What was Elizabeth I really like?

Slides:

Advertisements

Similar presentations

WHERE TO NEXT? Using Reading Data. Group Learning Pathways.

Advertisements

Getting to know Queen Elizabeth I. Portrait of Elizabeth at her coronation in 1558 Look at this portrait of Elizabeth I. It was painted to celebrate the.

How do Sikhs show they belong to their faith?. Learning objective – to be able to give examples of how Sikhs show they belong to their faith. I can describe.

I understand my rights and responsibilities in the school. I understand the need for rules in society and why we have the rules we do in school. If I don’t.

 starter activity Your teacher will give you a slip of paper with a question. Go up to a student and ask the question. Tell her the answer if she doesn’t.

Year 7 Homework Support Booklet The home learning projects is your Graphics homework. These are tasks that will use researched information, as well as.

WORKSHOP 2013 DOCUMENT STUDY. How to look at Doc Studies It is a historical skill – which can be applied to any source. You are a historian needing information.

Lesson objective: to prepare for Paper 1 Section A of the English Language exam by understanding the terms purpose & audience and being able to answer.

How did Harold Godwinson die?. Learning objective – to investigate the manner of the death of Harold Godwinson through sources. I can describe some of.

How to use a source successfully at GCSE By Mr RJ Huggins 2006.

 Where does the source come from?  Who is the author/artist?  When was it written/published?  What country did it come from?  What medium or genre.

What are Extremism and Terrorism? Learning Objectives:  To be able to use key terms effectively  To be able to discuss the meaning of a controversial.

6 Key Concepts of History  Concept #1  CHANGE: Investigating the extent to which people and events bring about change. Examining a situation before and.

Reading At Home Yearsley Grove Primary School

Getting Everyone On Board

Learning objectives: To be able to explain why there was increasing opposition to immigration and understand the action that was taken to restrict it.

Quick Plenaries.

15/05/16 Symbolism TP: Understand what symbolism is

Was German foreign policy between 1923 and 1929 a success?

How was the Great War of fought?

What do all these have in common?

ANALYSING MARKET RESEARCH

The Parable of the Sower 4th October 2010

How did the USSR extend its control over Eastern Europe by 1949?

THE READING GAZETTE STUDENTS DISCOVER NEW STRATEGY TO INCREASE COMPREHENSION Students begin to share their secret to success By SHANNON SCHOELZEL Local.

ELA 6: Module 2A, Unit 1 lesson 2

Reading for Critical Thinking

National 4 English – Listening

Good morning Please sit down and get out your English book Planner Pen

Print Adverts By Jessica Foster.

Arrival (Brainwarmers)

The Tulip Touch Part 2 Chapter 1 - 5

Quarter 3 Unit 1 Bud Not Buddy

Starter – what do you already know?

Learning objective – to be able to identify changes and continuities in the composition of Early Modern English armies. I can describe the key changes.

Objectives I will be able to define the word inference.

Learning and Progress Objective

OPCVL Learning Objective: Understand how to assess the value and limitations of a source with reference to its origin, purpose and content.

What do you know about Christianity?

“Several authors and editors I respect counseled me not to write the book as quickly as I did; they urged me to wait two or three years and put some distance.

China and the One Child Policy

Lesson 2: Primary Sources

Ready to learn task Voluntary CPD- Thursday lunch time (B15)

Why do we have different representations of the same event?

1 Write 5 quiz questions based on the lesson for a classmate 2

The Tulip Touch Follow up

Wealth & Poverty Key Question. Is it good to be wealthy? Starter Task.

How do Aboriginal Peoples relate to the country?

Starter Match up the keywords

HOW DO WE TEACH READING COMPREHENSION THROUGH VIPERS?

Book Review Over the next few weeks you will be studying a novel of your choice in detail.

Teacher: Type Name Here

Learning Objectives To learn about some of the differences between heroes and villains. To explore what makes a good hero and villain. PLTS – Creative.

Ask yourself these questions to help you understand what you read:

Learning objective – to be able to explain the significance of the General Strike of 1926.

Reduce it Key Argument:

How to answer each question 1 hour 20 minutes

Who Am I? 6/9/16 You are about to see a series of images. I will only display each one for 10 seconds. You should describe the people in the pictures in.

In order to make progress over the next two lessons I will:

Layers of the Rainforest

Lyra’s diary : Following thoughts

Source Viewer Do you have any wider knowledge that relates to this source? Is this a primary or secondary source? What does the source want the reader.

Let’s make sure we are all up-to-date

YOU ARE ABOUT TO SEE A PICTURE FOR 1 MINUTE

Questions for Small Group Purposeful Talk

Featherstone Academy Year 6 Reading Workshop 12th February 2019.

Where are the Rainforests?

You must complete at least 2 items for homework each half term

Presentation transcript:

What was Elizabeth I really like?

Learning objective – to explore sources that help explain Elizabeth I character and to prepare for forthcoming assessment. I can select information from sources and use to describe what Elizabeth I was like. Levels 3 and 4 I can use sources to help explain the character of Elizabeth I and think about why she was like this. Level 5 I can use nature, origin and purpose to help explain and challenge what is said about Elizabeth I in sources. Levels 6 and 7

Starter- list as many sources as you can think of that historians use to find out about Elizabeth I.

Propaganda Propaganda means any material that is produced that aims to persuade people about a particular message. Look at the poster – what do you think the message is?

Portraits as propaganda Elizabeth I used portraits as propaganda. They not only aimed to show what she looked like but had other messages as well. What do you think this portrait’s message was?

Handling sources When handling sources, you should look to find out as much about them as possible and applying what you already know about the period, person or event the sources are talking about. To do this you should consider the following information about each source – What is its nature? What is its origin? What is its purpose?

Nature The nature of the source refers to what the source is. Is it a cartoon, a portrait, a speech, a diary entry or a book for example. This is important because knowing the nature of a source can tell us the audience the source is intended for. For example, if it is diary entry, then this might be intended for no one but the author.

What is the nature of this source?

Origin The origin of the source refers to when and who produced the source. This is important because knowing the origin of the source, this can tell us what relation the source was to the event, person or time it is about. Was the source produced at the time it is talking about? Was the person who produced the source close to the person or event being described? All this can help us find out and explain whether the source is biased or not.

What is the origin of this source?

Purpose The purpose of the source refers to why the source was produced. To help us do this we might need to know about the origin and nature of the source beforehand. This is important because knowing the purpose of the source can help us explain why the source was produced and by finding out this we can explain rather than describe what the source is saying.

What is the purpose of this source?

What is the NOP of this source? No painter, printer or engraver shall draw Her Majesty’s picture until some especially able painter might be permitted access to Her Majesty to make a natural representation. The painter shall finish a portrait after which Her Majesty will be content that all other painters shall follow the same pattern in their portraits. Order issued in 1563 by William Cecil, Elizabeth’s Secretary of State, the most important political position in the country after the monarch.

Source task There are three broad questions you should ask the content and provenance of any source. These questions are – INFORMATION – What does this source definitely tell me? INFERENCES – What can I work about from the source? QUESTIONS – What does this source not tell me? These questions get harder as you work through them. On the source sheets in front of you, write down the answers to each of these questions for each source. Try to give as much detail as you can and stick these sheets into your exercise book once you have finished them. Use the nature, origin and purpose of the sources to help you do this.

Plenary – My Brain Subheading – My Brain Draw an outline of your brain. Fill your drawn brain with all the things you have learnt in this lesson. This can be in the form of key words, drawings, bullet points, lists – anything you like so long as it summarises your learning and that others can understand it.