Welcome to A-level History!

Welcome to History! Leanne Lush (LLUSH) Work Part-Time (Monday mornings, all day Tuesday and Thursday and Friday afternoons) Email: Leanne.Lush@thomroth.ac.uk Follow us on Twitter @TRC_HISTORY (interact with polls/links/materials). Follow our Blog https://trchistory.wordpress.com/ This will be one of our main ways of communicating with you outside class Flipped Leaning MUST be done for the following week New this year…TRCHistory! Please find and follow! 2

American Civil Rights Movement A written piece of 3,000 – 3,500 words Course Content TUDORS (BREATH) AMERICA (DEAPTH) 1st YEAR Henry VII Henry VIII Origins of the American Civil War 1845–1861 VERY FEW OF YOU WILL DO AN AS EXAM 2nd YEAR Edward VI Mary I Elizabeth I The American Civil War 1861-65 Reconstruction 1865-1877 Tudors: 1x 2hr30 exam 1 x extract question AND 1 out of 3 essays America: 1x 2hr30 exam 1 x source question AND 1 out of 3 essays Coursework: American Civil Rights Movement Anti-Semitism A written piece of 3,000 – 3,500 words 20% of overall grades

The Tudors Your first lesson of the week will be the Tudors, whilst the second lesson will be America and the third will alternate between the two (Eg. This week we will be doing two lessons on the Tudors). Try to remember the correct folder for the correct lesson! This is a THEMATIC paper and covers a LARGE period, making it a BREATH study too. This paper is requiring you to look at a large period of Tudor history at any given time and your questions will focus around one of the six below: How effectively did the Tudors restore and develop the powers of the monarchy? In what ways and how effectively was England governed during this period? 3. How far did intellectual and religious ideas change and develop and with what effects? How did relations with foreign powers change and how was the succession secured? 5. How did English society and economy change and with what effects? 6. How important was the role of key individuals and groups and how were they affected by developments? Anyone not completed

Paperwork! In time you will be given a History planner and a sheet that gives an overview of the Tudor topic. The History planner is a way for you to track you progress and also record what you need to work on. It will allow you to find this information easily and therefore should be filled in thoroughly when required and brought with you every lesson. The overview sheet should be put at the front of your folder and will allow you to see what you are doing well and what you need to improve on. You should also refer to this if you miss any lessons. 5

What can I buy? Below are just some of the books we will be using during the course and will cover both years too. 6

What do you already know about the Tudors??? To start: What do you already know about the Tudors??? Class discussion

The Winter King Questions: FLYING START… The Winter King Questions: Bullet point 5 facts about Henry’s invasion and the Battle of Bosworth How strong was Henry VII’s claim to the English throne? (mark out of 10 and justification) How does Henry VII address Parliament to increase his power?   Why is Henry VII’s marriage to Elizabeth of York significant? How did Henry use money to increase his power? Why was Perkin Warbeck a threat? How did Henry VII deal with this threat? How did Henry VII alter his royal household? (including his control over finance) What was the significance of the marriage arrangement between Arthur and Catherine of Aragon? What was the impact of the death of Arthur? What was the impact of the death of Elizabeth? How did Henry respond to renewed instability? What happened in the aftermath of Henry VII’s death? Before we go any further, lets start by looking at the work you were set at enrolment. You were asked to bring in: You were also asked to complete a series of questions on the documentary ‘The Winter King’. TASK: Discuss your answers with your partner and add any detail that you might not have in a different colour.

What was England like in 1485? Good learning: Understand what society was like in 1485 Great learning: Explain some of the problems England faced at this time Even better: Evaluate to what extent 1485 represents a period of change Key Word: Gentry Enclosure Humanism

What was England like in 1485? Before we progress, we need to think about the type of place England was and what was important to the people of England at this time. Around the room you will see different elements of English society. Go around the room and record this information on a mind map. Anything that represents a CHANGE should be recorded in a different colour. CHALLENGE: 1.Write a tweet that summarises what English society was like. 2. What problems were there in society? Understand what society was like in 1485

What was England like in 1485? TASK: Look back at your mind map and highlight anything that you think might be a problem during this time. In a different colour to what you have already used, explain why you think these things were a problem. Explain some of the problems England faced

What was England like in 1485? To what extent can 1485 be seen as a period of change? No Change Change Post its to stick on Evaluate to what extent 1485 was a period of change

TASK: 1. You need to create a brief fact file on The War of the Roses and its causes. It can be presented however you like, but must include the following information: Explained what caused the war including bastard feudalism and issues with the monarchy (you might even want to look at this section in the form of a timeline). You should try and pull out any other issues too. Explain what The War of the Roses was, who fought against who, when did it happen and a brief summary/diagram of the battle of Bosworth (refer back to the start of the Winter King documentary). Try not to get bogged down in the minor details! 2. To help with some of the explanation next lesson you should also print off a copy of the family tree from Edward III to Henry VII. (If you type in ‘Henry VII’s claim to the throne’ and click on images). FLIP LEARNING At the end of each lesson (and for both Tudor and America lessons) you will be expected to complete some independent work. This will be VITAL in terms of providing the foundations for what we will be looking at next lesson or in some cases consolidating the work you have already done. The work opposite will need to completed for your next lesson… which is towards the end of this week! Need to explain how we have 2 Tudor lessons one week and 2 America ones the week after.