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SECTION 6
IDEAS AND BELIEFS: MEDIEVAL OR MODERN?
Plan for
Ideas and beliefs: medieval or
lesson
modern?
sequence 17
Summary
This enquiry focuses on the transition period of c.1400–c.1550,
investigating new ideas and the degree to which ‘everything
changed’. The balance of old and new is summarised through an
activity on ‘Henry VIII – medieval or modern?’ on pages 204–5.
However, it’s about more than a series of discoveries and ideas. It’s
about ‘sense of period’, an important aspect of developing a sense
of chronology, in this case the similarities and differences between
the medieval period and the Renaissance, which are summarised in
the Big Story activity on pages 206–07.
Time needed
Approximately 3 hours
Key concepts and
processes
Chronology: a sense of period
Resources
• Pupil’s Book pages 192–207
• Activity sheets 65–69
• Major CD resources: DL Activity 6.1 Ideas and beliefs in the
Middle Ages (pages 192–95); DL Activity 6.3 The life of Leonardo
da Vinci (pages 192–93); DL Activity 6.2 Who were the
Renaissance men? (pages 192–95); DL Activity 6.6 The Big Story
of Ideas and Beliefs: Learning Log (pages 206–07)
Objectives
By the end of this enquiry pupils should be able
to
• identify a range of new ideas and discoveries
that took place during the Renaissance
• understand why new ideas about religion led
to many arguments and violence
• identify some of the similarities and
differences between ideas and discoveries in
the medieval period and the Renaissance
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SHP History Year 7 Teacher’s Resource Book
Lesson sequence
Starter
Pages 192–95 provide the starter. The focus is
not on the detail but on identifying and
outlining the main areas of changing ideas. The
activity on page 193 can be moved through
rapidly, perhaps with different groups
summarising the main change in each area.
Later in the section (pages 206–07) there will
be the opportunity to build on this outline and
consolidate knowledge of these changes.
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Lesson sequence plans
Development
Plenary
The section then contains a series of short
enquiries which pave the way for the two
concluding activities.
• Pages 196–97 deal with why religion caused
so many divisions. Use Activity sheet 65A to
help pupils identify the differences between
Catholics and Protestants but the central
point is, ironically, what they agreed on – that
the wrong beliefs led to hell. Activity sheet
65B provides the points from pages 196–97
to be cut up and sorted. As well as leading
into the plenary activities this paves the way
for much Year 8 work.
• The great technological development of
printing is often neglected. Pages 198–201
investigate how it came about and why it was
so important. It’s easy for pupils to think
there were no entrepreneurs or
technological changes before the Industrial
Revolution but Caxton and printing model
the successes of Arkwright and others during
the Industrial Revolution. It also helps pupils
think about why new technologies often
meet opposition because of threats to jobs
and ideas – another recurring theme.
• Pages 202–03 lead more directly into Henry
VIII’s actions and ideas by emphasising the
importance of the monasteries in medieval
life, particularly in providing work and help
for the needy. Activity sheet 66 can be used
to record reasons why the monasteries were
important to individuals. A similar,
kinaesthetic activity can be found at
http://www.thinkinghistory.co.uk/
ActivityBase/DissolutionOfTheMonasteries.
html
This comes in two stages:
• Henry VIII: medieval or modern? asks pupils
to sort cards showing Henry’s ideas onto a
new ideas–old ideas washing line. The main
outcome of this is to emphasise that while
there were many new ideas, change was slow
and not everything changed. Henry’s
thinking was located mostly at the medieval
end. Activity sheets 67 and 68A provide
copies of the line and cards (68B has a
selection of the most significant items).
• The Big Story: Ideas and Beliefs consolidates
pupils’ understanding of similarities and
differences between periods. The Learning
Log activity (Activity sheet 69 and DL Activity
6.6) enables them to summarise the major
developments and save these for future use.
Assessment for Learning –
Outcomes to look for
• Can pupils identify some of the important
new ideas of the Renaissance and how they
were communicated?
• Do they understand that there were
continuities as well as changes (perhaps
providing examples from Henry VIII’s
actions)?
• Can they explain why there were so many
arguments about new ideas in religion?
SHP History Year 7 Teacher’s Resource Book
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