1. Find definitions for each of the following words:
FLIP LEARNING
TASK:
Find definitions for each of the following words:
Nobility: The nobility/nobles, were the highest class in Tudor society, just below the King. The nobility included lords, earls, and dukes, and they typically held power in government.
Attainder: An attainder was a parliamentary Act confiscating lands for treason.
Patronage: The monarch granting special favours, such as lands or position of court in order to retain their support.
Council Learned in Law: Part of the royal council who initially dealt with managing the king’s feudal rights, but soon took control of all financial matters.
Retaining: a way of recruiting gentry followers.
At the end of last lesson you were given this independent learning. Its now time to see what you have come up with.
Check your definitions with the ones opposite and make any corrections with green pen.

2. Essay feedback!
The [Warbeck] plot had never won much support in England and had been a danger only because of the use made of it by foreign powers. Without their help, it would not have dragged on for so long. It is likely that Warbeck’s rising was part of a detailed plan by the Yorkists to regain the throne, rather than a spontaneous event. Although it is unlikely that he ever convinced anyone that he was Richard, the Yorkists saw in it their best chance of removing Henry and were willing to back anyone to gain revenge. Even though it failed it did cause Henry considerable embarrassment and it was for that reason that he finally executed him. The revolt had easily been contained and Warbeck, unlike Simnel, had been unable to force the king into a pitched battle. The greatest challenge was that of Simnel, because it came so soon after Bosworth and forced Henry to fight another battle before he could be certain of support.
Nicholas Fellows, Disorder and Rebellion in Tudor England (2001)
How convincing is this interpretation in relation to the significance of the Warbeck and Simnel risings? Refer to the extract and use your understanding of the historical context. (25 marks)

3. Points that make it convincing: Points that make it less convincing:
Essay feedback!
First of all well done on completing your first assignment! The first think I would like you to do is read through my comments and record the information in to your history planner in green pen.
General feedback comments:
Points that make it convincing:
Points that make it less convincing:

4. How well did Henry VII build up his control over his country?
Good learning:
Understand how Henry’s government worked works
Great learning:
Explain some of the problems Henry faced and how he dealt with those problems
Even better:
Evaluate how far Henry was able to regain control over his country
Key Word:
In what ways and how effectively was England governed during this period?

5. How did Henry’s government work?
TASK: Our first task is to understand how Henry’s government worked. In your teams you will each take it in turns to come up and have a look at a picture. You will then need to go back and describe to the rest of your group what is included on the picture. You will each need to make a copy of the diagram.
Each table has now been given a copy, make an amendments in green pen

6. What were some of the problems Henry faced and how were they tackled?
Government in 1485 was well organised, but had come close to collapse on a number of occasions. Because of this the actual authority it had over its people, and more importantly nobility, was questionable. The particular problems facing Henry were:
Nobles who wealth and power were potential rivals to the crown.
The Crown had uneven control over the kingdom – it had good control over the South and East, but less so by the boarders.
The Crown also had poor finances due to the wars both at home and abroad.
Henry had no master plan, however he was determined to manage the government by himself, rather than delegate powers to his advisers.
Task:
For this task you are going to focus on the first of Henry’s problems.
Make a copy of the grid on the next slide and read through the information on how Henry dealt with the nobility (pages 18 – 19)

7. How did HVII control his nobility?
How did the policy work?
How effective was the policy?
Attainders
Patronage
Attacks on retaining
Financial controls

8. You will then need to teach your partner what you have learnt!
What were some of the problems Henry faced and how were they tackled?
Now we need to look at how Henry dealt with the second problem to ensure more even control across his kingdom. Henry made changes to what happened both a national level and a local/regional one.
Task:
Number yourselves one or two. One person will look at what happened with local government (Pg.19-20) and the other national government (Pg ). You need to create a diagram using the points opposite to help you pick out the relevant information.
You will then need to teach your partner what you have learnt!
Local Government
What did he do to try and control more distant lands?
What were the role of JPs and who were they?
3. As one system wouldn’t work, what sort of solutions did he come up with? (see map)
National Government
What was the role of Parliament under Henry?
What was the role of the royal council?

9. To what extent was Henry able to build up control over his country?
Small extent
Large extent
Post its to stick on

10. FLIP LEARNING Your tasks for next lesson are as follows: TASK:
Using what you have learnt this lesson, come to a conclusion about the following statement:
‘Henry had nothing to fear from the nobility’
You should think about evidence both for and against this statement.
Your tasks for next lesson are as follows: