1. FLIP LEARNING
TASKS:
Humanism booklet should now be complete (I will circulate to check)
You need your profiles on key individuals under Henry VII (we will do some work on this shortly)
Any questions you need to ask about Henry VII
Gradebook improvements to hand in (I will collect)
Tudor and America revision grids fully up to date (I will collect)
I will also be taking in folders for folder check – please ensure they are organised and up to date.
Welcome back! Hope you all had a great holiday and the work due for today is…

2. Flipped Learning Make Facebook profiles for the following figures:
Edmund Dudley
Richard Empson
John Morton
Focus on their importance during the reign of HVII. Look out for their key ideas and actions during Henry’s reign.

3. Henry VII: Key Individuals
Good learning:
Define a key individual under Henry VII
Great learning:
Explain their roles and influence during the reign of HVII
Even better:
Evaluate who was the most important individual under the reign of Henry VII
Key Words:
Morton’s Fork
Extortioners
Council Learned in the Law
How important was the role of key individuals
and groups and how were they affected by developments?

4. What does it take to be a Key individual under the reign of Henry VII?
For your homework you were asked to look at three key individuals under Henry VII and by the end of the lesson we will have assessed how important we think they are. In order to do this we will need a criteria.
TASK: In your pairs number yourselves 1 and 2. Depending on your number will depend on what question I would like you to answer:
What is a criteria? Why is a Criteria important?
In your tables and on your whiteboards create a criteria for
what you would expect to see if someone was
important under the reign of Henry VII.
TASK: Check your flip learning…Using the information on the next slides check the information you have gathered is correct and make amendments/add too your work in green pen.

5. Empson and Dudley Collectively, they set up a system of spies
Edmund Dudley
Lawyer - specialised in the prerogative rights of the King as a lawyer
1504 = part of the Council Learned in the Law (Reginald Bray died in 1503)
Role was to manage the King’s ways of collecting money owed
He sold offices, wardships, and licences to marry the widows of tenants-in-chief; pardons for treason, sedition, murder, riot, retaining, and other offences.
His agents. like John Camby, quickly acquired a reputation for extortionate use of their influence
He was tried in London in July 1509 and convicted of treason
He confesses to 84 cases where he extracted money illegally
Dudley was finally beheaded on Tower Hill in 1510
Richard Empson
Lawyer
1504 = part of the Council Learned in the Law (Reginald Bray died in 1503).
Empson relentlessly strove to increase the king’s revenue.
He raised rents, cancelled rebates, ran surveys and audits, investigated feudal dues.
As part of the Council Learned he pursued the king’s debtors  and his techniques were not pretty. He dug out approvers, third parties who would bring prosecutions against individuals; he imprisoned people to force them to settle fines.
He used his position to further his own ends too – for example his attempt to disinherit Sir Robert Plumpton in the interests of his daughter.
Empson was arrested just three days after HVII’s death
Empson was finally beheaded on Tower Hill in 1510
Collectively, they set up a system of spies
46/62 noble families suffered financially
There was an increase in the use of bonds
Characterised by Polydore Vergil and others as extortioners
All they did was sanctioned and encouraged by the king

6. John Morton
Archbishop of Canterbury from 1486 until his death and also Lord Chancellor of England from 1487.
He was elevated to the cardinalate in 1493
As Lord Chancellor, Morton was tasked with restoring the royal estate
By the end of Henry VII's reign, the king's frugality, and Morton's tax policy, carried out by Edmund Dudley and Richard Empson, had replenished the treasury.
Came up with the concept of ‘Morton’s Fork’
A Morton's fork is a type of false dilemma
Someone living modestly must be saving money and, therefore, could afford taxes
Someone living extravagantly obviously was rich and, therefore, could afford taxes
Now that you have clarifies your information on all 3 individuals and using the criteria we have discussed, decide who you feel was the most important individual.

7. ………………………. Was the most important under the reign of Henry VII
………………………. Was the most important under the reign of Henry VII. How far do you agree?
Now that you have decided on who you think is the most important individual, You need to argue that is the case.
Write one sentence that summarises how important the individual is.
Write sentences that contain evidence about what the key person did.
Use your criteria to explain why the evidence you have used, either makes them important, or not.
PEER ASSESSMENT
Swap your answer with a partner and mark the following in green pen:
- Give them 1 point for a sentence that summaries how important they are.
Give them 2 points for the evidence (Only one if it could be improved).
Give them up to 3 points depending on how well they have used the criteria as part of their explanation.
Add up their points and give them a total out of 6 and explain their score.
TASK: Using the criteria and the structure slip you have been given, you will need to write a PEE paragraph on why they are the most important.
Extra Challenge: Once completed write another PEE paragraph that explain why one of the other individuals is NOT as important.

8. Henry VII: Consolidation
Good learning:
Address any issues with regards to Henry VII
Great learning:
Create a piece of revision for a key question based on the reign of Henry VII
Even better:
Evaluate how much change occurred under henry VII
Key Words:

9. Flipped Learning
You were asked to come today with some questions based on what we have learnt about Henry VII. It could relate to any of the following:
King’s consolidation of their power
Government
Foreign Relations
Religion
Rebellions
Society
Economy
TASK
You have each been given a sheet of A3 paper to write you questions on. Make sure you have left plenty of space between them .
I would now like you to circulate the room and see if you can answer someone else’s question writing it on their sheet. Any questions not addressed at the end I will collect in and we will go through.

10. Key Questions
As you know there are 6 key questions which you could be asked with regards to the Tudors. These are:
How effectively did the Tudors restore and develop the powers of the monarchy?
In what ways and how effectively was England governed in this period?
How did relations with foreign powers change and how was the succession secured?
How did English society and economy change and with what effects?
How far did intellectual and religious ideas change and develop and with what effects?
How important was set role of key individuals and grouse and how were these affected by developments?
TASK: You will each be given a number and depending on your number it will relate to one of the key questions. You will each need to create a piece of revision material (no bigger that one side of A3 paper) with information and detail that relates to that question. You can work with other people doing the same question as you for the rest of the lesson and then you will need to complete it for homework.
These will then be collected in and then shared so that you have something for each of the key questions.
Kagan used

11. Overall, how much changed under Henry VII?
Finally I would like us to think about how much changed under Henry VII. First I would like you to decide where you would place yourself on the continuum below:
No Change
Change
Keeping this is mind, I would now like you to read the article you have been given and decide how far you agree / disagree with the author’s view. You should write a paragraph which explains your answer.

12. FLIP LEARNING The work due in for next lesson is as follows: TASK:
You have each been given a list of events which took place under Henry VII. You need to complete the task which is to create a timeline and categorise them (see sheet for more details).
(You will have 2 week to complete)
2. Complete your revision material on your key question.
The work due in for next lesson is as follows:

13. Write one sentence that summarises how important the individual is.
Write sentences that contain evidence about what the key person did.
Use your criteria to explain why the evidence you have used, either makes them important, or not.
Write one sentence that summarises how important the individual is.
Write sentences that contain evidence about what the key person did.
Use your criteria to explain why the evidence you have used, either makes them important, or not.
Write one sentence that summarises how important the individual is.
Write sentences that contain evidence about what the key person did.
Use your criteria to explain why the evidence you have used, either makes them important, or not.
Write one sentence that summarises how important the individual is.
Write sentences that contain evidence about what the key person did.
Use your criteria to explain why the evidence you have used, either makes them important, or not.