The story

Classroom Activity : Anne Boleyn Introduction

Classroom Activity : Anne Boleyn Introduction

We are searching data for your request:

Forums and discussions:
Manuals and reference books:
Data from registers:
Wait the end of the search in all databases.
Upon completion, a link will appear to access the found materials.

John Foxe first published his Book of Martyrs in 1563. Foxe, who had been forced to live in exile during the reign of Mary, provides a detailed account of Anne Boleyn: "Many things might be written more of the manifold virtues, and the quiet moderation of her mild nature… Also, how bountiful she was to the poor, passing not only the common example of other queens, but also the revenues almost of her estate; insomuch that the alms which she gave in three quarters of a year, in distribution, is summed to the number of fourteen or fifteen thousand pounds; besides the great piece of money which her grace intended to impart into four sundry quarters of the realm, as for a stock there to be employed to the behalf of poor artificers and occupiers. Again, what a zealous defender she was of Christ's gospel all the world doth know, and her acts do and will declare to the world's end." Foxe then goes on to argue that Boleyn used her influence to get Protestant reformers, Hugh Latimer and Nicholas Shaxton, placed in important positions in the Church hierarchy.

Foxe was only a young man when Anne Boleyn was alive and there is no evidence that he actually met her. The fact that the book was published during the reign of her daughter, Queen Elizabeth, would not have encouraged him to be critical of the second wife of Henry VIII. However, there is no doubt that he made every attempt to get his facts right. When the book first appeared it had 1,721 pages and ran to 1,450,000 words. After the book was published, many people wrote to Foxe. Some pointed out minor errors in his book. Some gave him information which he had so far been unable to find. This material was included in the second edition published in 1570. This edition had 2,335 pages and 3,150,000 words. It was nearly four times the length of the Bible, and according to Jasper Ridley was the "longest single work which has ever been published in the English language."

Thomas S. Freeman has pointed out that the book made good use of the library accumulated by Archbishop Matthew Parker. "Foxe's second edition also far surpassed any previous English historical work in the range of medieval chronicles and histories on which it was based. Foxe had the immense good fortune to be able to consult the vast collection of historical manuscripts gathered by Archbishop Matthew Parker."

During the Elizabethan period, Foxe's Book of Martyrs was extremely popular and was probably the second best-selling book after the Bible. However, after the death of Elizabeth, her mother's reputation went into decline. For a time historians began to take the views of Nicholas Sander more seriously. Sander was a Catholic priest who lived in Rome after the death of Queen Mary. His book, The Rise and Growth of Anglican Schism , published in Cologne in 1585, provided a very hostile portrait of Anne Boleyn. It was Sander who first claimed that she was deformed: "She had a projecting tooth under her upper lip, and on her right hand, six fingers. There was a large wen (tumour or wart) under her chin, and therefore to hide its ugliness, she wore a high dress covering her throat."

Several historians have pointed out that Sander was only a child when Anne Boleyn died. George Wyatt was the grandson of Thomas Wyatt, who was close to Anne. He was her first biographer, who compiled his work at the end of the sixteenth century from the reminiscences of his family and those who had known her, such as her former maid of honour, Anne Gainsford. He dismisses Sander's claim that she had six fingers on her right hand. "There was found, indeed, upon the side of her nail, upon one of her fingers, some little show of a nail, which yet was so small... albeit in beauty she was to many inferior, but for behaviour, manners, attire and tongue she excelled them all... she was indeed a very wilful woman." There is no evidence that Anne "wore a high dress", which was not fashionable at this time. Her portraits show that she did not usually cover her neck.

Catholic nations in Europe encouraged this negative view of Anne Boleyn. Eustace Chapuys, was the ambassador of King Charles V who was assigned to Henry VIII's court from 1529 to 1536. When his letters to the King were published it provided a very different image of Boleyn than the one provided by John Foxe. Chapuys was a supporter of Catherine of Aragon and he claimed that Boleyn had used witchcraft to manipulate and control the king. Despite being in the court Chapuys refused to talk to Queen Anne and most of the comments he made about her were based on rumours he had heard.

Chapuys even claimed that Anne Boleyn was responsible for the death of Catherine of Aragon on 7th January, 1536. Her doctor claimed that she had been suffering from "slow poisoning". Chapuys reported that she had been poisoned at the instigation of Boleyn. This story was believed for many years but as Antonia Fraser has pointed out: "The deaths of prominent persons whose removal was thought to be rather too convenient for their enemies were generally accompanied by such suspicions. The charge is ludicrous... God was likely to carry off Catherine soon enough without extra help. There is also the question of the character of Henry VIII. He regarded poison with moral repugnance: it was alien to him. The axe and rope, wielded in public, not secret poison were the weapons of his authority against those who defied the royal will, preceded if possible by the culprits profound repentance at having crossed or betrayed him."

However, Chapuys was probably right to say Catherine of Aragon was far more popular than Anne Boleyn. It was reported by Cardinal Jean du Bellay in May 1529 that Catherine had the support of the majority of women living in England at the time. "If the matter were to be decided by women, he (Henry VIII) would lose the battle, for they did not fail to encourage the queen (Catherine of Aragon) at her entrance and departure by their cries, telling her to care for nothing, and other such words."

Lodovico Falier reported to King Charles V on 24th November, 1531, that an attempt had been made to kill Anne Boleyn: "It is said that more than seven weeks ago a mob of from seven to eight thousand women of London went out of the town to seize Boleyn's daughter, the sweetheart of the king of England, who was supping at a villa on a river, the king not being with her; and having received notice of this, she escaped by crossing the river in a boat. The women had intended to kill her; and amongst the mob were many men, disguised as women. Nor has any great demonstration been made about this, because it was a thing done by women."

The following year there was "a great riot and unlawful assembly of women" at Great Yarmouth in Norfolk. Sir Thomas Audley, a senior figure in Henry VIII's household was asked to investigate. He later reported that the women had apparently rioted to show their opposition to Anne Boleyn. Audley suggested that their protests were downplayed, because it was thought that the riot "could not have been held without the connivance of their husbands."

George Cavendish, who was a member of Cardinal Wolsey's household later wrote that "the world began to be full of wonderful rumours not heard of before in this realm". This mainly concerned "the long hid and secret love between the king and Mistress Anne Boleyn" and this "began to break out into every man's ears". The chronicler, Edward Hall, confirmed this and commented that there was growing hostility towards a "gentlewoman in the court called Anne Boleyn".

There appears to be little doubt that if public opinion polls were carried out in Tudor England, Anne Boleyn would have been revealed to be an unpopular woman. She had displaced a much loved queen and had broken the existing moral code. Alison Plowden, the author of the pioneering book, Tudor Women (2002), has pointed out that Boleyn was being punished for being a woman. Adultery might be a moral rather than a criminal offence but a woman could expect no mercy from a society organized on strictly patriarchal lines.

Plowden goes on to argue: "This so-called 'double standard' of morality, which has caused so much anguish through the centuries, was not merely a matter of male pride and possessiveness. It was based on inescapable biological fact and the haunting fear that an upright citizen might be tricked into giving his name to another man's gettings or, worse, that land and property might pass to some cuckoo in the nest and a noble line be dishonoured forever."

The historian, Christopher Hill, once commented: "History has to be rewritten in every generation, because although the past does not change the present does; each generation asks new questions of the past, and finds new areas of sympathy as it re-lives different aspects of the experiences of its predecessors." This was the same point that Retha M. Warnicke, made in her introduction to her book, The Rise and Fall of Anne Boleyn (1989). She argues that when writing a modern biography of Anne Boleyn one needs to take into account the "sixteenth-century socialization of women" and you need to understand her "viewed within the framework of these social and cultural values".

Sharon L. Jansen, the author of Dangerous Talk and Strange Behaviour: Women and Popular Resistance to the Reforms of Henry VIII (1996), takes an even more pronounced feminist view of writing history. She sees Anne Boleyn as someone like Catherine Parr, Margaret Cheyney, Elizabeth Barton, Anne Askew, who was trying to participate in the political and religious change that was taking place in the sixteenth-century. It is probably significant that in all these cases, except for Parr, ended up being executed by Henry VIII. Even his sixth wife came very close to being put to death when Henry discovered that she was becoming involved in political and religious matters.

In this book I have attempted to capture the life of a woman who suffered because she tried to influence the religious and political life of Tudor England.

Classroom Activity : Anne Boleyn Introduction - History

The Tudor & Stuart Monarchs

  • The Tudors (Ed Carr)
  • The Life and Family of Henry VIII (Mark Dolphin) PDF
  • Henry VIII -fact, opinion or fiction (Jo Garton) PDF
  • Henry VIII Assembly (Caroline McFadyen) DOC
  • A job for a King (Emma Norris) PDF
  • What did Henry VIII do all day? (Hayley Roberts) DOC
  • Henry VIII's wives (Teacher's Notes) (Natalie Crawford) DOC
  • Why did Henry VIII marry six times? (Claire Gaskell)
  • The Six Wives of Henry VIII (Karen Millard)
  • Henry VIII's Wives (Sadie-Marie Cook)
  • Henry VIII's Problems (Peter Flanagan)
  • Henry VIII and his 6 Wives (K Leeds)
    (Welsh translation by Iona Venables)
  • The Six Wives of Henry VIII (research) (Jo Garton) PDF
  • Henry VIII's Wives (-) DOC
  • The Wives of Henry VIII (Sadie-Marie Cook) PDF
  • Henry VIII Description (Emma Tunbridge) DOC
  • Henry's Wives (Emma Tunbridge) DOC
  • Henry VIII and Catherine of Aragon (Emma Tunbridge) DOC
  • The Wives of Henry VIII (Questions) (Louise Pickering) PDF
  • Order Henry's Wives (Chris McDonald) PDF
  • Henry VIII's Wives Fact Worksheet (Gerry Hanna) DOC
  • Henry's Wives Quiz (Faye Bertham) DOC
  • Henry VIII Assessment (Hannah Lewis) DOC
  • Henry VIII (Paul Trotman) DOC
  • Henry VIII's Problems (Paul Trotman) DOC
  • Henry VIII's Problems and Solutions (Paul Trotman) DOC
  • The Story of Anne Boleyn (Joanna Green)
  • Anne Boleyn - The Early Years (Chris McDonald) PDF
  • Catherine of Aragon Fact File (Chris McDonald) PDF
  • Henry VIII and Anne Boleyn Cloze (Amra Shahid) DOC
  • 'Henry and his 6 Wives' Class Assembly (Roger Hulme) DOC
  • Henry VIII's X Factor Assembly (Vicky Astle) DOC
  • Henry VIII and his Court (Martin Butler) DOC
  • Tudor Family Tree (Carrie Magee) DOC
  • Tudor Kings and Queens (Russ Hyde) DOC
  • Henry VIII Class Assembly (Fraser McPhie) DOC
  • What did Henry VIII do Each Day? (Neil Harverson)
  • Why Did Henry VIII Divorce Catherine of Aragon? (Neil Harverson)
  • Did Marrying Anne Boleyn Solve Henry VIII's Problems? (Neil Harverson)
  • Henry's Wives Cut and Stick (Sarah Holden) DOC
  • Tudor King and Queens (Sarah Holden) DOC
  • The Tudors (Lindsay Carmichael)
  • The Tudors (3 cloze) (Tim Holt) PDF
  • The Tudors (Ian Dyde)
  • The Tudor Monarchs (Claire Gaskell)
    (Welsh translation by Iona Venables)
  • The Tudor Monarchs (Stephen Harrison) DOC
  • Tudor Monarch Job Advertisement (Jo Garton) PDF
  • Tudor Monarchs After Henry (Lynne Hardwidge Jones)
  • Tudor Monarchs After Henry (Liam Buckley)
  • Mary Queen of Scots: Early Life (Jenny Radford)
  • Mary and Henry Stewart Darnley (Jenny Radford)
  • Who Killed Lord Darnley? (K. J. Wright)
  • Elizabeth I (Lynne Hardwidge Jones)
  • Mary Tudor (Joanna Green)
  • Henry VIII WWtbaM Quiz (Emma Rudkin)
  • The Tudors (Paul Tatum)
  • Henry VIII WWtbaM Quiz (Emma Rudkin)
  • Mary Queen of Scots WWtbaM (Stephanie Dean)
  • Tudor 'Millionaire' Quiz (Lesley Irwin)
  • Mary Queen of Scots Quiz Cards (Linda McKee) DOC
  • Tudors Fact File Assessment (Camilla Harris) DOC
    (Welsh translation by Rhiannon Parry) DOC
  • Henry VIII and his Six Wives Assembly (Paul Mangan) DOC
  • Tudor Kings and Queens (Stephen Martindale)
  • Tudor Kings and Queens (Stephen Martindale) DOC
  • Tudor Monarchs Display (Alison Davis) DOC
  • Find Your Partner Activity (Alice Sixsmith) DOC
  • Henry VIII Chatterbox (Peter Barnett) PDF
  • Henry VIII Crossword & Word Search (Peter Barnett) PDF
  • Henry VIII Medium Term Planning (Dhipa Begum) DOC
  • History of Britain Timeline (Dhipa Begum) DOC
  • Henry VIII: 1 - Introduction (Dhipa Begum)
  • Henry VIII Worksheet (Dhipa Begum) DOC
  • Henry VIII: 2 - The Wives (Dhipa Begum)
  • Henry VIII Marriage Timeline (Dhipa Begum) DOC
  • Henry VIII: 3 - Catherine of Aragon (Dhipa Begum)
  • Henry VIII: 5 -Anne of Cleves (Dhipa Begum)
  • Henry VIII: 6 - Quiz (Dhipa Begum)
  • Wives Sequence Cards (Dhipa Begum) Small DOC - Large DOC
  • The Second Wife Assembly (Sara Nealon) DOC

  • Rich and Poor in Tudor Times (Elaine Smith)
  • Life in Tudor Times (Kirsty Router)
  • Tudor Inventories (Paul Rushfirth)
  • Things people did during Tudor times (Sue Sharpe) PDF
  • Tudor Travel (Janine Rushton) PDF
  • Tudor Exploration (Sabreen Chaudhari)
  • Tudor Exploration (Jessica Archer)
  • Tudor Exploration (Michelle Haskew) PDF
  • Tudor Explorers (Martin Butler) DOC
  • Tudor Exploration Planning & Resources (A. Siddiqui) DOC
  • Drake and the Golden Hinde (Rona Dixon) DOC
  • 'The Golden Hinde' Poem (Rona Dixon) DOC
  • The Spanish Armada (Sabreen Chaudhari)
  • The Spanish Armada (Elin Vaughan Hughes) DOC
  • The Spanish Armada: You Decide (Josh Cardale) DOC
  • Tudor Sailors (Lynne Hardwidge Jones)
  • Tudor Exploration Assessment (Hannah Lewis) DOC
  • Tudor Exploration Research (Sarah Rose) DOC
  • Tudor Explorers (Lynne Hardwidge Jones)
  • Dangerous Tudor Travel (Lynne Hardwidge Jones)
  • Dangerous Tudor Travel (Lynne Hardwidge Jones) DOC
  • Tudor True or False (Rosie Wedderburn)
  • Tudor Buildings (Sabreen Chaudhari)
  • Tudor Fashion (Lynne Hardwidge Jones)
  • Tudor Banquet Costume (Claire Beaumont)
  • Tudor Clothing (Janine Rushton) PDF
  • Tudor Costumes (Richard Reardon)
  • Tudor Food (Mark Davies)
  • Tudor Food (Lynne Hardwidge Jones)
  • Tudor Food (Neil Harverson)
  • Tudor Food (Emma Norris) PDF
  • Tudor Food (Janine Rushton) PDF
  • Tudor Food (Kathryn Williams) DOC
    (Welsh translation by Rhiannon Parry) />DOC
  • Tudor Food Flashcards (Kathryn Williams) DOC
  • Tudor Food (Rich & Poor) (Angela Marshall) DOC
    (Welsh translation by Rhiannon Parry) />DOC
  • Tudor Entertainment (Scott Haxton) DOC
  • Tudor Murders (Scott Haxton) DOC
  • Crime & Punishment (Fraser McPhie) DOC
  • Crimes & Punishments (Angela Marshall) DOC
  • Tudor Artefacts (Mark Dolphin) PDF
  • Rich and Poor Comparison (Emma Tunbridge) DOC
  • Henry's Hobbies (Emily Gale)
  • Tudor Diseases (Edwina Priddle) DOC
  • Tudor Medicine (Kathryn Williams) DOC
  • Tudor Schools (Angela Marshall) DOC

  • Tudor Timeline (Sabreen Chaudhari)
  • Tudor Medium Term Planning (Sharon Tarr) DOC
  • Hampton Court Palace (Emma Norris) PDF
  • Hampton Court Palace Trip Booklet (Sara Jones) DOC
  • Life at Hampton Court Palace (Emma Norris) PDF
  • Hever Castle, Kent (Samantha) DOC
  • Tudor Planning (Emma Tunbridge) DOC
  • The Reformation (Kelly Akrill) DOC
  • Terrible Tudors Planning (Vikki Harris) DOC
  • Gainsborough Old Hall (Jonathan Wain) />
  • A Tudor Timeline (Emma Norris) PDF
  • The 5 Minute History Play (Anne Guest) DOC
  • Tudor Newspaper Template (Natalie Crawford) DOC
  • Tudor Times (blank newspaper) (Michelle Haskew) PDF
  • Barley Hall (Louise Pickering) PDF
  • Tudor Timeline Activity (Debs Sparkes) PDF
  • The Life of Shakespeare Assembly (Emma Bentham) DOC
  • The Tudors Holistic Planning (Kate Lowndes)
  • The Battle of Bosworth (Deb Harding) DOC
  • Tudor & Mock-Tudor Buildings (Primary Resources) />

We need your help!
Click here to find out how you can support the site

Can you hear the buzz?

When I trained a few years our lead lecturer encouraged us to strive to generate a ‘buzz’ of learning in each of our classrooms. I struggle with a silent classroom, Controlled Assessment with Year 11 is torture for me, but I am also aware that noise does not always equal engagement in learning. So on Thursday I was a little apprehensive about how successfully my plan to get students creating and modelling outfits made from newspaper would result in greater historical understanding of the 1950s. The lesson was with my top set Year 9 group.

The lesson enquiry – in our department we don’t use titles for schemes of work (enquiries) and individual lessons – was ‘What can fashion and music reveal about teenagers in the 1950s?’. It was the second in an overarching enquiry which explores how revolutionary the changes experienced by teenagers in the 1960 were. So this lesson was providing useful context from which they would later make judgements about the extent of change. Alongside teaching content about the 1950s and adding to students conceptual knowledge of change and continuity, this enquiry has also been driven by a desire to better prepare our Year 9 students for the demands of GCSE History – in particular source work for their OCR Paper 2 British Depth Study – and so many of the lessons in this enquiry culminate in a GCSE exam-style question. So one issue I was contending with was motivating and engaging the students so that they would care enough about the topic in question to willingly tackle the demands of these questions.

Enter a little bit of dressing up!

Following a brief starter activity which enabled students to discuss their preconceptions of modern teenagers, I allowed students to group themselves and gave each group a set of sources, both written and visual, depicting or describing fashion choices of either the 1950s or the preceding decade. Students then had 7-8 minutes to dress up one member of the group in the style of their decade, using only newspaper. Engagement was immediate. It is very rare to see a whole class totally on task but I was able to step back and watch as they designed some incredible, and often incredibly accurate, outfits. At the end the ‘models’ came up to the ‘catwalk’ and I questioned the class about what their design choices revealed about the fashion of the 50s but also about the changes which had taken place and asked some students to hypothesise about the reasons for these changes and what they revealed about teenagers of this period. This was not just a ‘fun’ activity but one which motivated students and provided them with a launchpad into discussing both music of the period and what historians can learn about teenagers from two different types of source.

It wasn’t ‘just’ a fun activity but it was hilarious! In a blog post by Tom Sherringham he discusses the value of ‘joy’ in great lessons. I was struck by his comment that it is ‘part of our job to make learning joyful’ and when I planned this enquiry I was keen to make this more of a reality in my own practice than perhaps it has been. Joy of learning is not always about exciting and fun activities – and indeed engagement in a nice activity can easily be mistaken for engagement in learning – however in this activity I think the follow-up questions and the student answers to their GCSE exam question at the end revealed that high engagement can lead to great outcomes.

I’ll leave you with a final quote from Tom Sherringham.

If there is laughter, mutual respect, room to express interests and passions and stray from the subject in hand from time to time…. if there are joyful relationships, then a Great Lesson is far, far more likely.

Classroom Activity : Anne Boleyn Introduction - History

Elizabeth I (7 September 1533 – 24 March 1603) was queen regnant of England and Ireland from 17 November 1558 until her death. Sometimes called The Virgin Queen, Gloriana, or Good Queen Bess, Elizabeth was the fifth and last monarch of the Tudor dynasty . The daughter of Henry VIII , she was born a princess, but her mother, Anne Boleyn , was executed two and a half years after her birth, and Elizabeth was declared illegitimate. Her half-brother, Edward VI , bequeathed the crown to Lady Jane Grey , cutting his half-sisters out of the succession. His will was set aside, Lady Jane Grey was executed, and in 1558 Elizabeth succeeded the Catholic Mary I , during whose reign she had been imprisoned for nearly a year on suspicion of supporting Protestant rebels.

Elizabeth set out to rule by good counsel, and she depended heavily on a group of trusted advisers led by William Cecil, Baron Burghley . One of her first moves as queen was the establishing of an English Protestant church, of which she became the Supreme Governor . This Elizabethan Religious Settlement later evolved into today's Church of England . It was expected that Elizabeth would marry and produce an heir so as to continue the Tudor line. She never did, however, despite numerous courtships. As she grew older, Elizabeth became famous for her virginity, and a cult grew up around her which was celebrated in the portraits, pageants, and literature of the day.

Anne Donlon

Currently: community manager, Humanities Commons.
Previously: CLIR postdoctoral fellow at Emory's Rose Manuscript, Archives & Rare Book Library and the Emory Center for Digital Scholarship.
I'm currently working on a book project on African American culture & the Spanish Civil War.

We’re looking to hire a web developer to work with us on Humanities Commons (, the open-access, open-source scholarly network and repository. Please feel free to get in touch if you have any questions!

Under the supervision of the head of software development, works on the development of the Wor&hellip [Read more]

Roger Whitson, Washington State University

Digital Literary Pedagogy: An Experiment in Process-Oriented Publishing

Introduction & Timeline
Digital Literary Pedagogy: Teaching Technologies of Reading the Nineteenth Century
Practicing Collaboration in Process and Product: A Response to ‘Digital Literary Pedagogy’

Leila Walker and Stephen Klein

Building a Place for Community: City Tech’s OpenLab
Charlie Edwards, Jody Rosen, Maura A. Smale, and Jenna Spevack

Each Roundup, a member of the JITP Editorial Collective assembles and shares the news items, ongoing discussions, and upcoming events of interest to us (and hopefully you). This week’s installment is edited by Anne Donlon.

Reminder: Submissions for short, blog-length sections in The Journal of Interactive Technology and Pedagogy are open y&hellip [Read more]

Roger Whitson, Kimon Keramidas, and Amanda Licastro

Digital Literary Pedagogy: An Experiment in Process-Oriented Publishing

This assignment, developed for a course on Shakespeare’s Early Plays and Sonnets, asks students to create their own Commonplace Book, both a text in itself and a collection of others’ texts, encouraging them to think about reading practices in old and new forms of media.
Readers in the early modern period typically produced “Commonp&hellip [Read more]

Christy Desmet, Josiah Meigs Distinguished Teaching Professor, University of Georgia

Review of Macbeth, Read & Watch: Complete Text and Performance, by William Shakespeare, WordPlay™ Shakespeare (New York: New Book Press, 2013). $9.99.

Wordplay Shakespeare Macbeth for iPad includes videos featuring live actors, which makes “half the pag&hellip [Read more]

Gaurav Arora, Department of Biology, Georgetown University
Janet Russell, Center for New Designs in Learning and Scholarship, Georgetown University, and
Anne Rosenwald, Department of Biology, Georgetown University
By the time undergraduate science majors become juniors or seniors, they are reasonably adept at communicating science to other s&hellip [Read more]

Karen Gregory, The CUNY Graduate Center
A syllabus goes viral and student labor becomes a little too public.
Last semester, just a week into the semester, something unexpected happened. The syllabus for my Introduction to Labor class went what we might call “academic viral,” by which I mean it began to circulate quickly and broadly among a sub&hellip [Read more]

Scott Winter, University of Nebraska-Lincoln
How starting large-group classes with comprehensive Google Forms surveys can transform the classroom dynamic, personalize assignments for students and increase active participation and engagement.

A sortable spreadsheet of biographical info about all students in a large-group class – in t&hellip [Read more]

Jen Jack Gieseking
Bowdoin College

In this paper I reflect on the construction and instruction of the outcomes of the Queer(ing) New York course (QNY). The case study of QNY demonstrates the pedagogical work of refusing norms and hierarchies that pedagogical models, particularly online courses, are assumed to maintain. QNY created&hellip [Read more]

Jessie Daniels, Hunter College, CUNY School of Public Health, and the Graduate Center, CUNY
Matthew K. Gold, City Tech and the Graduate Center, CUNY
with Stephanie M. Anderson, John Boy, Caitlin Cahill, Jen Jack Gieseking, Karen Gregory, Kristen Hackett, Fiona Lee, Wendy Luttrell, Amanda Matles, Edwin Mayorga, Wilneida Negrón, Shawn(ta) Smith,&hellip [Read more]

Charlie Edwards, New York City College of Technology
Jody Rosen, New York City College of Technology
Maura A. Smale, New York City College of Technology
Jenna Spevack, New York City College of Technology[1]

For the Fall 2011 semester, New York City College of Technology (City Tech) launched the OpenLab, an open digital platform for&hellip [Read more]

Suzanne Tamang, Stanford University
Gregory T. Donovan, Fordham University

With Issue 5 of the Journal of Interactive Technology and Pedagogy, we bring together scholarship that challenges traditional educational environments through more democratic and diverse modes of teaching, learning, and research. As the first themed issue of JITP,&hellip [Read more]

Henry VIII and His Six Wives

Click the button below to download this worksheet for use in the classroom or at home.

Catherine of Aragon:

Was first married to Henry’s brother Arthur who died. They were married for 20 years. When Henry was in France the Scottish King attacked England. Catherine raised an army and defeated him. She bore Henry several children only Mary survived. Henry needed the Popes permission to divorce Catherine. He refused so Henry became head of the church instead of the Pope. Henry divorced Catherine because she was too old to give him a son. His excuse was she was spending more time praying and less time dancing.

Anne Boleyn:

Henry fell in love with Anne because she was young and pretty with flowing hair and black eyes. The marriage lasted for three years. 1533 – 1536. She gave Henry one child a daughter called Elizabeth. She is accused of having lovers and put on trial. The trail is not fair as people do what the king tells them. She is executed

Jane Seymour:

Henry marries Jane because she is a plain and simple girl. They were married for one year 1536 – 1537. She gives Henry a child. Edward the son he so wants. Jane becomes ill and dies. Henry is heartbroken at her death.

Anne of Cleves:

Henry marries Anne in 1540 to from a friendship (alliance) with Germany. Anne is ugly and Henry does not like her. The marriage only lasts for seven months.

Catherine Howard:

Catherine was young and pretty and the King was old and fat. They were married for two years 1540 – 1542. The King liked young and pretty women around him. Catherine soon had a lover. She is executed.

Catherine Parr:

Henry and Catherine are married for four years 1543 – 1547. The king is old and sick and needs somebody to look after him and his children. In January 1547 Henry dies.

The birth of privacy as an idea

The idea of a personal privacy originated during the midevil times(surprisingly, not too long ago). It is closely related to the story of Henry VIII, Anne Boleyn and the battles between catholics and protestants on how to achieve salvation.

Let’s take a step back and visualise, visualise yourself during the midevil times, think about your ideas of god, the ideas that you would be believing in, think about the negative thoughts you might have about others. A little personal, no? That wasn’t the case back then, today we take having privacy of our private thoughts for granted.

The prevailing idea at the time was that to get into Heaven was the primary focus of everyday life, and to do that your thoughts had to be ‘pure’ and inline with the church.

Back then visiting the confessional was mandatory. Having inconsistent thoughts to what the catholic church’s official view would lead to you being reprimanded for it, and if you absolutely disagree well then, you’d get barbequed.

All this changed with the incoming to the protestant revolution and William Tyndale. He under Martin Luther they translated the Bible into English, and professed that the Church had no role to play in the relationship between the individual and god.

Tyndale published his thoughts in the book ‘The Obedience of a Christian Man’ communicated that the Church not only had no authority to intrude in an individual’s private sphere but had almost full authority to one’s public sphere. Making him the first to advocate A RTP. No surprised he was barbequed for that. :p

The book only gained relevance when King Henry VIII who at the time faced problems with the Church as they denied his application for annulment with Lady Catherine got his hands on the book by his mistress at the time, and protestant reformer Anne Boleyn. The book also professed the idea that the King was not only the Emperor but also the Church. This made him buy into the secondary thesis of the king having no authority over an individual’s private sphere. What we now call, A Right to Privacy(RTP).


By Dr Tracy Borman

Elizabeth I is one of the most celebrated monarchs in British history. She was also the longest-reigning Tudor. Yet, as the younger of two daughters born to Henry VIII, she was never supposed to be queen at all.

Elizabeth was just two years and eight months old when her mother, Anne Boleyn, was convicted for treason and executed. Her parents’ marriage had been annulled prior to Anne’s execution, which rendered Elizabeth illegitimate. The birth of her half-brother Edward the following year made her prospects of inheriting the throne even more distant. But thanks to his premature death in 1553 after just six years as king, followed by the short and disastrous reign of her half-sister Mary, Elizabeth at last came into her inheritance in 1558.

There was great rejoicing across the kingdom upon Elizabeth’s accession. Church bells were rung and bonfires were lit, and thousands of people gathered to drink and make merry. Beneath the euphoria, however, lay the deep-seated prejudice against female rulers that had existed for centuries. The vast majority of Elizabeth’s new subjects believed that women were naturally inferior to men in every respect. They had neither the intelligence nor the strength of character to make their own way in the world. Even Elizabeth’s closest adviser, William Cecil, was furious when one of the queen’s messengers discussed with her a dispatch for her ambassador in Paris, exclaiming that it was ‘too much for a woman’s knowledge.’

Whereas Mary Tudor had confirmed such prejudices during her brief but turbulent reign, Elizabeth set out to confound them. Although she shared her male subjects’ views on the inferiority of women, she saw herself as an exception and was determined to stamp her authority upon all aspects of her court and government. She started by refusing to marry – a deeply shocking concept in an age when it was universally accepted that a woman (let alone a queen) could not make her way in the world without the guidance of a husband. But Elizabeth was adamant: ‘I will have but one mistress here, and no master’, she told her courtiers. Although she encountered fierce resistance to this at first, over time her single state became one of the cornerstones of her success: it secured her place as the Virgin Queen of legend.

Another part of Elizabeth’s strategy to win over her misogynistic new subjects was to refer to herself time and again in masculine terms. She was a ‘prince’ who led her people with just as much authority as her formidable father, Henry VIII. But she also knew exactly when to flaunt her femininity. She created a court based upon the principles of chivalric love, with herself at the centre – at turns delighting, frustrating and enslaving the male courtiers who flocked to pay her homage. She would also use her womanly ‘weaknesses’ as an excuse not to take action. When under intense pressure to sign the death warrant of Mary, Queen of Scots, she told a parliamentary delegation that ‘my sex doth not permit it.’

Elizabeth’s first biographer, William Camden, claimed that she had ‘surprised her sex’. This implies that she triumphed in spite of being a woman, whereas in fact she triumphed because of this. Her feminine traits enabled her to stand out in a world dominated by men – and to dominate these men in turn.

The other keynote of Elizabeth’s queenship was her extraordinary self-discipline. She always put the interests of her country ahead of her own private hopes and fears – including the love she bore for her long-standing favourite, Robert Dudley. Her long reign witnessed a number of notable achievements: a new, moderate religious settlement, overseas expansion, great military victories like the Armada and a flowering of cultural life epitomised by Shakespeare. Little wonder that it has been described as a ‘Golden Age’.

But there was another side to the story too. Seen by most of Catholic Europe as a heretical and (thanks to her infamous mother Anne Boleyn) illegitimate usurper, from the very beginning of her reign Elizabeth was beset by rival claimants. The most deadly of them all was Mary, Queen of Scots, who was a thorn in the English queen’s side for almost 30 years. Elizabeth also courted opposition thanks to being notoriously parsimonious when it came to supplying and paying her troops – notably the sailors who won her most celebrated victory in 1588. A succession of failed harvests and economic hardship during the later years of her reign added to the climate of dissatisfaction, and prompted Elizabeth to introduce two new poor laws.

Despite all of this, Elizabeth won widespread adulation among her people as ‘Gloriana’ and ‘Good Queen Bess’, and transformed their attitude towards female rulers. It was a legacy that all subsequent queens had cause to be grateful for – none more so than her namesake, our current queen.

Dr Tracy Borman is a best-selling author and historian, and is also joint Chief Curator of Historic Royal Palaces. She is a specialist on the Tudor period, and her books include: ‘Elizabeth’s Women: The hidden story of the Virgin Queen’ and, most recently, ‘The Private Lives of the Tudors’.

How to teach. Anne Frank

This spring marks 70 years since the death of Anne Frank, the young diarist who shone a light onto the suffering of millions during the second world war.

The Anne Frank Trust is commemorating the life of the teenager, who died at Bergen-Belsen concentration camp aged just 15, on Tuesday 14 April 2015 by encouraging people to read from her diary for one minute. Schools can join in this campaign using #notsilent.

There are many ways to introduce Anne’s work in the classroom – here’s a collection of ideas and resources to help you.

Start with the basics. What do your students know about Anne Frank? Who was she, where did she come from and why was she forced into hiding? This presentation by the Anne Frank Trust UK provides background information for secondary students, while this reading comprehension activity by PrimaryLeap is aimed at students aged seven to 11. These resources can be used to start building a timeline of Anne Frank’s life. There is a good introductory video and 3D animation of the Frank family’s secret annex here.

Challenge groups of students to find out who gave Anne her diary, how old she was when she started writing it and how it came to be published. These quotes will give students a feel for the thoughts and feelings she recorded. They can also be used to create a colourful wall display. As a group task, ask students to discuss a quotes. Get them to debate whether they agree or disagree with how Anne saw things. Are the topics she wrote about still relevant? This lesson plan and presentation will help you to structure the activity.

Anne Frank often expressed a curiosity about herself and her place in the world. Using these quotes as inspiration, ask students to write a statement about their view on the world or how they would like society to be. This mind map will help them to identify the thoughts and ideas that matter most to them. Alternatively, ask students to write a diary entry about a time they felt misunderstood or unfairly treated. These can be submitted to Generation Diary, an initiative open to 13- to 15-year-olds to create the world’s biggest digital diary in memory of Anne Frank.

Secondary students can explore Anne’s writing further with this differentiated reading comprehension activity. There is also a lesson plan and presentation that encourage pupils to reflect on their own potential. Anne Frank wrote: “Will I ever be able to write something great, will I ever become a journalist or a writer? I hope so, oh, I hope so very much.” Encourage students to record their own hopes in a sealed letter to their future self. Keep these in a safe place then present them to students on their last day of school.

After completing the above tasks, students should have a good idea of the quote they would like to read aloud as part of the #notsilent campaign. Alternatively, they can read something they have written about their own life and hopes. The Anne Frank Trust is asking young people to film their readings and upload them to the charity’s Facebook page. Encourage students to practise their readings as part of a drama lesson.

As an extension activity, you might want to consider how teenage journals have provided some of the most insightful and moving accounts of war. Examples could include the diary of a Pakistani schoolgirl for BBC Urdu and My Syrian Diary by 15-year-old “Marah”. Working in groups, ask students to identify aspects of the teenagers’ lives that are similar to and different from their own. What is it about the blogs that makes them so interesting? You can also compare them with Anne Frank’s diary and as a homework task, ask students to write a response to one of the diarists of their choice.

For more ideas, see this How to teach article about Holocaust Memorial Day and this one about stories from the Holocaust. We also have advice for teaching about the Holocaust, and an image bank to support learning and teaching about genocide.

Amistad Primary Source Analysis Activity

This excellent activity for the famous Amistad case is an excellent way to get your students to engage with primary source documents and learn about this fascinating moment in American History!

This download includes a 1-page introduction reading that explains all about the case of the Amistad, from the capture of Africans in Sierra Leone through to the Supreme Court case. There are then 6 excellent primary source documents for your students to analyze. Each includes an actual image of the document along with a typed, easy-to-read transcription of the text. Additionally, each includes a QR code that links to a full-color online high-resolution version of the document. Great for getting your students to put their devices to educational use in class!

Finally, there is a worksheet that students complete based on the documents that can be done in cooperative learning groups or individually. A brief directions page explains how I use the resource in my classes. An answer key is included as well for your convenience.

Watch the video: ANNE BOLEYN INTRODUCTION ANIMATIC!! . Six the Musical (August 2022).