Creative Teaching & Learning

Sunday Bloody Sunday

Pushy parents, over–zealous coaches, assaulted referees – no wonder junior football has a bad reputation. But what is done to improve things Chris Green reports…

sunday-bloody-sunday.pdf

Download

Comments Cancel reply

You must be logged in to post a comment.

array(8) {
  ["distinct_key"]=>
  string(10) "post#36079"
  ["title"]=>
  string(17) "Creating the past"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/creating-the-past/"
  ["post_date_timestamp"]=>
  int(1195411806)
  ["objectID"]=>
  string(12) "post-36079-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(112) "Tony McConnell shows how creative and critical thinking can lourish in the process of historical interpretation."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(325) "... continue to defend slaveryin the twentieth century?l How accurate is Blackadder Goes Forth’s portrayal of theFirst World War?l Why did U2 write Sunday, Bloody Sunday?l Why do people make films about slavery?If students are to make their own interpretations, they needto be able to analyse ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(17) "Creating the past"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(112) "Tony McConnell shows how creative and critical thinking can lourish in the process of historical interpretation."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5619) "involving another department inthe school.Golden Jubilee Plate 1887 28focus on subject thinking   www.teachthinking.comTeaching Thinking&Creativity  Vol 8:3Interpretations enquiryIt is now commonplace to use the enquiry-planning modelin history teaching (Riley 2000): a series of lessons arebuilt around a single question which is historically valid,and which motivates pupils towards finding a definiteanswer. The question drives students’ learning andensures that the teacher can select appropriate material– there is always too much material available. An enquiryfocusing on interpretation is less concerned with whatactually happened in the past than with what peoplehave said about it. Examples of enquiry questions aboutinterpretations, each encapsulating a series of lessons,are as follows:l Why have playwrights and filmmakers been so negativeabout King John?  Asking questions of Roots    What in this interpretation is generally accepted as ‘fact’? l Slaves were captured in Africa	 	 l Slaves were put on ships	 	 l Some slaves died on ships What in this interpretation is clearly made up? l We do not know how Kunta Kinte’s mother really     reacted when she learned that he had gone.	 	 l We do not know precisely what the captain     thought of slavery. What, in this interpretation, might be distorted to suit  l The ship portrayed in the film might have been shown the director’s and author’s purpose?     deliberately as more brutal than it actually was. How are the conventions of the genre used to affect  l Well-chosen music is used to set the mood and the interpretation?      influence our reactions.	 	 l The director uses the editing of scenes to create and     highlight the contrasts between the white crew and      the black slaves. How might the conventions of the genre trick the  l Everybody is shown speaking English. In fact, hey did not. unwary viewer? l The film is made for TV and might therefore have to     underplay violence. What primary source material has been used  l Oludah Equiano’s narrative for this interpretation? l Diagrams of slave ships  l Research by Alex Haley, Kunta Kinte’s descendant. What do the director and author want us to believe? l Slave ships had dreadful conditions	 	 l Some white people had moral doubts about slavery	 	 l Slaves who survived were heroes How accurate is this piece as a work of history? l It is broadly accurate, but details might have been      exaggerated or made up for effect. Does it matter if it is inaccurate? l It is primarily intended to entertain, but also has a clear     message about the past of Americans in general and      African-Americans in particular. This message is      intended to affect the present (1977, when the series      was made).l Why did southern historians continue to defend slaveryin the twentieth century?l How accurate is Blackadder Goes Forth’s portrayal of theFirst World War?l Why did U2 write Sunday, Bloody Sunday?l Why do people make films about slavery?If students are to make their own interpretations, they needto be able to analyse other people’s interpretations first. Inparticular, they need to be aware of the sorts of questionsnecessary for the analysis of any interpretation. The tablebelow shows how some pertinent questions might beanswered by students investigating the first episode ofRoots as part of a general enquiry into why people makefilms about slavery. Roots was a 1970s TV series; the leadcharacter was a slave called Kunta Kinte.29Teaching Thinking&Creativity  Vol 8:3www.teachthinking.com   focus on subject thinkingThis kind of analysis, which in our school we tend tocomplete in collaboration with the English department,can help students to be wary of artistic interpretations,and to analyse the ways in which they can slip past ourcritical defences. It will also, though, assist students inmaking their own interpretations. They should be able toput Roots into its historical context – it was made in the1970s, post-civil rights and Black Power. They might thenconsider what message they wish to produce in their owninterpretations.It is often said that a historian’s first duty is to presentaccurate evidence. Yet, in history, evidence is usuallyambiguous enough to support a range of honestarguments – although with some limits (Evans 1998). Theprocess of creating a TV drama about an historical periodcan help students to appreciate the ways that historicalevidence can be manipulated – especially when historicalaccuracy is not necessarily the priority.Creating an interpretation of slaveryIn response to Roots, students could plan elements oftheir own film about slavery. They would start theirinterpretation by deciding on the content and form oftheir central message and on their intended audience.It is not, of course, necessary to create a full drama forbroadcast. Students might, however, perform some of thework that would result from their planning. They mightdesign sets and props (with the help of art, design andtechnology teachers); they might write scripts with helpfrom english teachers; they might produce descriptionsof camera angles and shot plans using skills acquired inmedia studies; they might ask business studies teachers forsome tips on marketing; the music department might helpwith a score or some instruments. Students might evenask drama teachers for some advice on acting. This formof cross-curricular work should help pupils to appreciatehow subjects inter-relate.The key to a successful enquiry is to keep creative andcritical thinking in balance. The process of"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "sunday"
        [1]=>
        string(6) "bloody"
        [2]=>
        string(6) "sunday"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Creating the past

18 Nov 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#41287"
  ["title"]=>
  string(55) "The Mystery of the Princes in the Tower Text (Word doc)"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(75) "https://www.teachingtimes.com/the-mystery-of-the-princes-in-the-tower-text/"
  ["post_date_timestamp"]=>
  int(1392381519)
  ["objectID"]=>
  string(12) "post-41287-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(253) "A detailed outline of the events leading up to the crowning of King Richard III and the disappearance of his young nephews, the Princes in the Tower. For the pdf version, please see ''Project plan: The Princes in the Tower - A historical investigation'."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(294) "... longer reside in the Royal Apartments, as Gloucester was now recognised as the king. They were removed to the Garden Tower, now known as the Bloody Tower.On 28 June, Gloucester, now King Richard III, gave two of his nephew, prince Richard’s titles to two of his own followers ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(55) "The Mystery of the Princes in the Tower Text (Word doc)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(253) "A detailed outline of the events leading up to the crowning of King Richard III and the disappearance of his young nephews, the Princes in the Tower. For the pdf version, please see ''Project plan: The Princes in the Tower - A historical investigation'."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5611) "her to remain in sanctuary much longer.Gloucester shows his handOn the death of Edward IV, the dowager queen, with the help of her family and supporters, had decided to loot the crown jewels. Her younger brother, Edward Woodville took his share across the channel to join Henry Tudor in exile and seized the king’s fleet, taking it to sea. Seeking to recapture the fleet, Gloucester and his allies had spent time subverting many of the crews on these ships, placing his supporters in control of key posts.Gloucester had also surrounded the dowager queen’s sanctuary, so the dowager queen had no means of escape. Her choice was a simple one – hand over Richard of Shrewsbury, Duke of York, or have him forcibly removed when sanctuary was violated, as it surely would be.On 16 June, Thomas Bourchier, Archbishop of Canterbury, persuaded the dowager queen to hand over the heir to the throne. The plans for the coronation of Edward V were now abandoned – in fact, the last known document signed by Edward V was dated 17 June. It appeared to many that Edward V was soon to be deposed. The execution of Hastings ensured the council did not object to any of Gloucester’s further plans. Nothing now stood in the way of the executions of Rivers, Grey and Vaughan.The future King Richard III gave the order. He issued writs for the execution of the dowager queen’s brother, Anthony Woodville, her son, Richard Grey, and Thomas Vaughan. Gloucester had shown his hand – he intended to be king, as only a man who had determined this course would have risked dispatching such orders.To ensure Gloucester had all the male heirs to the House of York under his control, he arrested and imprisoned Edward, 17th Earl of Warwick, the son of Gloucester’s brother, George Plantagenet, Duke of Clarence. Parliament had passed an act of attainder disinheriting the Duke of Clarence’s children from the throne, but Gloucester was not a man prepared to take that risk.Rumours began to circulate that Edward IV was a bastard, and then that Edward IV had in fact, been pre-contracted to a woman called Eleanor Talbot-Butler before his marriage to Elizabeth Woodville. As a consequence, the children of the marriage between Edward IV and Elizabeth Woodville were bastards. These rumours were first broadcasted at a sermon given by Ralph Shaa, the brother of the Mayor of London, at St. Paul’s Church. Shaa attacked the legitimacy of Edward IV, Edward V and Richard of Shrewsbury – a treasonable offence, punishable by death. Yet here was a man openly accusing the king and former king.It was becoming more and more evident to those around Gloucester that seizure of power was his intent at any cost.EndgameIn the days before their executions, Rivers and Grey were moved to join Vaughan at Pontefract, where the Earl of Northumberland and Sir Richard Ratcliff presided over their trials and executions. On 25 June, the three men were executed at Pontefract Castle. They were beheaded on the orders of Richard, Duke of Gloucester – the King’s paternal uncle and protector.On 25 June, the new parliament at Westminster asked Gloucester to assume the throne. The following day, the Duke of Buckingham led a deputation to Gloucester’s residence at Baynard’s castle and formally asked Gloucester to accept the kingship. Although appearing to be reluctant to do so, Gloucester took the oath of allegiance. He returned with the delegation to Westminster Hall and took the King’s Bench.The two princes could now no longer reside in the Royal Apartments, as Gloucester was now recognised as the king. They were removed to the Garden Tower, now known as the Bloody Tower.On 28 June, Gloucester, now King Richard III, gave two of his nephew, prince Richard’s titles to two of his own followers. Lord Berkely would have the title of the Earl of Nottingham, and Lord Howard would take the title of the Duke of Norfolk.On 6 July, Richard Plantagenet and his wife, Anne Neville, were crowned King and Queen of England in Westminster Abbey. Their own son, Edward, did not attend the coronation and remained in Middleham. He was a similar age to his cousins – the deposed Edward V and his brother, Richard.But what happened to the princes in the tower?The Italian chronicler, Dominic Mancini, visited England during this time and wrote that: ‘the king and his brother were withdrawn into the inner apartments of the Tower proper, and day by day began to be seen more rarely behind the bars and windows, till at length they ceased to appear altogether… I have seen many men burst forth into tears and lamentations when mention was made of [Edward V] after his removal from men’s sight, and already, there was a suspicion that he had been done away with. Whether, however, he has been done away with, and by what manner of death, so far I have not at all discovered.’ Mancini left England around the 13 July.On 15 July, the Duke of Buckingham was appointed Lord Constable of England. This was the highest law enforcement position in the country, giving him control over the Tower of London where the princes were kept. On 20 July, Richard III left London to go on progress.On 30 August, Louis XI of France died. Louis had an excellent spy network. He believed that Richard had killed his nephews and, according to Louis himself, was ‘extremely evil and cruel’.On 29 October, Edmund Shaa’s term as Mayor of London ended. ‘The children of King Edward were seen shooting and playing in the garden of the Tower, by sundry times’ was recorded in the Great Chronicle of London, during Shaa’s"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "sunday"
        [1]=>
        string(6) "bloody"
        [2]=>
        string(6) "sunday"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

The Mystery of the Princes in the Tower Text (Word doc)

14 Feb 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#41162"
  ["title"]=>
  string(51) "Activity 10 Resource Pack: Diseases and their cures"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(62) "https://www.teachingtimes.com/middle-ages-project-activity-10/"
  ["post_date_timestamp"]=>
  int(1391178216)
  ["objectID"]=>
  string(12) "post-41162-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(168) "Mysteries of the Middle Ages: Activity 10 Resource Pack. Students investigate common diseases in the Middle Ages and their cures, with special focus on the Black Death."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(305) "... minimise pain.Barber surgeons would also try and heal the sick. Not only did they cut hair, but they were visited by people who required blood-letting. The people and barber surgeons believed that sometimes the blood was out of humour and so if the bad blood was let out ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(51) "Activity 10 Resource Pack: Diseases and their cures"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(168) "Mysteries of the Middle Ages: Activity 10 Resource Pack. Students investigate common diseases in the Middle Ages and their cures, with special focus on the Black Death."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5257) "poster informing people how they will cure the plague. The same rules apply – your poster needs to be bright and eye catching while conveying the message. Remember most people in the Middle Ages could not read or write. Think about this carefully when conveying your message.During the Middle Ages, people thought that illnesses like the plague were caused because God was unhappy with the way they were behaving. They did not understand how germs and lack of hygiene spread disease. They believe that people caught the plague for various reasons, and that you could avoid catching the plague.Suggestions for avoiding the plague included:· Avoid breathing in the same air as a plague victim.· Sit next to a blazing hot fire.· Live in a house sheltered from the wind and keep the window closed.· Attack foreigners and people of a different religion.· Walk around carrying flowers, herbs or spices, which you would often raise to your nose.· Live a separate life, only eating and drinking in moderation and seeing no one.· Run away to the country, leave everyone behind.· Go to church and ask for forgiveness.· Go on a pilgrimage.· Punish yourself in public by joining the flagellants.· Do not eat poultry, waterfowl, pig, old beef, or any fat meat.· It is dangerous to sleep during the daytime.· Do not eat fish.· Too much exercise may be dangerous.· Nothing should be cooked in rainwater.· Olive oil with food is deadly.· Bathing is dangerous.Reasons for catching the plague:· Dancing· Drinking ale on Sunday· Having long hair· Swearing· Gambling· Not praying enoughWhile working with victims, Guy de Chauliac, a famous surgeon, realised there were two types of plague. Bubonic plague could be treated and some people may survive, but pneumonic plague could not.Pneumonic plague· Was caught through breathing infected air.· It attacked the lungs, causing the victims to cough up blood and spray their deadly germs as they coughed.· The victim’s breath would begin to smell as their lungs rotted away inside them.· Most victims would be dead within a few days.The pneumonic plague killed when the infection reached the lungs, as it destroyed the breathing system.Bubonic plague· Came from the germ pasteurella pestis.· The germ lived in the blood of black rats and in the gut of the fleas that lived and fed on the rats.· People became infected when the fleas bit them.· Victims developed fever and buboes in the neck, armpit and groin. Then they developed a rash.· Seven out of ten victims died within a week.Bubonic plague did not spread to the victim’s lungs. The buboes were caused by the plague as the body fought the disease. To catch bubonic plague, you had to have been bitten by a flea that had already bitten a black rat.During the Middle Ages, rats were a very common sight. They fed on the rubbish piled up in the streets. The fleas that lived on the rats bit them and fed off them as well as people. The black rats also died of the plague.YOUR TASKIn your group, fill in the comparison chart between bubonic and pneumonic plague. Bubonic PlaguePneumonic PlagueHow was it caught?  The symptoms  How long did it last?  Today, we visit a doctor who is highly trained in diagnosing our symptoms and finding the right way to cure them. Pharmacists are also highly trained in ensuring we have the correct drugs to help us make a recovery. During the Middle Ages, there were no such highly trained people.During the Middle Ages, people did not realise that germs spread diseases. Houses and streets were often filthy and so the people lived in a breeding ground of germs. Doctors developed a number of methods to diagnose and treat people. He might look at the positions of the stars and planets to work out the best time to treat a patient. The doctor may also examine the colour of a patient’s urine to determine what was ailing them. He would use a chart to work out what was wrong by the colour. Many people in the Middle Ages believed in the power of plants to cure various ailments and minimise pain.Barber surgeons would also try and heal the sick. Not only did they cut hair, but they were visited by people who required blood-letting. The people and barber surgeons believed that sometimes the blood was out of humour and so if the bad blood was let out, a person would feel much better. A barber’s shop was easy to spot as it had a red and white pole above the door – red for the blood and white for the bandages.Trepanning was a cure for headaches. It was believed that if a hole was drilled into your skull, it would let out the evil spirits that had been trapped there and the headache would go.YOUR TASKOn the cards are ailments and the cures that doctors in the Middle Ages would have prescribed. In your groups, discuss the cure which might be matched to the ailment. Fill in the grid provided below.Once you have done that, see if other groups agree with your decisions. Discuss the thinking processes you have used to reach your decision. Did other groups use the same processes? Now look up your answers and see if you were correct.AilmentCureEvidenceEffective or not?Thinking skill/ process"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "sunday"
        [1]=>
        string(6) "bloody"
        [2]=>
        string(6) "sunday"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 10 Resource Pack: Diseases and their cures

31 Jan 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#41106"
  ["title"]=>
  string(67) "Project Plan: The Princes in the Tower - A historical investigation"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(64) "https://www.teachingtimes.com/project-plan-princes-in-the-tower/"
  ["post_date_timestamp"]=>
  int(1387448666)
  ["objectID"]=>
  string(12) "post-41106-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(249) "Over 500 years ago, two young princes disappeared from the Tower of London, never to be seen again – what happened? Jane Jones reopens the case and reveals a tangled web of greed, murder and intrigue amid a brutal battle for the throne of England."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(308) "... could now no longer reside inthe Royal Apartments, as Gloucester was nowrecognised as the king. They were removed to theGarden Tower, now known as the Bloody Tower.On 28 June, Gloucester, now King Richard III,gave two of his nephew, prince Richard’s titles totwo of his own followers. Lord ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(67) "Project Plan: The Princes in the Tower - A historical investigation"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(249) "Over 500 years ago, two young princes disappeared from the Tower of London, never to be seen again – what happened? Jane Jones reopens the case and reveals a tangled web of greed, murder and intrigue amid a brutal battle for the throne of England."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5625) "of Clarence’s children from thethrone, but Gloucester was not a man prepared totake that risk.Rumours began to circulate that Edward IV was abastard, and then that Edward IV had in fact, beenpre-contracted to a womancalled Eleanor Talbot-Butlerbefore his marriage toElizabeth Woodville. As aconsequence, the childrenof the marriage betweenEdward IV and ElizabethWoodville were bastards.These rumours were firstbroadcasted at a sermongiven by Ralph Shaa, thebrother of the Mayor ofLondon, at St. Paul’s Church.Shaa attacked the legitimacyof Edward IV, Edward Vand Richard of Shrewsbury – a treasonable offence,punishable by death. Yet here was a man openlyaccusing the king and former king. It was becomingmore and more evident to those around Gloucesterthat seizure of power was his intent at any cost.execution of william hastings, asdepicted by samuel G. Goodrichin the book ‘A pictorial history ofengland’Lady eleanor Talbot-Butler,by Mark satchwill The Princes in The Tower  Cross CurriCulum ProjeCt Plan79Volume4.3n CreativeTeaching & LearningEndgameIn the days before their executions, Rivers and Greywere moved to join Vaughan at Pontefract, wherethe Earl of Northumberland and Sir Richard Ratcliffpresided over their trials and executions. On 25 June,the three men were executed at Pontefract Castle.They were beheaded on the orders of Richard,Duke of Gloucester – the King’s paternal uncle andprotector.On 25 June, the new parliament at Westminsterasked Gloucester to assume the throne. Thefollowing day, the Duke of Buckingham led adeputation to Gloucester’s residence at Baynard’scastle and formally asked Gloucester to accept thekingship. Although appearing to be reluctant to do so,Gloucester took the oath of allegiance. He returnedwith the delegation to Westminster Hall and took theKing’s Bench.The two princes could now no longer reside inthe Royal Apartments, as Gloucester was nowrecognised as the king. They were removed to theGarden Tower, now known as the Bloody Tower.On 28 June, Gloucester, now King Richard III,gave two of his nephew, prince Richard’s titles totwo of his own followers. Lord Berkely would havethe title of the Earl of Nottingham, and Lord Howardwould take the title of the Duke of Norfolk.On 6 July, Richard Plantagenet and his wife, AnneNeville, were crowned King and Queen of England inWestminster Abbey. Their own son, Edward, did notattend the coronation and remained in Middleham.He was a similar age to his cousins – the deposedEdward V and his brother, Richard.But what happened to the princes inthe tower?The Italian chronicler, Dominic Mancini, visitedEngland during this time and wrote that: ‘the king andhis brother were withdrawn into the inner apartmentsof the Tower proper, and day by day began to be seenmore rarely behind the bars and windows, till at lengththey ceased to appear altogether… I have seen manymen burst forth into tears and lamentations whenmention was made of [Edward V] after his removalfrom men’s sight, and already, there was a suspicionthat he had been done away with. Whether, however,he has been done away with, and by what manner ofdeath, so far I have not at all discovered.’ Mancini leftEngland around the 13 July.On 15 July, the Duke of Buckingham wasappointed Lord Constable of England.  This was thehighest law enforcement position in the country,giving him control over the Tower of London wherethe princes were kept.  On 20 July, Richard III leftLondon to go on progress.On 30 August, Louis XI of France died. Louis hadan excellent spy network. He believed that Richardhad killed his nephews and, according to Louishimself, was ‘extremely evil and cruel’.On 29 October, Edmund Shaa’s term as Mayorof London ended. ‘The children of King Edwardwere seen shooting and playing in the garden of theTower, by sundry times’ was recorded in the GreatChronicle of London, during Shaa’s term as Mayor ofLondon. There is no precise date, and only one thingis certain – the princes in the tower were seen lessand less until they disappeared altogether.Note: The images accompanying this text canalso be viewed in the project’s online image bank.Pontefract castle, where rivers, Grey and Vaughan were executedon the orders of GloucesterThe Bloody Tower, formerly the Garden Tower where the twoprinces were confinedThe murder of edward iV’s sons, as imagined by TheodorhildebrandtThe Princes in The Tower  Cross CurriCulum ProjeCt Plan80Volume4.3n CreativeTeaching & LearningActivity 1: Activating Prior KnowledgePurpose To encourage pupils to read with purpose and engagement while calling upprior knowledge, enabling them to connect their new learning to currentunderstanding.Curriculum Focus History – Chronology, make judgements, draw conclusions, select, organiseand use information to produce structured accounts, organise and evaluateinformation in order to reach and support conclusions.Communication – Oracy, reading and writing.Thinking skills – Ask probing questions, build on existing skills, knowledgeand understanding, suggest a range of options as to where and how to findrelevant information and ideas, evaluate options, use prior knowledge toexplain links between cause and effect and justify inferences/predictions,identify and assess bias and reliability, consider others’ views to informopinions and decisions.Materials ‘The Mystery of the Princes in the Tower’ text, Activity sheet 1Groupings Four or fiveProcedure The pupils look at the title of the text ‘The murder of the princes in the tower’.They discuss what they think the"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(6) "sunday"
        [1]=>
        string(6) "bloody"
        [2]=>
        string(6) "sunday"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Project Plan: The Princes in the Tower - A historical investigation

19 Dec 2013