may wish to consider
Glow Blogs - http://glo.li/vQYjDO or Glow Wikis: http://glo.li/t9wE1u
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Investigation
Beliefs
Worship (leaders, holy book, place)
Religion
_____________
Festivals
Sources: where did you find this information?
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CHAPTER 5
Chapter 5
Further opportunities to organise information are highlighted in this chapter
with a family tree activity and a categorising activity based around Mary’s 3
husbands. These require learners to organise a larger amount of information .
In this way, skills introduced in previous chapters can be revisited, further
developed and/or consolidated.
The diary activity and murder reports are further example s of finding
different ways to get learners to select relevant information and to record
information.
The use of a think/pair/share activity at this point in the cont ext is to enable
learners to contrast how different their lives are to that of the context they are
learning about. An awareness of others and the differences that exist, now
and with people in the past, will have to be developed through specific
activities as it will not happen organically with learners working at this level
of understanding.
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CHAPTER 5
Mary’s return to Scotland
Mary returned from France in August 1561. She arrived in Leith. Scotland
was very different and had changed in many ways since Mary had l eft. It was
now friends with England instead of France and Mary’s mother had died so
she was ruling on her own.
Activity – Changes
Religious beliefs
France
People ruling for Mary
There had been a big change in England too. King Henry VIII had died, and
his daughter Elizabeth was on the throne. Mary and Elizabeth were cousins
but they were not friends.
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CHAPTER 5
Watch the following class clips at http://www.bbc.co.uk/learningzone/clips/ and complete all the details of the English Royal
family tree. Watch the clips in the following order: 8961, 8962, 8967, 8969, 9011, 9012, 9013, 9014.
The English Royal Family tree
King Henry
VIII
of
England
Mary and Elizabeth could not be friends because some people in England did not want Elizabeth as their queen. They wanted
Mary to be their queen. Queen Elizabeth did not trust Mary.
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CHAPTER 5
Problems
Mary had some problems to face when she came back to Scotland.
 Mary wanted to be friends with the Queen of England, Elizabeth I.
 Mary had no husband. The people of Scotland wanted her to get married
again so she could have a child to be the next king or queen.
Activity
Mary had many worries. Imagine she had a diary, what might she write in her
diary about her worries?
Use these sentence starters to help you write a diary entry for Mary, Queen of
Scots.
September 1561
Dear Diary,
I am very worried and unhappy. My country has changed …
______________________________________________________________
______________________________________________________________
______________________________________________________________
I need to find a new husband because …_____________________________
______________________________________________________________
______________________________________________________________
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CHAPTER 5
Activity – think, pair, share
Mary had a lot to consider when looking for her future husband. What
qualities would she need in a future husband?
Think about this and come up with some ideas.
Pair up with the person next to you and discuss your thoughts.
Share your ideas with the whole class.
Mary had to consider the following:
 Royalty – As she was a queen, she needed to marry someone from a royal
family.
 Other countries – Mary wanted Queen Elizabeth to be happy with her
choice of husband so they could be friends.
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CHAPTER 5
Activity
Imagine you are an advisor to Mary. You have to help her decide who should
be her husband. Read the following descriptions of suitors and give reasons
why Mary should not marry each of them by explaining who would be upset
by the marriage.
Suitor 1: King Philip II of Spain
Robert
Dudley
I am the
Prince of Spain.
I am very rich.
This marriage would upset
_____________________________________
Suitor 2: Robert Dudley
I am an English nobleman.
I own lots of land.
This marriage would upset
_____________________________________
Suitor 3: Lord Henry Darnley
I am Mary’s cousin.
I am an English nobleman.
This marriage would upset
_____________________________________
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CHAPTER 5
Marriage to Darnley
Mary eventually chose to marry her cousin, Lord Henry Darnley. They were
married in July 1565 at Holyrood Palace in Edinburgh. Mary was 22 years
old.
Murders
Darnley was not a good husband to Mary. He was a violent and bad -tempered
man. Mary became very unhappy during the marriage and became friends
with an Italian man named David Riccio. Darnley became jealous of Mary’s
friendship with Riccio.
On the 9 th of March 1566, Riccio was murdered. Watch clip 4135 at:
http://www.bbc.co.uk/learningzone/clips/
Practitioners may wish to explore the idea of having learners create a police
report of the crime.
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CHAPTER 5
Activity
Search online for a painting by William Allen called the Murder of David
Riccio. This painting was made many years after the murder in 1833 .
How useful is this painting in showing us what happened the night Ric cio
died?
Go through the checklist.
 Purpose
_____________________________________________________________
 Author (or in this case painter)
_____________________________________________________________
 Date
_____________________________________________________________
 Details
_____________________________________________________________
_____________________________________________________________
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CHAPTER 5
Murder of Darnley
In June 1566, Mary had a baby boy who she called James. James would go on
to become King of Scotland.
By this time, Mary no longer loved her husband. She did not want to be
married to him anymore but the church would not let her get a divorce.
Mary had a new friend, the Earl of Bothwell. Many people at the time thought
that Mary and Bothwell were in love.
Activity
Who might have said the following?
‘I am the future
King of Scotland’
‘I am very unhappy in my
marriage but I can’t divorce
my husband’
______________________________
______________________________
‘I am falling in love with
the queen’
______________________________
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CHAPTER 5
Darnley was murdered. His death was very suspicious. Belo w are some facts
we know about the murder.
On the 9th of February 1567, at 2 o’clock in the morning, the house
Darnley was sleeping in was blown up.
Darnley’s body was found
outside the house. (Was he
was trying to escape?)
His body did not have a
mark on it. He had been
strangled.
Beside his body were a cloak, a chair, a dagger and a piece of rope.
(Had he tried to escape by a window, sitting on a chair with ropes to
lower him to the ground?)
Mary had been at a ball
in Holyrood Palace the
night Darnley died.
Bothwell’s servant,
Paris, had been seen at
the house.
Mary did not appear to be upset by Darnley’s death. . In fact, she
married Bothwell just 3 months later.
Activity
You have been asked to investigate the murder of Darnley.
There are two main suspects: Mary, Queen of Scots and the Earl of Bothwell.
Use the evidence above to help you complete the report.
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CHAPTER 5
Crime
______________________________________________________
Date
______________________________________________________
Suspect 1: Mary, Queen of Scots
Relationship with Darnley? ________________________________________
Where was Mary when Darnley died? ________________________________
Motive – why would she want him dead?
_______________________________________________________________
Suspect 2: Earl of Bothwell
Relationship with Mary?
________________________________________
What evidence is there that he was involved? (Think about his servant.)
_______________________________________________________________
Motive – why would he want him dead?
_______________________________________________________________
Draw the objects that were found at the scene.
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CHAPTER 5
Bothwell went on trial for the murder of Darnley. He was found not guilty. In
May 1567, just 3 months after the death of her second husband, Mary married
the Earl of Bothwell. Mary was now 24 years old and married to her third
husband.
Many of the Scottish nobles and the people of Scotland were angry that Mary
had married Bothwell. Mary was put in prison and forced to give up her
throne. Bothwell escaped abroad. In July 1567, Mary was no longer Queen of
Scotland. Her 1-year-old son James was to be King of Scotland.
Mary escaped prison and had to leave Scotland immediately. She would have
to go to England and ask her cousin, Queen Elizabeth, for help.
Activity – What is the question?
Answer – Bothwell
Who was put on trial for the _ _ _ _ _ _ of Darnley?
Answer – 24 years old
How old was _ _ _ _ when she married her _ _ _ _ _ husband?
Answer – She was put in prison and forced to give up her throne
What ____________________________________________________ ?
Answer – Her 1-year-old son James
Who _____________________________________________________ ?
Answer – Queen Elizabeth
_________________________________________________________ ?
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CHAPTER 5
Suggested Activity – Unlucky in love
Can you remember Mary’s three husbands? Who were they and what
happened to them?
Cut out the following information and organise it under each heading.
Husband 1
Husband 2
Husband 3
Earl of Bothwell
Francis, Dauphin of France
Henry, Lord Darnley
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CHAPTER 5
Married Mary when she was 24 years old.
Married Mary when she was 15 years old.
Married Mary when she was 22 years old.
Mary was happy in this
marriage and became
Queen of France.
He was murdered and
some believe his wife was
involved in his murder.
Mary was unhappy in
this marriage but they
had a son.
He died when
Mary was still a
teenager.
They were marriage only a
month before he had to
escape from the country.
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CHAPTER 6
Chapter 6
It is important to create as many interesting opportunities for learners to
engage with new words and literacy skills as possible. Finding ways to
motivate and challenge learners to have fun with words will support
knowledge and understanding of the context as a whole. The ‘fit the words’
activity is an example of this. This can be differentiated in many ways to give
more support or challenge as required.
The final activity exemplified in the chapter allows learners to display their
skills of organising and presenting information in the form of a timeline. It is
at the discretion of the practitioner as to how best to organise this activity. It
could be that learners organise and present from only one chapter, bringing
the entire timeline together in groups, or equally the timelines could be
completed as separate tasks at the end of each relevant chapter. Examples of
differentiated support that might be required to complete this timeline are
provided but are by no means exhaustive.
Mary flees to England
Mary had no choice but to leave Scotland She believed that she would be safe
in England. She believed that Elizabeth would look after her because they
were cousins. She also believed that a queen should look after another queen.
Mary crossed the border into England in May 1568. She was immediately
arrested by Queen Elizabeth’s officers. Mary was imprison ed for 19 years in
total. She was moved 14 times from one castle to another. Mary was treated
well and had her own servants and a doctor , and she could even have some
visitors. However, Elizabeth kept her closely guarded. During this time, Mary
desperately missed her son and did not keep very well. She longed for
freedom.
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CHAPTER 6
Using the internet, find a picture of Mary in prison. Which words could you
use to describe the painting?
colourful
happy
sad
alone
dark
pale
healthy
red
cry
inside
serious
queen
black
friendly
cross
smile
prisoner
When Mary was in prison, there were plans made in England to rescue her
and make her queen.
Elizabeth asked a friend to spy on Mary and read her letters to find out if
Mary was planning anything. Mary wrote in a secret code to man called
Anthony Babington. Elizabeth found this out. This was the evidence
Elizabeth needed to get rid of Mary.
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CHAPTER 6
Activity
Below is a secret code similar to the one used by Mary and Babington.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
*
^
&
£
#
=
-
+
|
!
>
<
}
~
/
@
‘
¬
{
[
%
♪
$
∞
x
]
Can you read this message using the code above?
}*¬x
/=
{ &/ [ <* ~ £ * – ¬ # # £
[/
[+#
_______________________________
/=
# <| ] * ^ # [ +
___________
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}% ¬ £ # ¬
CHAPTER 6
Mary’s trial
 Mary was found guilty of treason (planning against Queen Elizabeth) and was sentenced to death in October 1586.
 Queen Elizabeth had to agree to this by signing a death warrant. It took Elizabeth a few months to do this. Eventually, in
February 1587, Elizabeth signed Mary’s death warrant.
 Mary was to be beheaded at Fotheringhay Castle on the 8th of February 1587.
Activity
What happened on these dates?
October 1586
February 1587
8 February 1587
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CHAPTER 6
Execution
Mary was said to have been very brave on the day of her execution. She
walked with dignity to the Great Hall at Fotheringhay Castle. She was
dressed all in black with a white veil and a red underskirt.
Many people went to watch her execution. While her death warrant was read,
Mary prayed aloud with her rosary beads in her hand. She prayed for her son
and the church. She also prayed for Elizabeth and wished her well.
Activity
Unscramble these sentences.
was execution her Mary of brave day on the
_______________________________________________________________
many watch went execution her people to
_______________________________________________________________
wished she for and her Elizabeth well prayed
_______________________________________________________________
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CHAPTER 6
Mary spoke to her servants and friends and asked them to remember her in
their prayers. Her eyes were covered with a white cloth and she put her head
on the block. The executioner slammed the axe down on the back of her head.
However, it would take another two attempts to cut her head off. The axe man
lifted up her head to show the crowd that she was dead.
Got to http://www.bbc.co.uk/learningzone/clips/ and watch clip 4147.
Suggested Activity – Mary, Queen of Scots timeline
There were many events in the life of Mary, Queen of Scots. Make a timeline
of her life. Organise your dates starting with the earliest (what happened
first) and work up to her execution at the end. When you have the dates in
order think of an interesting way to present your timeline.
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