UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Pinkham Lesson #: 2 Facet: Explain, Perspective
Grade Level: 7-8 Numbers of Days: 4
Topic: Lasting Legacy of the Tudor Dynasty
PART I:
Objectives
Student will understand:
major world eras, major enduring themes and historic influences in the United States and World history
including the roots of democratic philosophy, ideals and institutions in the world. The knowledge
conveyed in this lesson is fundamental to the formation of Democracy; the seminal catalyst of the liberties
you enjoy today was the turmoil of the Tudor Court
Student will know: Important Events: end of the War of the Roses, alliance with Spain, schism with the
Church, seizure of monasteries, execution of Anne Boleyn, death of Edward VI, Treason of Lady Jane
Grey, reintroduction of Catholicism, return to Protestantism, rebellion of Mary Queen of Scots,
succession of house Stuart.
Student will be able to do: create a timeline to organize the events into a string of continuity. The round
table exercise will be used to have students talk and debate the possible outcomes of various events
Product: Video Debate- Students will take a side and debate political events which will be recorded.
Students will create a brochure advertising the benefits of the Democratic government over the
Monarchical system.
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation
Science Standards (NGSS) Alignment
Maine Learning Results, Social Studies, E. History, E1 Historical knowledge, concepts, themes and
patterns, Grade: 6-8, Lasting legacy of the Tudor Dynasty 1509-1603, Students understand major world
eras, major enduring themes and historic influences in the United States and World history including the
roots of democratic philosophy, ideals and institutions in the world.
a,b,c,d,e...
Rationale: In this lesson students will learn the connections between the events of yesteryear and the
modern democratic world we are [[#|living]] in today.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
Analysis of "Bloody Mary" an educational music video that explains the events of the reign of Mary I:
Queen of England.
Human timeline: each student will have a flash card with an event and a date and they will line
themselves into a timeline, which they will then transcribe into a timeline in their notebook.
Section II – timely feedback for products (self, peer, teacher)
Students will self-assess based on a checklist.
The teacher will assess the product with the same checklist.
Summative (Assessment of Learning):
Students will complete a brochure explaining the benefits of a democratic government over the Monarchy
of the Tudor era. This will allow students to analyze the benefits of modern democracy in an engaging
exercise. Students will then upload their brochure to a class website for all to use as a resource for later
projects.
Students will participate in a debate, arguing about the legality of the seizure of church lands by the
crown. Debating will allow all students to think more clearly about these events and provide them with
the skills to express their position in an academic setting. This team debate will be uploaded to a videosharing site for all to use in future projects.
Integration
Technology (SAMR):
Brochure: Students will then upload their brochure to a class website for all to use as a resource for later
projects.
Debate: This team debate will be uploaded to a video-sharing site for all to use in future projects.
Content Areas:
Technology: Brochure/Video Debate
Music: "Bloody Mary" Music Video
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Graphic Organizer: A timeline detailing the events of the Tudor Dynasty
Cooperative Learning: Round table discussion of events of the Tudor dynasty.
Section II – Groups and Roles for Product
During the debate students will work together to research prepare and present the point of view they are
assigned.
Roles:
Emperor: Picks the team.
Consul: Chooses the order the students go in.
Senator: Ensures that every team member has an answer to write on the board.
Differentiated Instruction
MI Strategies
Logical: The students will arrange the important events into a timeline.
Verbal: Students will speak about important events in a Video Debate about the legality of the seizure of
church lands by the crown.
Visual: Brochure explaining the benefits of a democratic government over the Monarchy of the Tudor era
Musical: Music Video: Bloody Mary, an informative music video that describes the events of the
[[#|reign]] of Queen Mary I.
Intrapersonal:
Interpersonal: Students will be working in groups to research for a debate over the effects of seizure of
church lands by the crown of England.
Kinesthetic: Students will manipulate flash cards of the events into a timeline.
Naturalist:
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP ([[#|English Language Learning]]
Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make
appropriate modifications and accommodations.
Plan for accommodating absent students:
Students need to come and get the assignment, the graded portions, the brochure is a solo product and can
be e-mailed to me at any time, either by the due date or at the soonest possible opportunity. If a student
misses the Debate work day entirely they will have to write a [[#|persuasive]] essay on one point of view
or the other, the day after they return.
Extensions
Technology (SAMR):
Students will post their brochure to a class website for all to use as a resource for future projects.
The debate will be filmed and uploaded to a video sharing site.
Gifted Students:
Should research the opposing debate team's topic in an attempt to form a rebuttal to their arguments.
Materials, Resources and Technology
Flashcards
Rubrics
Checklist
Camcorder
Timeline Handout
"Bloody Mary" music video
Source for Lesson Plan and Research
http://www.dailyteachingtools.com/images/500VertTimeline.jpg (Timeline graphic organizer.)
https://www.youtube.com/watch?v=UXCIMmpETaA (Music Video)
http://www.historylearningsite.co.uk/tudor-england/the-reformation/ (Schism with the church)
http://www.tudorplace.com.ar/aboutEdward.htm (Edward & Lady Jane)
http://womenshistory.about.com/od/tudor/a/Lady-Jane-Grey.htm (Lady Jane & Mary I)
http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland/TheTudors/MaryI.aspx
(Mary I)
http://tudorhistory.org/elizabeth/queen.html (Elizabeth Tudor & Mary Stuart)
http://www.britroyals.com/kings.asp?id=james1 (James I/ VI)
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the
information from part I of the lesson plan)
Desks will be in a “U” shape all students facing the board, for days 1 & 2, this allows for room to move
for the human timeline (day 1) and on the brochure (day 2) students can work by themselves, but still turn
to peers for help if they need to. Days 3 & 4 the desks should be arranged with half on one side of the
room and half on the other, with the desks facing each other. This will allow for easy discussion during
the round table, and allows for clear grouping during research (day 3) and won’t be in the way during the
debate (day 4), during the debate students should turn their desks to face the presenters but remain with
their groups.
Agenda
Day 1
Music Video-10 min (Hook)
Time Line- 50 min (Graphic Organizer)
Discussion- 15 min
Wrap-up- 5 min
Day 2
Recap Discussion-30 min
Work Session: Brochure- 45 min (Summative # 1)
Wrap -up 5 min
Assignment: Finish brochure for next class.
Day 3
Roundtable- 30 min (Cooperative Learning)
Debate Research- 45 min
Wrap-up- 5 min
Assignment: Come to next class prepared to debate.
Day 4
Final Debate Prep- 10 min
Debate- 50 min (Summative # 2)
Discuss- 15 min
Wrap-up- 5 min
Teaching and Learning Sequence
Day 1: The first task is the music video "Bloody Mary" which details the events of the reign of Mary I of
England, following the video the class as a whole will discuss the events mentioned in the video
specifically the ascension of Jane Grey, the restoration of Catholicism, and the last will and testament of
Henry VIII (10 minutes). The next activity will be the human timeline, each student will have a flash card
with an event and a date and they will have to line up the events in the correct order. Once the timeline is
done the teacher will go through each event explaining the significance while the students transcribe the
timeline onto the graphic organizer(40 minutes). The last activity will be a discussion on the benefits of
democracy over the monarchical system of government, this discussion will form the basis of the
brochure assignment that will be given next class. (30 minutes). There will be 5 minutes left at the end of
class in case the discussion runs long, or I need to wrap up the class.
Day 2: This class will begin with a recap of the discussion from the last class over the benefits of the
democratic system of government over the monarchical system, this discussion should provide a wealth of
information for the students to use in their brochures (30 minutes). Students will begin work on their
brochures, advertising the benefits of the democratic system of government over the monarchical system
(45 minutes). The last 5 minutes of class will be a chance for students to pack up and prepare to go to
their next class. Assignment: Complete the brochure for the next class.
Day 3: This class will begin with a roundtable discussion/debate on the effects of the seizure of Church
lands by the Crown of England, this discussion will introduce students to a debate forum and accustom
them to the idea of presenting and defending their points of view in an academic setting (30 minutes).
Students will split into two groups, one group will have to debate that the seizure of Church lands was
good for England, and the other group will have to argue that it was detrimental, both groups will research
their points of view during class (45 minutes). The last five minutes of class are for wrap up and finishing
the lesson. Assignment: Come prepared to debate next class.
Day 4: Students will have 10 minutes to determine the order they will be speaking in, every student must
speak during this assignment. One student from each team will be chosen, one team will have two
minutes to present a point that they found, and the other team will have two minutes for their rebuttal, the
next two students will rotate in and the team doing the rebuttal presenting one of their arguments for two
minutes, and the other team rebutting for two minutes et cetera, et cetera until each student has presented
(50 minutes). At the end of the debate students will hand in their notes with cited sources, and we will
have a brief discussion about the points brought up in the debate and I will announce the "winner" of the
debate, whichever team I thought did a better job over all at presenting their position on the issue. This
ranking has no effect on a grade, it's just a friendly competition, each student will be graded on their
individual performance during the debate as well as the content of their notes (15 minutes). Wrap-up (5
minutes).
First Paragraph
Students will understand that the political turmoil of the Tudor dynasty was a turning point from
Monarchy to Democracy and the rise of the noveau riche will translate into greater social mobility.
Touching briefly upon the reign of Henry VIII this lesson will primarily focus on the reigns of his
children, The short life and reign of his son Edward II, the attempted coup that centered around Lady Jane
Grey, the raising of Mary I to the throne via the popular support of the people, The eventual
dissatisfaction with the Spanish influence in Mary's reign, and the eventual triumph of Elizabeth I, and her
choice of James Stuart to rule after her. We will discuss the policies of these rulers and their effects on the
welfare of England, and the World.
The understandings conveyed in this lesson are fundamental to the formation of Democracy, the seminal
catalyst of the liberties you enjoy today was the turmoil of the Tudor Court. The rise of one ruler, the fall
of another, rebellion, coup de ta, uncertainty looming ever larger in the future, make for wonderful
melodrama, but terrible government. This time period saw many rulers come and go multiple uprisings
and of all the Tudor monarchs none but the first, Henry VII, left a secure line of succession and, a
prosperous England behind him. Additionally it was the persecution of non-Anglicans under Henry VIII
and his son Edward II, and the persecution of protestants under Mary I that drove the Puritans, and others
like them to the new world in the first place. It was the turbulent succession and eventual ennui of the
Tudor dynasty that convinced many that a ruler should not be chosen by birth alone.
Students understand major world eras, major enduring themes and historic influences in the United States
and World history including the roots of democratic philosophy, ideals and institutions in the world
The Hook for this lesson is the music video "Bloody Mary", which despite being slightly silly, has a
catchy tune and actually provides a wealth of information about the reign of Mary I Queen of England.
Where, Why , What, Hook Tailors: Musical
Second Paragraph
Important Events: end of the War of the Roses, alliance with Spain, schism with the Church, seizure of
monasteries, execution of Anne Boleyn, death of Edward VI, Treason of Lady Jane Grey, reintroduction
of Catholicism, return to Protestantism, rebellion of Mary Queen of Scots, succession of house Stuart. See
content notes
The graphic organizer is the human timeline, each student will have a flash card with an event and a date
and they will have to line up the events in the correct order. Once the timeline is done the teacher will go
through each event explaining the significance while the students transcribe the timeline onto the graphic
organizer.
A roundtable discussion/debate on the effects of the seizure of Church lands by the Crown of England,
this discussion will introduce students to a debate forum and accustom them to the idea of presenting and
defending their points of view in an academic setting, while working with their group members the
students will explore facets of the various issues I will present.
Understanding is fairly self-evident during these exercises, if the events in the human timeline are in the
wrong order it is a simple matter to correct them before they are transcribed to the graphic organizer. The
students who are confused or harboring misconceptions, can be easily corrected during the round table
discussion.
Equip, Explore, Rethink, Tailors: interpersonal, logical, kinesthetic
Third Paragraph
Students will complete a brochure explaining the benefits of a democratic government over the Monarchy
of the Tudor era. This will allow students to analyze the benefits of modern democracy in an engaging
exercise. Students will participate in a video debate arguing about the legality of the seizure of church
lands by the crown. Debating will allow all students to think more clearly about these events and provide
them with the skills to express their position in an academic setting. This team debate will be uploaded to
a video-sharing site for all to use in future projects.
The debate over the seizure of church lands was one that was actually happening in England at the time,
most of the established wealthy nobles, were fervently Catholic and resented the dismantling of the
Church as well as the opportunist, protestant nobles and common men grabbing up abbeys, land and
treasure. This argument was played out across the Tudor century with first one and then the other group
rising, and falling, and rising again. Recreating these discussions will allow students to experience the
complexities of Tudor life.
Day 1: The desks will be moved to the sides of the room to allow for free movement. Day 2: Students will
be seated by themselves at their desks, facing the front of the room. Day 3: Students will be seated either
on one side of the room or the other, the two sides will be facing each other. Day 4: The desks will be
placed in the same arrangement as day 3, save that there will be two "podiums" for the current debaters.
Other than having the students select a leader, there really will be no need of roles within the groups.
Students will all have a chance to speak, all of them will turn in their notes with cited sources after they
speak.
Students will have a copy of the rubric and will be asked to assess the performance of the other group's
speaker for each presentation.
Students will peer assess during the debate, and these products will be posted online which will allow
students to use these products to improve their performance for the final unit product.
Experience, Revise, Refine, Tailors: Verbal, Visual, Interpersonal
Fourth Paragraph
I will be scoring student performance in the debate as they are debating and students will have my notes
on their presentation, as soon as they finish, the other assignments will be graded and returned at the
earliest opportunity.
Both of these assignments provide increasing familiarity with the Tudor era which will be helpful in the
future lessons in this unit. Furthermore the brochure allows students a chance to practice self-explanatory
writing outside of the essay format, while the Debate gives students practice in researching and
presenting, both of these skills will be used in the final unit project.
Evaluate, Tailors:
Teacher Content Notes
Students will know…..
Schism with the Catholic Church: 1534 Henry VIII orders the archbishop of Canterbury to grant him a
divorce from Caterina de Aragon, and later takes control of his newly formed Anglican church.
Seizure of monasteries: After he takes control of the Church Henry wants to dissolve the monasteries as
they are incredibly rich and loyal to the Pope, Henry's agents find that the monks and nuns are corrupt,
and which gives Henry a legal reason to remove them. Henry takes many of these monasteries and their
lands for himself, he distributes others to his supporters and friends. Henry also takes the Church tithes for
the crown as his own. Even today the British Monarch is the largest landowner in England.
Edward VI: An ardent protestant, intent upon continuing the reformation begun by Henry VIII, Edward
was an intelligent, well-educated and seemingly able King, yet he died in 1552 at the age of 15.
Treason of Lady Jane Gray: Lady Jane was a cousin to Edward, the granddaughter of his aunt Mary, The
duke of Northumberland convinced Edward to name Lady Jane, a fellow protestant as his heir. This is
directly against the will of Henry VIII, who decreed that unless Edward had a son his elder sister Mary, a
Catholic, was to rule after him. Jane was Queen for nine days.
Ascension of Mary I: When Lady Jane was proclaimed Queen, Mary gathered her forces and prepared for
an attack that never came. The public was so enraged by the treason of the nobles that they rallied to
Mary's cause, and she was proclaimed and anointed queen.
Marriage to Spain: Mary married Phillip of Spain, this was intensely unpopular. England gains no trade
benefits or access to the New World, and actually goes to war with France for the sake of their alliance
with Spain, England loses their last holding in France, the port city of Calais.
Reintroduction of Catholicism: Upon gaining the throne Mary quickly gave up the title of head of the
church, she restored the Catholic church and reinvested the monasteries, she also reinstituted old heresy
laws and started burning protestants, which made her intensely unpopular.
Ascension of Elizabeth: After Mary dies Elizabeth is put on the throne, and rules wisely and well, the
only Tudor ruler to leave a stable and prosperous realm after her death, other than her grandfather Henry
VII. Elizabeth's reign is known as the golden age of England.
Return to Protestantism:
Rebellion of Mary Queen of Scots: Mary was a catholic Queen, of nearby Scotland, she had Tudor blood,
and was considered by English Catholics as a better option to the protestant Elizabeth. Mary was queen of
Scotland, briefly queen consort of France and considered by many as the rightful queen of England. There
was an intense rivalry between the two, Elizabeth who had been raised much of her life as a royal bastard,
hidden away and forgotten, She was a strong, active woman captivating for her wits and commanding
presence, whereas Mary was lovely, she very much had the charmed life that Elizabeth was denied, where
Elizabeth had survived treachery, treason and plotting to gain a throne no one ever though she would sit
in, Mary had been anointed queen in her cradle. When Mary's Protestant Scottish lords rebelled against
their Catholic monarch, Mary fled to England, and was put in house arrest, while she languished in a
sumptuous prison, she began to plot to have Elizabeth killed, the plot was discovered and Elizabeth
ordered the death of her rival.
Succession of house Stuart: When Mary was deposed, her nobles forced her to abdicate the throne to her
infant son James, who was raised a protestant by the nobles, between his religion and a distant
relationship with the Tudor line through his mother, James was the best candidate for the throne when the
childless, Elizabeth died. James I (or James VI depending on whether you were in England or Scotland),
James was the first monarch of the United Kingdom of Britain.
Handouts
Timeline Graphic Organizer (Day: 1)
Presentation Rubric (Day: 4)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: This lesson will focus on a later part of the Tudor century than the previous one and thus the
lesson will sequentially cover the entire dynasty. The assignments will be given with detailed instructions
all of which will be fairly consistent across all summative assignments, in this unit and others.
Microscope: The cornerstone of this lesson is discussion, and deep exploration of the time period through
private research.
Puppy: Students will be given their first presentation assignment in a situation in which they have a group
of their peers to call upon for help, thus students will be familiar with the process of researching and
speaking before the class, for their final unit project.
Beach Ball: Students will be literally manipulating the events of this era in the first lesson, and
furthermore they have a great many resources to work with both their classmates, and myself as the
teacher.
Rationale: The structure of this lesson will allow all types of learners to access the knowledge, in a
convenient way.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's
decision making.
Formative: Roundtable discussion and the timeline graphic organizer.
Summative:
Brochure: Students will begin work on their brochures, advertising the benefits of the democratic system
of government over the monarchical system.
Both of these assignments provide increasing familiarity with the Tudor era which will be helpful in the
future lessons in this unit. Furthermore the brochure allows students a chance to practice self-explanatory
writing outside of the essay format. Students will post this assignment to a class webpage for use on
future projects, specifically as a resource on the final unit project.
Debate: Students will split into two groups, one group will have to debate that the seizure of Church
lands was good for England, and the other group will have to argue that it was detrimental, both groups
will research their points of view during class.
One student from each team will be chosen, one team will have two minutes to present a point that they
found, and the other team will have two minutes for their rebuttal, the next two students will rotate in and
the team doing the rebuttal presenting one of their arguments for two minutes, and the other team
rebutting for two minutes et cetera, et cetera until each student has presented. At the end of the debate
students will hand in their notes with cited sources, and we will have a brief discussion about the points
brought up in the debate and I will announce the "winner" of the debate, whichever team I thought did a
better job over all at presenting their position on the issue. This ranking has no effect on a grade, it's just a
friendly competition. Each student will be graded on their individual performance during the debate as
well as the content of their notes.
Rationale: Completing these different types of assignments will allow students demonstrate complete
understanding of content
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Important Events: end of the War of the Roses, alliance with Spain, schism with the
Church, seizure of monasteries, execution of Anne Boleyn, death of Edward VI, Treason of Lady Jane
Grey, reintroduction of Catholicism, return to Protestantism, rebellion of Mary Queen of Scots,
succession of house Stuart.
MLR or CCSS or NGSS
Maine Learning Results, Social Studies, E. History, E1 Historical knowledge, concepts, themes and
patterns, Grade: 6-8, lasting legacy of the Tudor Dynasty 1509-1603, Students understand major world
eras, major enduring themes and historic influences in the United States and World history including the
roots of democratic philosophy, ideals and institutions in the world.
a,b,c,d,e...
Facet: Explain, Perspective
Rationale: In this lesson students will learn the connections between the events of yesteryear and the
modern democratic world we are living in today.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: The students will arrange the important events into a timeline.
Verbal: Students will speak about important events in a Video Debate about the legality of the seizure of
church lands by the crown.
Visual: Brochure explaining the benefits of a democratic government over the Monarchy of the Tudor era
Musical: Music Video: Bloody Mary, an informative music video that describes the events of the reign of
Queen Mary I.
Interpersonal: Students will be working in groups to research for a debate over the effects of seizure of
church lands by the crown of England.
Kinesthetic: Students will manipulate flash cards of the events into a timeline
SAMR:
Students will post their brochure to a class website for all to use as a resource for future projects. The
debate will be filmed and uploaded to a video sharing site. These are both elevated to redefinition as these
assignments will form a database for students to utilize during the final unit project.
Rationale: Students will, through these assignments, link our modern society with the events in the past,
and how a government in constant turmoil, taught America how to create a stable governing system.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and
others in face-to-face and virtual environments
Rationale: Students will meet this standard by A) using the students themselves as the timeline, B) by
connecting the past to the present students will gain a more complete perspective on the current world
issues, C) students will research for the debate together giving students a support net around them for
help, D) debating with other students during the roundtable activity.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop knowledge, skills, and
attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content
and technology standards and use resulting data to inform learning and teaching
Rationale: The teacher will reach the standard by, A) incorporating a variety of technological resources
into the lesson plan, B) engaging student interest with a variety of activities such as debates, graphic
organizers, and designing a brochure, C) Adapting lessons in such a way that students can utilize a variety
of electronic resources, D) students will create a digital brochure that, will be uploaded to a class
database, this can be used as a resource for other assignments such as the debate or the final unit project.