Tudors Through Time

Overview

Today’s lesson introduces the Tudor period (late 1400s to early 1600s) by focusing on key events, influential rulers, and how their choices changed Church, state, and society in England. Students will build a timeline and make comparisons to understand long-term impact.

Learning intentions

• Students will identify key Tudor events from Henry VII to Elizabeth I.
• Students will describe how Henry VIII’s actions reshaped religion in England.
• Students will explain at least two ways the Tudor period changed government and daily life.
• Students will make connections and draw contrasts between the reigns of Henry VII, Henry VIII, and Elizabeth I.
• Students will analyse patterns over time by organising events in chronological order.

Success criteria

• I can place key Tudor events on a timeline in the correct order.
• I can describe who the main figures were and what they did.
• I can explain how Tudor rule affected England beyond one reign.
• I can compare two reigns using evidence from events we studied.

Curriculum links

• History KS3: Church, state and society in Britain 1509–1745 (using Tudor roots to understand later change).
• History KS3: Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.

Lesson structure (60 minutes)

1. 0–8 min · Hook (engage). Teacher shows 3 short prompts on the board: “A king changes the Church”, “A queen faces danger”, “A dynasty aims for peace”. Students turn-and-talk: which of the three rulers (Henry VII, Henry VIII, Elizabeth I) each prompt best matches and why.

2. 8–18 min · Direct teach (build knowledge). Teacher gives a clear, teacher-led overview with a simple timeline in the corner of the board, covering:

• Henry VII: ending the Wars of the Roses; strengthening the monarchy.
• Henry VIII: Break with Rome; creation of religious change; major effects on society.
• Elizabeth I: stability and caution; managing religion and political threats. Students take brief notes using a 3-column sheet: “Ruler / Key event(s) / Impact”.

3. 18–30 min · Timeline exercise (chronology + accuracy). Teacher hands out event cards (cut-outs) and a timeline strip labelled 1485, 1534, 1558, 1603 (dates approximate can be used with class agreement). Students in pairs: arrange cards in order, then glue/stick onto their timeline. After 5 minutes, teacher pauses for a whole-class “timeline check” asking: “What comes first and why?” Students justify choices using sentence starters: “We think this goes next because…”

4. 30–43 min · Turning points (connections and contrasts). Teacher asks students to choose two turning points: one linked to Henry VIII and one linked to Elizabeth I (or Henry VII if they need support). Students complete a “Compare & Connect” task:

• Contrast box: “Henry VIII vs Elizabeth I: one key difference.”
• Connection box: “How one change led to another over time.” Teacher circulates, checking for clear cause-and-effect language (because, therefore, as a result).

5. 43–55 min · Tudor impact gallery (analysis of society and government). Teacher sets up 3 stations with questions on paper around the room:

• Station A: “Church and beliefs—what changed?”
• Station B: “Government and power—how did the monarchy act?”
• Station C: “Daily life and people—what might have been different?” Students rotate every ~4 minutes. At each station they write one piece of evidence and one explanation sentence. Teacher prompts: “How do you know? Which event tells you that?”

6. 55–60 min · Exit ticket (quick assessment). Students answer three prompts in 3–4 lines total:

1. Put these in order: Henry VII, Henry VIII, Elizabeth I.
2. Name one major event from Henry VIII’s reign.
3. Explain one Tudor impact on England (government, religion, or society).

Resources

• Printed timeline strip with dates and space for cards
• Set of event cards (cut-outs) for pairs
• 3-column note sheet (Ruler / Key event(s) / Impact)
• “Compare & Connect” worksheet
• Station question sheets for gallery activity
• Marking pens or glue sticks
• Teacher board/slide with prompts (no images required)
• Exit ticket slips or lined paper

Assessment

• Teacher observes timeline ordering and listens for evidence-based justification during the “timeline check”.
• Teacher checks “Compare & Connect” for clear contrasts and cause/effect wording.
• Exit ticket identifies misconceptions (e.g., mixing up rulers or missing a key impact).

Differentiation

• Support: sentence starters for timeline justification (“We know because…”, “Next is…”) and a word bank (Church, break, monarchy, queen, stability, threats).
• Support: provide a partially ordered timeline for students who need structure (teacher can give 3 key anchor cards pre-placed).
• Extension: ask students to add a “trend” statement: “Across the Tudors, what stayed the same?” or “What changed most, and why might that matter?”
• EAL/SEN: allow responses using diagrams (arrows for cause/effect) and provide simplified explanations at stations; encourage partner talk before writing.