1). Everyday Life
Pupils should be taught about the everyday life, work, leisure and culture of men, women and children in the past e.g.:
The clothing we wear and the pictures of gentry and peasants in our commonplace book cover these aspects. In addition dressing the children in clothes helps with their understanding.
Making Tudor meals, rich and poor, and the surgeon's strictures on good living cover these areas.
We have a good range of artefacts for most of the areas covered. We include pictures in the commonplace book.
We talk about our homes and the big house in our presentations and there are pictures in the commonplace book.
|Shops and other buildings|
We talk about a barbers shop and the guild/barber chirurchion's hall. We have our market to illustrate trading. We include mention of churches, markets and palaces etc.
We cover gentry, servants at the big house, local tradesmen/ medical practitioners, the militia and huswives. We also include husbandmen, military/navy.
We speak of horses, wagons and carriages. We talk of boats and ships; and of walking and drovers.
We cover mummers in our play. The recorders played Tudor music and we dance the peascods. We talk about indoor games (skittles, pall-mall) outdoor games, (archery, manly games, football, horse racing, hunting, fishing, hawking, tennis, swimming), board games, (chess, tables (backgammon) , the Royal Games of Goose), children's games, (five stones, cup and ball, whip and top). We talk about music, plays and masques. Seasonal games (bobbing for apples, the maypole, the Lord of Misrule, the hobbyhorse and Morris dancers. The Ale-house, church ales and the barbers shop. Gambling - dice and cards. Fencing and duels.
In progressing from familiar situations to those more distant in time and place, pupils should be given opportunities to investigate:
|a). changes in their own lives and those of their family or adults around them|
We draw parallels between the pupils' everyday way of life and the way done in the Tudor times.
|b). aspects of the way of life of people in Britain in the past beyond living memory.|
I think we do this very well!
2). Pupils should be taught about the lives of different kinds of famous men and women, including personalities drawn from British history, e.g.:
We talk of events that we have heard of or experienced. We make mention of several Tudor monarchs in passing :
Henry VII (the battle of Boswell)
We talk of my pilgrimage badge, from the shrine of St Thomas of Walsingham. We talk of Fox's Book of Martyrs and the religious changes.
We mention Holbein in reference to the picture of Henry VIII giving the charter. We talk of Marlowe but little of Shakespeare.
Building of great ships to repel the Armada. Great builders of places and country homes, we talk of Harwick Hall and Bess of Hardwick.
We talk of meeting such personalities as Francis Drake, Walter Raleigh and Martin Frobisher whist at sea in the service of England.
Just about the only thing the English are famous for in this period is the Water Closet?
The greater freedom in printing led to a newspaper in London in late Elizabethan times.
Many experts in their field translated works into English, like the bible from Latin and the medical works of Thomas Paré from French.
Thomas Tusser wrote his One Hundred Points of Good Husbandrie (and Huswiferie and Five Hundred ... etc.).
Various Military manuals were written.
Settlements in New England were a disator in Tudor England. They had slighlty more succes in the plantations in parts of Ireland.
3). Pupils should be taught about past events of different types, including events from the history of Britain, e.g. notable events, events in other countries, events that have been remembered, such as centenaries, religious festivals, anniversaries, the Gunpowder Plot, the Olympic games.
|We mention religious festivals in passing when I talk about amusements on holy days. We talk of the defeat of the Armada, the Battle of Bosworth, Perkin Warbeck, Various revolts, Lady Jane Grey. Dissolution of the Monasteries.|
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