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Year 3
Curriculum Area: History Unit 8 What were the differences between the lives of rich and poor people in Tudor times?

Links to other curriculum areas:
(National Curriculum 2000/NNS/NLS/QCA Documents)

Overview

Introduction
Preparatory work
The Lesson

Introduction
This lesson plan contributes to QCA History Study Unit 8 What were the differences between the lives of rich and poor people in Tudor times? It provides some ready-made ICT resources to enable teachers to introduce pictures as a source of finding information. It provides an ICT-based resource for pupils to use in annotating the pictures. The activity described in this lesson plan could easily be adapted to any historical study.

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ICT competences required by

Teacher:
  • Use of data projector
  • Use of ready made PowerPoint presentation
Child:
  • Enter text in a text box using bullet points
  • Save and print

The Learning Objectives

Pupils should learn:

  • About the lives of the poor in Tudor Time
  • About the attitudes of wealthier people towards the poor

Resources

Vocabulary
orphans, vagrants, widows, poverty, whipped, disabled, almshouses, stocks

Preparatory work

Download the PowerPoint presentation from the website: http://www.ict.oxon-lea.gov.uk/best_practice/tudor_poor/ What was life like for Poor People.ppt on to the demonstration computer. To download the file right click on the link and select Save As. Save the presentation in a folder or location where it will be easily accessible when you need to view it. Download the document Tudor poor.doc and put it into a shared area on the network or on each pupil’s computer.
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The Lesson

Whole Class Teaching

Show slide 1 and explain that pupils are going to learn about what life was like for the poor people in Tudor Times. At the end of this lesson tell the pupils that they will need to write some bullet point notes to demonstrate what they have learned about the lives of poor people in Tudor Times.

Show slide 2
Q Why do you think people were homeless?

Show slide 3
Q What is a vagrant?

Explain that whipping vagrants and sending them back to their home towns was intended to save local people money.

Q Do you think whipping vagrants and sending them back to their home town would help solve this problem?

Show slide 4 - the picture only should be displayed to begin with.

Q What can you see in this picture?
We can see a vagrant being dragged and whipped through the town.

Q Why would people be poor?
Clearly there are people who had no work but pupils may need prompting to think of other categories of poor such as: the elderly, sick or disabled, orphans, widows etc.
Click to reveal various categories.

Show slide 5 (The graphic only is displayed to begin with.)
Q What can you see?
A horse, several children on the horse, the man has a wooden leg and has a dog on a lead, his wife is drinking, there is a town in the background with boats in a harbour.
Click to reveal the text.

Show slide 6 (The graphic only is displayed to begin with.)

Q What is this? Have you seen these anywhere? What were they used for? What happened when someone was put in them?
Stocks were just one form of Tudor punishment. Click to reveal some additional types of punishment.

Q Who made the laws?
The teacher will want to draw from the pupils the fact that the wealthy made the laws and mainly the poor were on the receiving end!

Show slide 7
Q What do we mean by "deserving poor"?
Q Why do you think the wealthy people would sometimes build Almshouses for the elderly and deserving poor?

Show slide 8
Q Are there any Almshouses in our area?

Slide 9 is intentionally left blank.
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Main Activity

The teacher explains that pupils will now make notes next to some images in a Word document Tudor Poor.doc demonstrating what they have learned about Tudor poor.

Explain to pupils that notes should be short, concise and bullet pointed. Reinforce that you are not expecting full sentences.

The teacher may want to differentiate the task by asking some pairs to only annotate two pictures while others may be expected to annotate all four images.

While pupils are working the teacher should ensure that her interaction with pupils focuses on reinforcing the principle that their notes should focus on the relevant facts relating to Tudor poverty.

Discourage irrelevant details.

Ask pupils to save their work at regular intervals and to spell check their work.

Select four pairs and ask them to print their work to share in the plenary.
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Plenary

Draw the pupils back together and show slide 10. Ask the selected pairs to share their notes on one of the pictures. Other members of the class can contribute additional relevant information. Draw from the pupils explanations for the facts which have been recorded. For example, for the picture of the Almshouse the pupils may suggest "the rich built for the poor." Encourage them to explain why, i.e. that the rich often felt a "duty" to look after the "deserving" poor and elderly.

Why use ICT

Demonstrating: Using ICT the teacher can effectively illustrate procedures needed in the note taking activity including the writing of short, concise and bullet pointed notes plus the use of the spell check.

Accessing and analysing: ICT gives the opportunity to use a variety of approaches that incorporate pupils preferred learning styles. It allows access to information in multi-media format that can be easily differentiated to accommodate different learning styles and approaches. The use of ICT to quickly change the information provides the teacher with opportunities to engage with pupils and, in particular, facilitates analysis and interrogation of historical scenes.

Presenting, re-presenting and communicating: The ability to create a multimedia presentation from individual images selected from a variety of sources, to meet the specific learning objectives of the unit on the differences between Tudor rich and poor puts the teacher in far greater control of the content than previously possible. A presentation, particularly one with the use of a data projector, allows the pupils to view the same image simultaneously. . The presentation is more exciting and engaging, creating motivating outcomes. It enables the teacher to focus pupils on specific features and further explore, unpack or elucidate the content. Once the presentation is created it forms a reusable resource that can be shared with colleagues.
ICT provides the pupils with a finished, "polished" product complete with graphics which will be motivating to many.

Testing and confirming: In this vignette ICT encourages independence through the use of the spell check and speech facilities available in many word processing packages that allow pupils to test and confirm what they have written.


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