TEACHER LESSON PLANS FOR KEY STAGE 3 & 4

Transcription

1 TEACHER LESSON PLANS FOR KEY STAGE 3 & 4 EXPERIENCE THE FUN OF REAL HISTORY 1

2 TEACHER LESSON PLANS FOR KEY STAGE 3 & 4 CONTENTS Please read the BEFORE YOU VISIT section on the tour or topic of your choice before your school trip to Warwick Castle. 3 Attack & Defence Tour 7 Student Ultimate Castle Tour 11 Crime & Punishment Tour 14 Kingmaker Tour 20 Teacher Answer Sheet 2

3 SCHOOLS: ATTACK AND DEFENCE TOUR WHAT WILL I LEARN? On this tour the History Team will show you how castles changed and developed over time. They will tell you about certain battles and the people involved in these battles at different periods in history, and explore how the castle defended itself during these events. They will encourage you to think about the role of location, materials and tactics in attacking and defending a castle. TASKS Key Stages 3-4: complete sections a) and b) of each task, and try your best at section c). Key Stages 4+: complete all sections of each task. Before you arrive have a think about these aspects before you arrive at the castle for your tour. This will help you get the most information out of your visit. Did you know? Warwick Castle is over 1,100 years old! LOCATION a) Mark on the map any features of Warwick Castle s location that may help it when attacking or defending during battle. b) Think about Warwick Castle s position in the country as a whole. What advantages and disadvantages does it hold? c) Why are these aspects of the castle s location that you have identified important in attacking and defending? 3

4 PHYSICAL MATERIALS a) What materials do you think castles are made from? b) Why are these materials useful for attack and defence purposes? c) How do you think developments in tactics and weaponry over time influenced changes in materials used for attacking and defending? TACTICS a) What weapons can you think of that would help you attack a castle like Warwick Castle? b) What do you think would be the best way to organise your men when attacking and defending a castle? c) How have tactics changed with the development of modern weaponry and other technologies? Did you know? We have an 18m tall trebuchet which we fire at Warwick Castle. A trebuchet is a large siege machine which launches rocks, fire balls and other items at great height and power to break through obstacles including walls and armies. After your visit think about all the things you learnt and saw on your tour at the castle to help you complete the following tasks. 4

5 COMPARING WARWICK TO OTHER CASTLES Cardiff Castle Edinburgh Castle Windsor Castle a) What differences can you spot between the design and location of Warwick Castle and the castles pictured above? b) How would these differences affect the castles ability to attack and defend? ATTACK V. DEFENCE Split the group into 2 groups. One will take on the role of attack and the other defence. Follow the guidelines below to see how each side would manoeuvre their team, what weapons they would use, and any other tactics they think of to see whether the attack or defence wins. a) Your castle is on the top of a hill but you only have 100 men, 1,000 men are heading towards you from all angles, can you prevent them bringing down your walls? b) The attacking army is breaking through the portcullis. Can you stop their advance? c) The attacking army have made it into the central courtyard of the castle and begin to climb the tower. Can you stop them getting to the top? Did you know? You would need to climb around 530 steps to make it to the top of Guy s Tower. 5

6 DESIGN A CASTLE As you know from your tour, there are many different aspects that influence a castle s ability to attack and defend. Use the information you learnt on your visit to design your own castle and send us your drawings to go on our Schools Board of Fame. Let your imagination run wild. a) Think about what features you would like your castle to have. b) Think about the location of your castle and what materials it would be made from. c) Think about the positioning of man and machine power within the castle and how you would ensure these were all looked after. Please send your designs to Schools and Groups Warwick Castle Castle Lane Warwick Warwickshire CV34 4QU For your chance to see them appear on our Schools Board of Fame! 6

7 SCHOOLS: STUDENT ULTIMATE CASTLE TOUR WHAT WILL I LEARN? On this tour the History Team will explore the key events, people and changes that make up the castle s history. They will explain the wider influences upon these changes over time, and aim to show you the role of key figures across each time period. It will give you a general understanding of the castle s history in chronological order, and focus on key aspects and facts from the last 1,100+ years. TASKS Key Stages 3-4: complete sections a) and b) of each task, and try your best at section c). Key Stages 4+: complete all sections of each task. Before you arrive have a think about these aspects before you arrive at the castle for your tour. This will help you get the most information out of your visit. Did you know? The first owner was a woman called Princess Ethelfleda. KEY OWNERS a) Who was the last family to own Warwick Castle? b) What is that family doing now? c) What reasons can you think of that explain why the castle moved through so many owners? TIMELINE a) Can you put the following families into the correct position on the timeline: Plantagenet, Neville, Newburgh, Beauchamp, Greville, Dudley, Merlin, and Mercia?

8 b) Can you work out which families owned the castle for the shortest and longest periods? c) Can you identify a key event which occurred during each family s ownership of the castle? Add these to the timeline. HERALDRY a) Match the following shields with the correct families. House Mercia House Newburgh House Beauchamp House Neville House Dudley b) Design a Warwick Castle crest that incorporates elements from each of the owners crests, and send us your drawings to go on our Schools Board of Fame. c) Research your own family crest and history. Focus on what it looks like, where your family came from, and any other points of historical interest. House Plantagenet House Greville Please send your de signs to Schools and Groups Warwick Castle Castle Lane Warwick Warwickshire CV34 4QU For your chance to see them appear on our Schools Board of Fame! After your visit - think about all the things you learnt and saw on your tour at the castle to help you complete the following tasks. Did you know? The grounds and gardens at Warwick Castle were designed by a famous gardener called Capability Brown. ROLES OF OWNERS a) Which of the castle s owners did you find most interesting and why? b) What key events and developments occurred during this family s ownership? 8

9 c) Compare and contrast the roles and influences of two of the castle s owners that you learnt about on your tour? INTERESTS a) Which fact from the tour did you find most interesting and why? b) Design a poster to tell other students at your school about Warwick Castle. c) Complete the following crossword which explores aspects from across the whole of the castle s history Motte-and-... castle is the type of castle Warwick is. 2. Battle of... in 1066, where the Normans were led by William the Conqueror. 3. Leader of the Baron s Revolt who lived at nearby Kenilworth Castle,... de Montfort. 4. Which tower was completed in the 1370s? 5. Richard Neville is more commonly known as what? 9

10 FAMILIES a) Draw the family shield of your favourite owner. b) Imagine you are one of the owners of Warwick Castle. Write a newspaper article encouraging people to come and visit based on what your family introduced to the castle. c) Split the class into each of the different families and encourage them to debate why they think their family was the castle s best owners. They should think about politics, society, length of ownership, reputation, contextual events, and physical state of the castle. Did you know? Kind Richard III was responsible for the building of the Bear and Clarence Towers. 10

11 SCHOOLS: CRIME & PUNISHMENT TOUR WHAT WILL I LEARN? On this tour the History Team will teach you about some key crimes committed at Warwick Castle and by some of the castle s owners. They will explore the differences in punishments throughout history, and look at the developments over time in laws, justice and penalties. They will introduce to you some of the key events and individuals involved in crime and punishment through the ages linked to Warwick Castle. TASKS Key Stages 3-4: complete sections a) and b) of each task, and try your best at section c). Key Stages 4+: complete all sections of each task. Before you arrive have a think about these aspects before you arrive at the castle for your tour. This will help you get the most information out of your visit. Did you know? Warwick Castle was first built in 914AD by Princess Ethelfleda. TIMELINE a) Add to the timeline the following periods: Anglo-Saxon, Normans, Medieval, Tudors, Stuarts, Georgian, Victorian, and Modern b) Add to the timeline who was in charge in each different period: king/queen, parliament, religion, etc.? c) What do you think were some of the main reasons for change in power over time? CRIME & PUNISHMENTS a) Can you match up the following crimes with their resulting punishments? A woman being too angry, aggressive or talking too much Stealing Murder Girl wearing trousers Burnt at the stake Made to wear a metal cage around their head, or a clamp on their tongue Death by execution Wedged your fingers and toes open 11

12 b) Which of the punishments do you think is the most fair, and which is the most unfair? c) Go through each of the punishments listed above and state whether they are still in place or if they have changed, and if they have changed, what punishment is in place now? TERMS AND DEFINITIONS Can you define each of the following key words? a) Execution, exile, and confess. b) Beheaded, stocks, and treason. c) Torture, adultery, and hung, drawn and quartered. Did you know? Richard Beauchamp was present at the trial of Joan of Arc. After your visit - think about all the things you learnt and saw on your tour at the castle to help you complete the following tasks. PUNISHMENTS a) Which punishment that you learnt about on the tour did you find most interesting and why? b) How would your punishment differ depending on your social status? c) How would your punishments differ depending on your gender? 12

13 POLITICS TODAY a) What are the main differences between punishments today compared to in the past? b) Who is in charge of law regulation today? c) Compare and contrast the use of law in crime and punishment between the UK and another country. Did you know? Edward IV was held prisoner in Caesar s Tower in DEATH PENALTY a) For what crimes would you have been sentenced to death for in the medieval period? b) Which countries still have use of the death penalty today? c) Split your class into two sides, one for and one against. They should come up with arguments that support their side of the argument on whether the death penalty should be used for certain crimes. 13

14 SCHOOLS: KINGMAKER WHAT WILL I LEARN? On this tour the History Team will tell you about life during the War of the Roses period, and in particular, the life of the Kingmaker. It will focus on court life in the medieval period, looking at key people, social roles and key events. They will explore how events and people at the castle played their part in the War of the Roses and the actions of the Kingmaker. There will be a focus on the character and role of the Kingmaker during this period. TASKS Key Stages 3-4: complete sections a) and b) of each task, and try your best at section c). Key Stages 4+: complete all sections of each task. Before you arrive have a think about these aspects before you arrive at the castle for your tour. This will help you get the most information out of your visit. Did you know? The War of the Roses was fought between 1455 and 1485, and is sometimes known as the Cousins War. OPPOSING HOUSES a) Can you name the two rival houses that took part in the Wars of the Roses? b) Who were the key figures that belonged to each of these houses? c) Which house would you support and why? WHO IS THE KINGMAKER? a) When was the Kingmaker born and when did he die? b) What was the Kingmaker s real name and what titles did he hold throughout his life? c) When did the Kingmaker change his allegiance and why? (This happened more than once) 14

15 CHOOSING SIDES a) Colour in the Lancaster and York roses on the next page in the correct colours to bring with you on your tour. b) What were the main arguments that each house provided for asserting their authority and right to the throne? c) Based on any information you already know about the War of the Roses, and the people involved, which side would you chose to support and why? Did you know? Richard Neville died at the Battle of Barnet in After your visit - think about all the things you learnt and saw on your tour at the castle to help you complete the following tasks. 15

16 YORK REMEMBER! Please bring your coloured in roses with you on the tour as we will be using these to show your support. 16

17 LANCASTER REMEMBER! Please bring your coloured in roses with you on the tour as we will be using these to show your support. 17

18 PORTRAITURE As you know from your tour, we have no records of what the Kingmaker actually looked like. Use the information you learnt on your visit to draw your own portrait of the Kingmaker and send us your drawings to go on our Schools Board of Fame. a) Think about what his face would have looked like, for example, shape, eye colour, nose size, ear size, hairstyle, etc. b) Think about what clothes he would have worn, how he would have stood in the portrait, and if he would have had any belongings in the image. c) Think carefully about his character and personality, and how this may be shown through facial expressions. Please send your designs to Schools and Groups Warwick Castle Castle Lane Warwick Warwickshire CV34 4QU For your chance to see them appear on our Schools Board of Fame! 18

19 CHOOSING SIDES a) Can you name three battles that took place during the Wars of the Roses and which house won each of them? b) Who do you think was the most influential figure during the Wars of the Roses and why? c) Split the class into two groups and get them to debate either the York or Lancaster side of the War of the Roses. Focus on the historical interpretation of the events, people and beliefs. PERSONALITY a) How would you describe the Kingmaker s personality? b) How do you think these personality traits would have been perceived differently at the time as opposed to with today s morals? c) Do you think that the Kingmaker deserves the bad reputation he is given? Discuss the reasons why you think this way. Did you know? Richard Neville had two daughters, Isabel and Anne. Anne, the youngest daughter, later came to be Queen of England. 19

20 TEACHER ANSWER SHEET ATTACK AND DEFENCE LOCATION a) Mark on the map any features of Warwick Castle s location that may help it when attacking or defending during battle. Location, river, cliff, roads, centrality, etc. b) Think about Warwick Castle s position in the country as a whole. What advantages and disadvantages does it hold? Advantages central location, easy access to other places, far in land disadvantages easy for other places to reach, lots of surrounding towns, far from the sea c) Why are these aspects of the castle s location that you have identified important in attacking and defending? Keep an eye on your enemy, strategic advantage, gives you time to prepare, good transport and trade links, surrounding countryside allows sustainability, etc. PHYSICAL MATERIALS a) What materials do you think castles are made from? Stone, metals, used to be wood b) Why are these materials useful for attack and defence purposes? Strong, durable, weather proof, difficult to break, don t catch fire, etc. c) How do you think developments in tactics and weaponry over time influenced changes in materials used for attacking and defending? Weapons become stronger and more technologically advanced with greater power and destructive abilities. Wood could not withstand fire and is easier to break than stone, and is also more prone to weather damage. Stone holds up a better fight against modern weapons. TACTICS a) What weapons can you think of that would help you attack a castle like Warwick Castle? Bow and arrow, trebuchet, fire catapult, battle rams, man power, etc. b) What do you think would be the best way to organise your men when attacking and defending a castle? Can accept any answer as long as they justify why, but an example may be: with archers be hind a row of swordsmen, behind rows of cavalry, in one mass group. c) How have tactics changed with the development of modern weaponry and other technologies? Tactics have had to develop alongside changes in weaponry, as guns and mechanical weapons have a great influence on how to organise your man power and what tactics the army must adopt. Rapid fire guns, bombs and drone technology have enabled tactics to take place from a distance and with greater destruction. Warfare is a completely different world than it was in the medieval period. Any indication of key changes in warfare over time should be credited. 20

21 COMPARING WARWICK TO OTHER CASTLES a) What differences can you spot between the design and location of Warwick Castle and the castles pictured below? Accept any answer that notice location, materials, shape, design, features, landscape, position, size, etc. b) How would these differences affect the castles ability to attack and defend? Credit answers that acknowledge strength of materials, locational advantages, accessibility, transportation links, sustainability, etc. c) Think of another castle that you have visited or know of and explain the similarities and differences of its location, design, and past tactics in comparison to Warwick Castle. Which do you think is most effective at attack and defence and why? Again accept any reasonable answer that justifies its abilities to attack and defend based on previous answers. ATTACK V. DEFENCE Split the group into 2 groups. One will take on the role of attack and the other defence. Follow the guidelines below to see how each side would manoeuvre their team, what weapons they would use, and any other tactics they think of to see whether the attack or defence wins. a) Your castle is on the top of a hill but you only have 100 men, 1,000 men are heading towards you from all angles, can you prevent them bringing down your walls? b) The attacking army is breaking through the portcullis. Can you stop their advance? c) The attacking army have made it into the central courtyard of the castle and begin to climb the tower. Can you stop them getting to the top? All of these are based on justifying opinions and using information gained from the tour and previous answers in this booklet as guidance. DESIGN A CASTLE As you know from your tour, there are many different aspects that influence a castle s ability to attack and defend. Use the information you learnt on your visit to design your own castle and send us your drawings to go on our Schools Board of Fame. Let your imagination run wild. a) Think about what features you would like your castle to have. b) Think about the location of your castle and what materials it would be made from. c) Think about the positioning of man and machine power within the castle and how you would ensure these were all looked after. All of these are totally personal to the student and there is no wrong answer. CRIME AND PUNISHMENT TIMELINE a) Add to the timeline the following periods: Anglo-Saxon, Normans, Medieval, Tudors, Stuarts, Georgian, Victorian, and Modern. Anglo-Saxon , Normans , Medieval , Tudors , Stuarts , Georgian , Victorian , and Modern 1901-present. b) Add to the timeline who was in charge in each different period: king/queen, parliament, religion, etc.? : Anglo-Saxon - nobility, Normans - monarchy, Medieval religion/monarchy, Tudors monarchy, Stuarts parliament/monarchy, Georgian -monarchy, Victorian monarchy/parliament, and Modern - parliament 21

22 c) What do you think were some of the main reasons for change in power over time? Changes in beliefs, attitudes change, individual personalities of monarchs, prominence of religion in society, modern society developments, democracy, rights of kings, etc. CRIMES AND PUNISHMENTS a) Can you match up the following crimes with their resulting punishments? A woman being too angry, aggressive or talking too much Stealing Murder Girl wearing trousers Burnt at the stake Made to wear a metal cage around their head, or a clamp on their tongue Death by execution Wedged your fingers and toes open b) Which of the punishments do you think is the most fair, and which is the most unfair? This is based on personal opinion and should be credited as long as they justify their opinion. c) Go through each of the punishments listed above and state whether they are still in place or if they have changed, and if they have changed, what punishment is in place now? Generally speaking these punishments are no longer in place for these crimes. A woman being angry or talking too much is no longer considered a crime, stealing will usually get you a fine or time in prison, murder will usually get you a prison sentence but in some countries the death penalty still exists, and a girl wearing trousers in this country is no longer seen as a crime, but some students may be aware that this is still punishable/frowned upon in some countries. TERMS AND DEFINITIONS Can you define each of the following key words? a) Execution, exile, and confess. Execution the act or process of causing death; exile to be removed from a place; confess to admit to something. b) Beheaded, stocks, and treason. Beheaded to have one s head removed; stocks form of medieval punishment which consists of two hand and one head hole held within wooden planks, you would be locked in them for a specified amount of time; treason plotting or acting against the king/queen. c) Torture, adultery, and hung, drawn and quartered. Torture inflicting pain upon the body or the mind; adultery cheating on your husband/wife/ partner with another person; hung, drawn and quartered a form of punishment which saw the individual hung on a noose, then taken down just before death to then have their body carved into pieces. PUNISHMENTS a) Which punishment that you learnt about on the tour did you find most interesting and why? Any answer should be credited as long as they justify their answer. b) How would your punishment differ depending on your social status? Answers may include things such as execution by axe for lower status, and a sword by higher status, less pain if you were higher status, but longer more public display if of lower status. c) How would your punishments differ depending on your gender? Generally speaking punishments for women were based around ruining their reputation and occurred for minor crimes on a more regular basis, but men would be treated more brutally and more commonly committed the more serious crimes or at least that we have sources for. 22

23 POLITICS TODAY a) What are the main differences between punishments today compared to in the past? Answers may include things such as more justice in law and order, greater regulations and fair trials, less focus on death and torture, public humiliation has been reduced, crime is dealt with on a more secure and structured basis, prison features more heavily, and traditional punishments such as the stocks and physical pain/restriction are not in place any more. b) Who is in charge of law regulation today? Parliament, police, army, judges, lawyers, monarchy, it regulated by many different groups of people who all have a slightly different role to avoid discrimination and injustice. c) Compare and contrast the use of law in crime and punishment between the UK and another country. Answers can use any comparison but credit should be awarded for identity of main differences and similarities between the two regarding crimes that are punished, the method of punishment, who regulates the law, and any unique cultural features. DEATH PENALTY a) For what crimes would you have been sentenced to death for in the medieval period? Any of the following treason, murder, allegiance to the wrong people, women dressing as men, religious beliefs, witchcraft. b) How many countries still have use of the death penalty today? 58 c) Split your class into two sides, one for and one against. They should come up with arguments that support their side of the argument on whether the death penalty should be used for certain crimes. Any reasonable argument can be made as long as they argue their point and justify the position. It is meant to be challenging and you may need to step in if debates get out of hand, but it is to make people aware of the debates going on around the world today. These may include right to a life if you have taken a life, suitable and just punishment, human rights, etc. 23

24 ULTIMATE CASTLE TOUR KEY OWNERS a) Who was the last family to own Warwick Castle? Greville family b) What is that family doing now? In Australia. Have a mining company and have holiday homes in Bali. c) What reasons can you think of that explain why the castle moved through so many owners? Any reasonable answer can be accepted but will most likely include cost of keeping a castle running, running out of male heirs, selling ownership off, death, length the castle has been standing. TIMELINE a) Can you put the following families into the correct position on the timeline: Plantagenet, Neville, Newburgh, Beauchamp, Greville, Dudley, Merlin, and Mercia? Mercia ( ), Newburgh ( ), Beauchamp ( ), Neville ( ), Plantagenet ( ), Dudley ( ), Greville ( ), Merlin (1978-onwards) b) Can you work out which families owned the castle for the shortest and longest periods? Shortest Plantagenet, longest - Greville c) Can you identify a key event which occurred during each family s ownership of the castle? Add these to the timeline. Any event can be added but some ideas may include 1066 Battle of Hastings, 1337 start of Hundred Years War, 1455 War of the Roses, 1605 Gun Powder Plot, 1641 start of English Civil War, 1815 Battle of Waterloo, 1918 WW1 ends HERALDRY a) Match the following shields with the correct families. Answers will be dependent on the order you place the shields. b) Design a Warwick Castle crest that incorporates elements from each of the owners crests, and send us your drawings to go on our Schools Board of Fame. No correct answer, just use creativity. c) Research your own family crest and history. Focus on what it looks like, where your family came from, and any other points of historical interest. Answer will be different for each individual some basic internet research. ROLES OF OWNERS a) Which of the castle s owners did you find most interesting and why? Accept all answers as long as they justify their choice. b) What key events and developments occurred during this family s ownership? Answers for each family are: Mercia first fortifications are built, Cnut the Great invades the Warwick Burh, William the Conqueror arrives and builds a castle at Warwick; Newburgh motte-and-bailey castle constructed, jousting license granted to Warwick town, King John occupies Warwick Castle during Baron s War, castle destroyed by Simon de Montfort; Beauchamp Caesar s and Guy s Tower are completed, supervision of the burning of Joan of Arc, Piers Gaveston placed on trial at Warwick; Neville Edward IV held prisoner at Warwick Castle; Plantagenet Kingmaker killed in battle, Richard III becomes King, Richard III orders Bear and Clarence Towers to be built; Dudley castle left in ruin, Queen Elizabeth comes to visit the castle, kitchens at the castle rebuilt; Greville Fulke murdered by his servant, state rooms completed, Capability Brown landscapes gardens, family go bankrupt, great fire, private zoo established,, Merlin re-open to the public, entertainment and tourism as central, restoration and exhibitions, Tussauds purchased by Merlin Entertainments. 24

25 c) Compare and contrast the roles and influences of two of the castle s owners that you learnt about on your tour? Can choose any 2 families and use the answers from the above question to provide basic outline of what similarities and differences you would expect in each answer. INTERESTS a) Which fact from the tour did you find most interesting and why? Accept all answers and make sure they explain why. b) Design a poster to tell other students at your school about Warwick Castle. No answer is incorrect, use creativity in design. c) Complete the following crossword which explores aspects from across the whole of the castle s history. 1) Bailey, 2) Hastings, 3) Simon, 4) Caesar s, 5) Kingmaker FAMILIES a) Draw the family shield of your favourite owner. All answers accepted, see heraldry section for correct shields. b) Imagine you are one of the owners of Warwick Castle. Write a newspaper article encouraging people to come and visit based on what your family introduced to the castle. No incorrect answer, use creativity. c) Split the class into each of the different families and encourage them to debate why they think their family was the castle s best owners. They should think about politics, society, length of ownership, reputation, contextual events, and physical state of the castle. No specific answer, but use all information in answer pack and gained from tour to form the basis of the debate. 25

26 KINGMAKER OPPOSING HOUSES a) Can you name the two rival houses that took part in the Wars of the Roses? York and Lancaster. b) Who were the key figures that belonged to each of these houses? York Edward IV, George Duke of Clarence, Richard III, Edward V; Lancaster Henry V, Henry VI, Henry VII, Margaret of Anjou, Tudor family, Beaufort family. c) Which house would you support and why? Either answer is accepted as long as they justify their decision. WHO IS THE KINGMAKER? a) When was the Kingmaker born and when did he die? b) What was the Kingmaker s real name and what titles did he hold throughout his life? Richard Neville, 16th Earl of Warwick, 6th Earl of Salisbury, 5th Baron Montagu, 7th Baron Monthermer, Captain of Calais, Lord High Admiral of England, Steward of the Duchy of Lancaster. c) When did the Kingmaker change his allegiance and why? (This happened more than once) Lancaster 1452, York 1455, Lancaster 1469 thought he could further his own power and position, allegiances with other rulers, to create marriages for his daughters, gain favour with powerful families, promise of land, etc. CHOOSING SIDES a) Colour in the Lancaster and York roses in the correct colours to bring with you on your tour. Lancaster = red, York = white b) What were the main arguments that each house provided for asserting their authority and right to the throne? Rightful heir to the throne, illegitimacy of the other side, power and influence, ability to rule, etc. c) Based on any information you already know about the War of the Roses, and the people involved, which side would you chose to support and why? All answers should be accepted as long as they have justified their decision. Use information from the above questions as a basis for justification. PORTRAITURE As you know from your tour, we have no records of what the Kingmaker actually looked like. Use the information you learnt on your visit to draw your own portrait of the Kingmaker and send us your drawings to go on our Schools Board of Fame. a) Think about what his face would have looked like, for example, shape, eye colour, nose size, ear size, hairstyle, etc. b) Think about what clothes he would have worn, how he would have stood in the portrait, and if he would have had any belongings in the image. c) Think carefully about his character and personality, and how this may be shown through facial expressions. All of these are totally personal to the student and there is no wrong answer. CHOOSING SIDES a) Can you name three battles that took place during the Wars of the Roses and which house won each of them? Any 3 from: First St. Albans 22 May 1455 Yorkist Blore Heath 23 Sep 1459 Yorkist 26

27 Ludford Bridge 12 Oct 1459 Lancastrian Northampton 10 Jul 1460 Yorkist Wakefield 30 Dec 1460 Lancastrian Mortimor's Cross 2 Feb 1461 Yorkist Second St. Albans 17 Feb 1461 Lancastrian Ferrybridge 28 Mar 1461 Yorkist Towton 29 Mar 1461 Yorkist Hedgeley Moor 25 Apr 1464 Yorkist Hexham 15 May 1464 Yorkist Edgecote Moor 26 Jul 1469 Lancastrian Losecote Field 12 Mar 1470 Yorkist Barnet 14 Apr 1471 Yorkist b) Who do you think was the most influential figure during the Wars of the Roses and why? Credit any answer as long as they justify their decision with information found in this answer booklet and gained on the tour. c) Split the class into two groups and get them to debate either the York or Lancaster side of the War of the Roses. Focus on the historical interpretation of the events, people and beliefs. There is no right or wrong interpretation here, but the debate should be based around the information in this answer booklet and from the tour your class went on. PERSONALITY a) How would you describe the Kingmaker s personality? Any answer can be accepted but common answers will include powerful, manipulative, strong, evil, etc. b) How do you think these personality traits would have been perceived differently at the time as opposed to with today s morals? Any answer may be justified but will most commonly say that he would have been perceived as more powerful and doing his duty at the time, but today would be seen as someone seeking more than he should and manipulating the system to further himself and his family. However, at the time furthering your family was considered the most important thing for a man to do. c) Do you think that the Kingmaker deserves the bad reputation he is given? Discuss the reasons why you think this way. This is again a personal response and any answer should be credited as long as they justify their decision based on the information in this answer booklet and the information gathered on the tour. 27