|
When
and why did religion first cause a problem for the Tudors? |
|
|
|
The first use of ICT was to use PowerPoint to create a
presentation about the life and work of Martin Luther
examining the impact on England and Europe.
Experimenting
with Macromedia Flash, I created an interactive version of the religious
rollercoaster diagram to use animation to illustrate the changes
in religious policy. We used the animation as a basis for discussion,
once they had completed the quick and easy quiz. |
|
| |
What
did Elizabeth do about the religious problem in England?
Were Catholics or Puritans the greater threat to Elizabeth's religious
settlement?
|
|
|
| Following
classwork on these issues, I created a 'drag and drop' exercise
for the pupils to use - they had a statement from the religious
settlement and then had to decide whether it was pro-Catholic, middle
way or pro-Protestant. In this way, they were able to reach their
own decisions (as there were different possible interpretations).
This led to an essay frame in Microsoft Word which the pupils used
to complete a discursive essay. More able pupils deleted the help
and wrote their own, those who wanted more assistance used the guidance
to structure and organise their work. |
|
| |
|
Why
did Philip of Spain pose such a big problem to Elizabeth I?
|
|
|
|
After studying issues in class, we used an interactive map
preceded by information and a multiple-choice quiz.
Working through these at their own pace, pupils learned about
the Spanish Armada. This led to the Excel sourcework
activity.
The first part of the exercise involved pupils clicking on the
different problems between England and Spain, completing an
investigation worksheet. This led to short answer
questions and a quick quiz, guiding pupils towards the Armada
map. This interactive map worked really well, visually
illustrating what happened to the Armada. Pupils
recorded the events they felt were important and many went
back onto the site to complete their homework later that
night.
The Excel activity encouraged pupils to explain their source
analysis - a key area I was keen to develop. Using
'locked' cells I was able to control what pupils could
manipulate on screen, permitting them to drag each source into
the appropriate column. In this way they concluded
through an examination of
a range of sources led that a combination of
factors led to the failure of the Armada. |
|
| |
|
|
Why did Mary, Queen of Scots pose such a big problem to Elizabeth
I? |
|
|
|
Here we used existing ICT materials from the
Public Record Office.
This snapshot investigation allowed pupils to act as
detectives investigating Mary's involvement in the events of
1567. This gave pupils the chance to examine some of the
intrigue and background to Mary Queen of Scots. If I had
had more time I would have liked to produce an activity on her
execution. Instead we examined this issue using existing
text-books and worksheets. |
|
| |
|
How did Elizabeth deal with the problem of marriage? |
|
|
|
We
had some great fun with this section. I adapted existing
textbook resources to create a page with images and
information about each of the suitors. Pupils were then
asked to create a PowerPoint presentation in the format of
Blind Date. They had to pick three suitors for Elizabeth
and put the case for each of them. This worked really
well as it motivated the pupils, involving a really positive
use of ICT, towards examining the key historical issues
relating to marriage. Each presentation ended with a
picture of Elizabeth I saying "Actually, I'm married to my
country!" |
|
| |
|
Did Elizabeth successfully solve the problems that beset her during
her reign? |
|
This
site!
|
|
This was the final 'big question', where pupils were asked to
examine all of their evidence and work so far and produce a
class conclusion. This was also the culmination of the
Multiversum project - we had made significant use of ICT in
our studies, but now was the time to make the pupils the
creators - they were to create a website about Elizabeth I.
To
be honest, this was remarkably simple. I divided the
class into groups and made each responsible for a different
aspect of her reign. They were then given a time limit
of two lessons to create pages about their particular aspect.
We used Microsoft Word to create the pages - they inserted
images, added text and simply pressed "Save as HTML" instead
of the usual "Save As". With a little bit of guidance
about hyperlinks the pupils became fully fledged web-authors.
I
was delighted with the results. If they had had more
time they could have done an enormous amount more. What
was done was put online. Suddenly the pupils were keen
to add more - why don't we do this? Surely it would be
better if we did this? They'd seen the games on the
SchoolHistory site and they wanted their own version.
The Elizabeth Armada Shootout was born.
After various suggestions the pupils came up with the designs
for the timeline. As we ran out of time I had to create
the final flash version, but the ideas we all theirs (hence
the colours). To create the timeline all I did was make
pupils responsible for specific years in Elizabeth's reign.
They had to find out information and add in useful hyperlinks.
The work was again saved in Word and then imported into Flash.
The final site that you are now looking at was created using
Macromedia Dreamweaver. I held a number of after-school
sessions the next term and pupils came to improve the overall
look and feel of the site. |
|
