teaching guide

Explore the fascinating story

of Katherine Howard and life at Henry the Eighth’s court through the eyes of maid of honour, Eliza Rose

From much-loved TV historian, and Chief Curator of Historic Royal Palaces,

watch lucy introduce the story!bit.ly/ElizaRosetrailer

2

• Learn about Henry VIII’s wives

Using extracts from the novel, discuss and make notes on how each of Henry VIII’s wives are portrayed and thought of by those at court.

Individually or in groups, create a giant poster about the wives.

• Life at Court

Make a list of the different roles of people at Tudor court in the book and what jobs they do. Choose one and write a series of diary entries

from their point of view

• Make a Tudor masque!

Chapter 18 describes Eliza taking part in a Tudor masque. As a class, write your own Tudor Masque. Pick an event from the reign of Henry VIII and assign different parts to each group of pupils. Some pupils can provide the music, using recorders or any instruments they can play. After practising, the whole class perform the Tudor Masque, perhaps even in assembly to the rest of the school or to parents one

morning.

• Execute or spare Katherine?

Using the novel, make a list of reasons why Katherine Howard should and shouldn’t be executed. As a class, script and act out the trial of

Katherine with cases for defence and prosecution. Cast your vote!

Read on for more activity and discussion ideas!

QUICK START IDEAS!

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

The King’s Great Matter

Teaching notes:

The Wars of the Roses had raged for 30 years, between 1455 and 1485, before Henry’s father, Henry Tudor, united the country to become the first Tudor monarch: Henry VII. The lack of a male heir for Henry VIII could result in an outbreak of war again between rival families.

Although at the time of the novel Henry had a son, Edward, he was a sickly child and Henry needed to have other sons; after all, he was only king himself because his older brother Arthur had died.

Henry was not meant to be king: his older brother Arthur was going to inherit the throne but he died shortly after marrying the Spanish princess, Catherine of Aragon. Henry was being prepared for a career in the church but when Arthur died, this all changed. So Henry would have realised the importance of having more than one male heir in the line of succession.

I imagine Henry got away with executing those wives that he could, without landing England in a war. Catherine of Aragon and Anne of Cleves had powerful

families and allies and it could have been disastrous for England if Henry had executed them. Anne Boleyn and Katherine Howard did not have such powerful ties.

AIM

To understand the importance of a male heir to Henry VIII

ACTIVITY IDEAS

• Individually or in groups, create a booklet, PowerPoint presentation or giant poster on Henry’s wives.

• Draw a table of Henry’s wives and include the following key details: when they became queen; any children they had; what happened to them and why.

• Create a short rap, chant or song about Henry’s wives. You can either make it serious or funny!

• Which wife was Henry’s favourite? State who you think it was and then explain why.

• Why was it so important for Henry to have a male heir?

• Did Henry marry for love or the need for an heir?

• Which was Henry’s favourite wife and why?

• Why were some of Henry’s wives executed and others not?

http://tudorhistory.org/wives/

FURTHER RESEARCHUSING THE BOOK

The book discusses a number of Henry’s queens: Anne Boleyn, Jane Seymour, Anne of Cleves and of course Katherine Howard. Using extracts from the novel, discuss and make notes on how each of the wives are portrayed and thought of by those at court.

KEY QUESTION

Why did Henry VIII have so many wives?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Tudor fashion

AIM

To understand how the different classes dressed in Tudor times

ACTIVITY IDEAS

• Using passages from the book, write a description of the king, queen, a courtier, nobleman and maid of honour – imagine you are seeing them for the first time.

• Draw and label some of the characters from the book.

• If you could be any character in the book, which would you be and why? Would you do anything differently to how they act in the story?

• Design your own Tudor wardrobe.

• Investigate the makeup that Tudor women wore.

http://primaryfacts.com/1714/tudor-clothes-costumes-and-fashion/

FURTHER RESEARCH

USING THE BOOK

There are many references to fashion and clothes in Eliza Rose. Make a list of the different things that Eliza wears. Contrast this with what Anne of Cleves and Katherine wear. Also, take notes of what Ned, who is not a lord or a noble, wears.

KEY QUESTION

How did the different sections of Tudor society dress and act?

• How much has fashion changed since the 1500’s?

• Do you think Tudor clothes were comfortable to wear?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Beauty in Tudor times

Teaching notes:

Although Henry did not find Anne of Cleves attractive, her portrait, at least to our modern standards, does not make her look unattractive. Also, there were no other reports at the time about her being described as ‘ugly’. Perhaps she just wasn’t Henry’s type!

Strength and power were evident in many portraits; for instance, a picture of a strong and powerful monarch meant that England was strong and powerful. The strength and power of a country was reflected in its monarch.

AIM

To investigate what characteristics the Tudors viewed as beautiful

ACTIVITY IDEAS

• Describe Katherine and Eliza and compare their physical similarities and differences.

• Look at Holbein’s picture of Anne of Cleves; how would you describe her?

http://www.npg.org.uk/collections/explore/by-period/tudor.php

FURTHER RESEARCH

USING THE BOOK

There are many references to how people should look, especially women: Aunt Margaret frequently reminds Eliza that she is too thin; Eliza herself references her figure and notes towards the end of the book that she is starting to have more curves; the characters discuss the portrait of Anne of Cleves; and Henry has his own impression of the German queen!

KEY QUESTION

Were Tudor ideas and views of beauty different to ours?

• Look at paintings of famous people from Tudor times; why do many of them look physically big/strong?

• Are the paintings good or not?

• Why did famous people have paintings done?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

The English Reformation

Teaching notes:

Henry made himself Head of the Church for three main reasons; to get an heir; for money; and for power.

The Pope would not grant Henry a divorce for a few reasons: Charles V, the Holy Roman Emperor, had sacked Rome and held the Pope almost a prisoner. Charles was Catherine of Aragon’s nephew and would not stand for her being cast out and divorced. Also, the previous Pope had granted a special dispensation so that Henry could marry his dead brother’s widow for state reasons; how could he now allow Henry to divorce her, also for state reasons? The Pope could not be seen to make such mistakes.

Making himself Head of the Church (with help from Archbishop of Canterbury Thomas Cranmer and Thomas Cromwell) meant Henry could make Parliament pass his own law and divorce Catherine.

Due to expensive wars, Henry needed money and the church had loads! By dissolving the monasteries, he got his hands on huge amounts of land, money and buildings and melted down any precious metal. He also sold many of the abbeys to nobles who converted them into grand houses that are still visible today.

Many people were also fed up with paying taxes to the church and tired of the extravagant life that some abbots and monks led; instead of being devout followers of Christ and living a spartan, simple life,

they gambled, drank, cavorted with women and kept riches for themselves.

By gaining control of the church in England, Henry had more control than the Pope over religion in the country. This gave Henry more power in his own country and meant people could not take the Pope’s authority more seriously than the king’s.

AIM

To understand how and why there was an English reformation

ACTIVITY IDEAS

• Make three columns: Heir; Power; Money. List reasons why each of them were important to Henry.

• Research the Act of Supremacy and Act of Succession; make a list of their main points and state why they were so important.

• Research how wealthy the church was at the start of Henry’s reign. What role did the church have in society other than the spiritual concerns of the community?

• Write a speech for Henry, explaining to Parliament about the Act of Supremacy, then act it out; Parliament can question the fearsome monarch without the threat of punishment, though!

• Research Henry’s stance on religion; what were his views?

• Find out what former church buildings and property were lost to the church in the dissolution of the monasteries but are still here today as houses or hotels.

• Why wouldn’t the Pope grant Henry a divorce from Catherine of Aragon?

• Which was the most important reason for the English Reformation: the need for an heir, money or power?

• Was Henry right to make himself Head of the Church? Present an argument for each side.

• How concerned was Henry with religion?

http://faculty.history.wisc.edu/sommerville/361/361-08.htm

http://.primaryhomeworkhelp.co.uk/tudors/religion.htm

FURTHER RESEARCHUSING THE BOOK

The book mentions Anne Boleyn a number of times; she was the queen Henry was finally able to marry after splitting from the Pope and Rome. His continued search for a male heir saw him wed Jane Seymour, Anne of Cleves, Katherine Howard and Catherine Parr.

KEY QUESTION

Why did Henry make himselfHead of the Church in England?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Life at court

AIM

To understand what life was like at a Tudor royal court

ACTIVITY IDEAS

• Investigate the roles of people at a Tudor court under Henry and the jobs they did.

• Assign each pupil a Tudor job at court for them to research and do a project or presentation on.

• Design a Tudor menu fit for Henry himself!

• Imagine you are a member of Henry VIII’s court during the time of the novel. Write a series of diary entries about what you see each day. Include Eliza in your diary; have the characters interact with you!

• Write and perform sketches set in a Tudor court.

• Listen to some Tudor court music and make up some lyrics to go with it and perform to the class.

• In groups, design a PowerPoint presentation about life at Henry’s court.

http://www.tudorbritain.org/court/courtlife.asp

FURTHER RESEARCH

USING THE BOOK

The whole book centres around Eliza and her life both preparing for, and being at court. Throughout the novel, we hear about her excitement at what goes on and what she wants to happen. Also, we see characters more involved at court than Eliza, and others who are prevented from rising any further in their station. There is fascination, excitement and a promise of riches, yet ever-present danger at court; an addictive but treacherous mix.

KEY QUESTION

Why did people want to be involved in court life?

• Why did so many people want to gain favour and be part of the court?

• Why was it potentially a dangerous place?

• Would you have liked to be part of the court in Henry’s time?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Tudor masque

AIM

To investigate and recreate a Tudor masque

ACTIVITY IDEAS

• Research some of the masques that were performed during the reign of Henry VIII, including those in which Henry took part himself!

• Prepare, plan, write and perform a Tudor Masque showing Henry VII’s victory at the Battle of Bosworth, thus establishing the Tudor reign and the House of Lancaster winning over the House of York.

• As a class, write your own Tudor Masque. Pick an event from the reign of Henry VII or Henry VIII and assign different parts to each group of pupils. They can write and rehearse their part of the Masque. Some pupils can provide the music, using recorders or any instruments they can play. After practising, the whole class perform the Tudor Masque, perhaps even in assembly to the rest of the school or to parents one morning.

• Design your own mask to use in a Tudor Masque.

http://www.sixwives.info/masque.htm

FURTHER RESEARCH

USING THE BOOK

Chapter 18 of the book describes Eliza taking part in a masque, including rehearsals. She is very excited by this opportunity and is determined to leave a lasting impression with her performance.

KEY QUESTION

What went on at a Tudor masque and why?

• Why were masques so popular?

• Did any of the masques have hidden meaning?

• Who took part in the masque?

DISCUSSION IDEAS

ACTIVITY IDEAS

• In music, write and perform your own Tudor music to accompany a Tudor Masque.

• Listen to some Tudor music and use it to inspire the pupils to write their own story that could be performed for Henry VIII.

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Tudor punishments

Teaching notes:

At this time, monarchs were seen as God’s appointed ruler on earth, with people believing in ‘divine right’.

Even speaking ill of the king could see you in trouble.

Nobles had a lot to lose. As well as losing their life, their land, property and titles could be taken, affecting their whole family for generations to come.

The very public execution of traitors, as well as serving up gruesome entertainment for the crowds, made an example of those who committed treason and let others know what

their fate would be if they did a similar act.

When Robert Aske, the leader of the Pilgrimage of Grace, (a failed ‘rebellion’ in 1536), pleaded with Henry not to punish him as a traitor, (hung, drawn and quartered), Henry promised to simply hang Aske until he was dead. This he did, but not in the way Aske thought: Henry hung him in chains over the walls of York castle and he died slowly, exposed to the elements and people below until crows pecked at his weakening body.

After the Act of Succession, Henry made people swear an oath agreeing to the terms. Those who didn’t were accused of treason.

Following the Act of Supremacy, Henry passed the Treasons Act in 1534. This made it treason for anyone to deny any of the king’s titles. Not only that, but any ill will or view to the king or queen was also treasonable.

AIM

To understand how and why treason was punished harshly

ACTIVITY IDEAS

• Research the different punishments for nobility and common people and how they differed.

• Present a number of cases before the court (the rest of the class) with several people accused of different crimes. Decide on their different punishments, explaining clearly why you have chosen that particular one.

• Create and illustrate a table showing the different punishments, giving each a mark from 1–10 for gruesomeness, pain and audience enjoyment!

• In groups, design a poster showing some of the punishments in Tudor times and the crimes for which they could be dished out.

• Create a PowerPoint presentation on Tudor punishments and present to the rest of the class.

• Write a story that involves some traitors plotting, getting caught and finally being executed in Henry VIII’s reign. Base it on real events or use your imagination.

• Design a poster as Henry VIII’s advisor, advising people not to commit treason and illustrating what will happen if they do!

• Why did crowds turn out to watch executions?

• If the punishments were so horrible, why did people commit treason?

• Why were Tudor punishments so gruesome?

• Should such punishments exist today? Would they deter potential criminals from committing crimes?

http://resources.woodlands-junior.kent.sch.uk/homework/tudors/other.htm

http://tudorelp.weebly.com/crime-and-punishment.html

USING THE BOOK

There are a couple of instances where we hear characters talk negatively about the king, but even talking of the possibility of the king dying could be seen as treason. To speak badly of the king, or to refer to him in anything less than glowing terms, (as Anne does in chapter 44 when she calls Henry an ‘old man’), could be punished by death!

KEY QUESTION

What was treasonable in Tudor times?

DISCUSSION IDEAS

FURTHER RESEARCH

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Execute or spare Katherine?

Teaching notes:

There is no doubt that Katherine was a confident and flirtatious young lady; there were a number of stories circulating about her antics well before she arrived on Henry’s radar.

After some attention from her music teacher, an older man called Henry Mannox, Katherine had a relationship with Francis Dereham. Indeed, it was thought that they planned to marry and they often called each other ‘husband’ and ‘wife’. There may have been a pre-contract for them to marry.

Katherine’s interest in Dereham cooled and she turned to the more dashing Thomas Culpeper, a favourite of Henry’s.

Katherine continued seeing Culpeper and eventually word got around of her earlier relationship with Dereham. This was relayed to Henry in a letter delivered by Thomas Cranmer.

If Katherine had admitted to having had a marriage pre-contract with Dereham, then her marriage to Henry would not have been legal and she might have been simply sent away in disgrace. However, she argued that she was forced, making

no mention of the pre-contract, therefore losing her one (slim) chance of escaping with her life.

Her affair with Culpeper was also revealed, as was a letter she had written to him. Her fate was sealed.

AIM

To look at reasons for and against the execution of Katherine Howard

ACTIVITY IDEAS

• Research the actual charges against Katherine at the time.

• Read the part in the novel where Will mentions Cranmer handing Henry the letter detailing Katherine’s indiscretions. Rewrite this section as a play script and perform to the rest of the class.

• As a class, script and act out the trial of Katherine Howard. Prepare a case for the defence as well as the prosecution and include key witnesses before voting whether Katherine is guilty or not. If found guilty, what will her punishment be?

• Was there a way that Katherine could have been spared had she behaved differently?

• The king had plenty of mistresses and in some cases children from extramarital relationships; but the queen was executed for doing the same. Is that fair, or is this imbalance to be expected from a king?

• Should Katherine have distanced herself from her lover and not appointed him secretary?

USING THE BOOK

Throughout the novel, we see how Katherine behaves concerning her dalliances with men and her behaviour doesn’t change when she marries Henry, and she falls from grace spectacularly after being unfaithful to the king. However, she is made queen whilst still a very young woman; one who may seem very confident and sure but does not know how to behave properly in such a serious public position. It is impossible not to feel some sympathy for her as she nears her execution.

KEY QUESTION

Should Katherine have been executed?

DISCUSSION IDEAS

http://englishhistory.net/tudor/monarchs/catherine-howard/

FURTHER RESEARCH

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Henry’s injury

Teaching notes:

Henry was a talented and sporty young man who liked jousting, hunting, (he would wear out a number of horses in a day), tennis and wrestling. He was very religious, (attending Mass a number of times a day), spoke numerous languages, was tall and good looking.

Henry had a number of injuries from jousting: the first serious one in 1524

when a lance hit him above the eye. This resulted in migraines for the rest of his life.

Jousting at Greenwich Palace in January 1536, Henry was unseated from his armoured horse which then fell on top of him. Henry was unconscious for a couple of hours and people feared he would die.

1536 turned out to be an annus horribilis for Henry. Consider: he had a serious and life-changing

jousting accident; he executed his wife, Anne Boleyn and he faced a serious uprising in the form of the Pilgrimage of Grace.

AIM

To understand the affect Henry’s injury had on his mood and life

ACTIVITY IDEAS

• Research what Henry was like as a young man; describe and illustrate the activities and sports he enjoyed.

• Create a PowerPoint presentation on the pastimes the young Henry enjoyed.

• Research medicine and the role of doctors in Tudor times.

• Research what happened when Henry had his jousting accident 1536. In groups, write a script and perform it.

• Write a creative story describing Henry’s accident and include the panic at court while he was unconscious for a couple of hours. What would it have meant for his subjects if he had died?

• Create a timeline for the years 1536–1537 and record the events in Henry’s life that may have altered his personality. Illustrate each major event with a cartoon.

• Write a short play set in 1536, showcasing the main events in Henry’s life. It can either be serious or a comedy!

• Write a poem or song about these events.

• Why does Henry not want people to know he is pain or discomfort from the ulcer?

• Why does Henry only allow a few people in to see him when he is having his ulcer treated?

• Think of something you enjoy doing; now imagine that you cannot do it any more and never could again. How would you respond?

http://www.theanneboleynfiles.com/24-january-1536-serious-jousting-accident-henry-viii/

http://www.independent.co.uk/news/uk/this-britain/the-jousting-accident-that-turned-henry-viii-into-a-tyrant-1670421.html

USING THE BOOK

There are many references to Henry’s ulcer and the unpleasant smell and pain it gives him

KEY QUESTION

Why did Henry’s personality seem to change after 1536?

DISCUSSION IDEAS

FURTHER RESEARCH

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Tudor games and activities

Teaching notes:

Rich people in Tudor times enjoyed playing skittles, bowls and tennis.

‘Real’ tennis was different to tennis today. Henry VIII played this game at Hampton Court.

Poorer people played a version of football, which bore little resemblance to the modern game.

Sides were comprised of many individuals, and there were few rules.

Cock fighting and bear baiting were also popular.

Games included chess, cards, billiards, draughts and the popular ‘Nine Men’s Morris’.

Children had wooden toys, hoops, rocking horses and played leapfrog and catch.

ACTIVITY IDEAS

• Research the different games enjoyed by Tudors.

• Create an A3 poster, with ‘Rich’ on one side and ‘Poor’ on the other. Then list and illustrate the games enjoyed by each section of Tudor society.

• Look at how some games are still played today; trace how they have changed over the years. (Football for instance)

• Write a story set in Tudor times where you witness a cock fight or bear baiting.

• Design a poster advertising a joust at Hampton Court.

• Write a story that takes place at a royal joust. Think of all the characters you will include, using Eliza Rose to help you.

• Create a PowerPoint presentation showing and describing some games and pastimes from Tudor times. Show it to the rest of the class.

• Which Tudor game would you most like to have played?

• Why did people in Tudor times enjoy things we would term barbaric, like cock fighting and bear baiting?

• Would people still watch such pastimes today?

USING THE BOOK

Chapter 27 shows Eliza enjoying herself during a game of bowls. This was a game enjoyed by rich people in Tudor times.

AIM

To understand the types of games and pastimes enjoyed during Tudor times

KEY QUESTION

What sort of games and pastimes did people enjoy in Tudor times?

DISCUSSION IDEAS

http://primaryfacts.com/497/tudor-games-and-sports-facts-and-information/

http://onthetudortrail.com/Blog/resources/life-in-tudor-england/tudor-games-indoor-pastimes/

FURTHER RESEARCH

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

The fall of Thomas Cromwell

Teaching notes:

Cromwell rose from humble origins to become Henry’s most trusted advisor.

Cromwell used to work for Cardinal Thomas Wolsey, and was loyal to the Cardinal.

Cromwell was appointed Vicar General by Henry and oversaw the dissolution of the monasteries; a move which gained a huge amount of wealth for Henry.

After seizing church property and

lands, (one third of the country!), Henry then sold it off to the nobles.

The dissolution of the monasteries was the main cause of the Pilgrimage of Grace, and the rebels’ demands included wanting the king to stop receiving poor advice from the ‘heretic’ Thomas Cromwell (and Thomas Cranmer).

Cromwell was a Protestant reformer but tried to push through reforms faster than Henry would have liked.

Because he had arranged Henry’s failed marriage to the Protestant

Anne of Cleves, Cromwell fell from favour. The nobles were quick to whisper in an unhappy Henry’s ear, especially the Duke of Norfolk.

ACTIVITY IDEAS

• Research the life of Thomas Cromwell; create a timeline of the main events and accomplishments in his life.

• Research Cromwell’s role in the dissolution of the monasteries.

• Investigate the reasons for the Pilgrimage of Grace; why were so many people unhappy with the dissolution of the monasteries?

• Write a letter from Henry to Cromwell, explaining why you are unhappy with him.

• Write a play script that involves Henry, the Duke of Norfolk, Katherine Howard and Cromwell. Focus on the Duke of Norfolk using his position as Katherine’s uncle to spread malicious information about Cromwell to Henry, who is now in love with Katherine.

• As a class, put Cromwell on trial for his supposed crimes. Is he found guilty or not guilty?

• Research the charge on which Cromwell was officially arrested and executed. Was it fair and justified?

• Henry soon regretted executing Cromwell. Write an angry speech or letter from Henry about how you feel.

• Who did Cromwell work for when he was younger?

• Why did the nobles, especially the Duke of Norfolk, not like Cromwell?

• Considering all Cromwell had achieved for Henry, why did Henry turn against his loyal and hardworking servant?

USING THE BOOK

There are a number of references to Thomas Cromwell; he was involved in arranging the disastrous marriage between Henry and Anne of Cleves. There are later mentions of Cromwell, who Eliza says that the king regrets killing.

AIM

To understand how and why Thomas Cromwell fell from favour and power

KEY QUESTION

Was Henry right to execute Cromwell?

DISCUSSION IDEAS

http://www.historyextra.com/feature/henry-viii/truth-about-thomas-cromwell

FURTHER RESEARCH

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Teaching notes:

Eliza was in a difficult position: although she knew about the queen’s behaviour, she would have faced the wrath of Katherine had she spoken out about it.

By staying silent, she risked putting

her own life in danger if it was discovered she knew about the queen’s unfaithfulness and had said nothing.

It was not uncommon for other members of the guilty person’s family to lose their livelihood, property or life in the event of falling foul of the king.

Contrasting emotions in Eliza

AIM

To evaluate the emotions Eliza goes through in Chapter 36

ACTIVITY IDEAS

• List the different emotions Eliza goes through in this chapter.

• Make a list of the evidence that could land Eliza in trouble.

• Write out Chapter 36 as a play script and act it out.

• Write a poem describing what happens in this chapter.

• Write the diary entry from Eliza that night at the end of an emotional day.

USING THE BOOK

Chapter 36 sees Eliza called up to the trial to give evidence. She is terrified and there is the very real possibility that she could find herself also facing execution if she was privy to the queen’s betrayal. Luckily for her, the prosecution has enough evidence and does not require Eliza’s testimony. Before she is dismissed from the trial, she is told that the king values her company and her service is still required.

KEY QUESTION

How would Eliza feel at the end of such a momentous day in her life?

• Would it have been fair if Eliza had got into trouble for knowing what the queen had been up to?

• Would Eliza have been thankful or worried about remaining in service?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth

Execution at the Tower

Teaching notes:

Prisoners were executed either at Tower Hill or Tower Green.

Tower Hill was the place of execution where the public could attend, outside the grounds of the Tower itself.

Tower Green was the execution area within the castle grounds for more private occasions, reserved

for prisoners who were not executed before the general public.

Even on Tower Green, there could be 200 people attending the execution.

The heads of traitors were often impaled on spikes and put up at the entrance to the City, to warn people of the fate that befalls those who commit treason.

Those of a noble or royal birth were beheaded. Others were hung or hung, drawn and quartered.

AIM

To investigate some of the people who were executed after being imprisoned at the Tower of London in Tudor times

ACTIVITY IDEAS

• Research and make a timeline and list of people executed or held in the Tower of London during Henry VIII’s reign.

• Research and create a project or PowerPoint presentation on the history of the Tower of London, including why it was built, when and by whom.

• Create a PowerPoint presentation about famous people who perished after being held at the famous London landmark.

• As either Thomas More or Anne Boleyn, write a letter from the Tower to the king to see if you can make him change his mind about your impending execution.

• Why were nobles beheaded and not subjected to the more gruesome hanging, drawing and quartering reserved for commoners?

• Why were some people executed at Tower Green and not Tower Hill?

http://www.ancientfortresses.org/executions-beheading-tower-of-london.htm

http://www.capitalpunishment uk.org/tower.html

FURTHER RESEARCH

USING THE BOOK

In the book, there are a number of people mentioned who were executed after being imprisoned at the Tower of London, such as Anne Boleyn and Thomas More.

KEY QUESTION

Why were most prisoners from the Tower of London executed at Tower Hill and not Tower Green?

DISCUSSION IDEAS

t @LucyWorsley @KidsBloomsbury #ElizaRose Bloomsbury.com

Teaching notes created by history teacher and author Matthew Howorth