Tudors rich and poor
KS2 storytelling session
© Museum of London Docklands 2013
Contents
National Curriculum links and session description
1
Timetables
2
Practical guidelines
3
Visit preparation and pre-visit activities
4
Follow-up activities
5
Classroom activity sheets
6
Background to the Thames Highway gallery
10
Planning your journey
12
© Museum of London Docklands 2013
Curriculum links
QCA Unit 8 – History Years
3/4
made their way in the Tudor world. The
session and linked activities include
Tudor food, entertainment, fashion and
homes.
What were the differences between the
lives of rich and poor people in Tudor
times?
Gallery time
This unit is designed to help children
learn about the lives of different types of
people living in Tudor times. They find
out about the characteristic features of
society at a time in the distant past by
asking and answering questions from a
range of different sources of information.
The gallery visit is based around the
model of London Bridge, found in the 3rd
floor Thames Highway gallery. The
model, showing London Bridge around
1600, gives an excellent idea of Tudor
buildings of the period, as well as the
water and corn mills found on the bridge.
It builds on prior studies of homes in the
past, specifically QCA Unit 2 from Key
Stage 1.
Interactive storytelling session for Key
Stage 2.
As well as this information pack you
have been sent a link to an activity pack
in Microsoft Word format. These
activities are designed to support the
storytelling session in the galleries and
to provide a focus for your gallery visit.
They offer opportunities for group
discussion, recall of information, and
gallery research.
Travel back in time to the end of the
sixteenth century to meet Jane Harkett,
a servant in the Machell household, as
she goes about her daily tasks in
Nonesuch House.
The sheets are designed to be used in
pairs or small groups, working with their
accompanying adult. You should
organise your groups so that they start
their visit in different parts of the gallery,
as this will avoid congestion around
specific exhibits.
Session descriptions
Discover what life was like for rich
people in the last years of Elizabeth’s
reign, as well as how the less well-off
Using the activity sheets
The museum is not responsible for
edited content.
© Museum of London Docklands 2013
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Timetable
Your group has been allocated ONE of the following session times. Please check your
confirmation letter for your timetable.
You will not be escorted between activities so a planning visit is strongly recommended.
Group 1
10 – 10.30am
Arrival
10.30 – 11.30am
Tudors rich and poor session (learning room, basement level)
11.30am – 12.15pm
Self-directed gallery time (Thames Highway gallery, 3rd floor)
12.15 – 12.45pm
Lunch (Lee Boo room, basement level)
Group 2
10 – 10.30am
Arrival
10.30 – 11.15am
Self-directed gallery time (Thames Highway gallery, 3rd floor)
11.15 – 11.45am
Lunch (Lee Boo room, basement level)
11.45am – 12.45pm
Tudors rich and poor session (learning room, basement level)
Group 3
11.30am – 12pm
Arrival
12 – 12.30pm
Lunch (Lee Boo Room, basement level)
12.30 – 1.15pm
Self-directed gallery time (Thames Highway gallery, 3rd floor)
1.15 – 2.15pm
Tudors rich and poor session (learning room, basement level)
The sessions will run once only at the times stated in your confirmation so please
arrive promptly. There will be schools booked for the other sessions and you will
not be able to overrun your allocated time.
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Practical guidelines
Arrival, cloakroom and toilets
Please use the museum entrance on West India Quay. When you arrive you will be met by a member of the
Visitor Services team, who will brief your group and direct you to the Learning Centre where you will be able
to leave your coats and bags and go to the toilet before entering the galleries. Please do not leave valuables
in the cloakroom area.
Lunch
You have been allocated a 30 minute slot in the lunch space. There is no eating or drinking in the galleries,
so please ensure that all food stuffs are left in the cloakroom. Please ensure your students leave the area
clean and tidy for the next school.
Special Educational Needs provision
The museum is fully accessible. Parking is available for SEN groups. Please contact our SEN Programme
Manager to discuss any specific needs on 020 7814 5549 or [email protected]
Shop
The shop sells a variety of books and products to support learning, as well as pocket money items. Please
request a time slot in the shop or if you would prefer the shop offers a time saving goody bag service. Please
visit www.museumoflondon.org.uk/Buy-online/Museum-of-London-Docklands-Goody-Bags for details.
Photography
Photography during schools session is welcomed. You are also welcome to take general photographs (ie not
close-ups of individual objects) within the museum galleries without flash or tripod use. These images may
only be reproduced for personal or educational purposes, which include reproducing the image as a
classroom teaching aide or as part of a school project. Any publication of the image for any other purpose is
forbidden, which includes publication on any website. As an alternative pictures of many of our key objects
are available to download from the Picturebank on our website, www.museumoflondon.org.uk/picturebank.
Postcards and posters can be purchased from the shop and prints may be purchased from our on demand
print website www.museumoflondonprints.com
Risk assessments
It is the responsibility of the group leader to carry out a risk assessment and teachers are encouraged to
make a planning visit and to carry out their own assessment. The museum makes regular assessments of
our public spaces and activities and this document is available on request, but this is only for teachers’
information and does not constitute an official risk assessment.
Pre-visits are free of charge and do not need to be booked. Please inform the Information Desk of the
nature of your visit so they can help you make the most of your time in the galleries.
Organising your group
Split your class into small groups for working in the galleries and visiting the shop. Please ensure that you
have at least one adult for every six pupils and that the adults accompany them at all times. Please ensure
the children know the following information:
•
•
•
work quietly – other groups and members of the public will be using the museum
please do not lean on the glass cases
only use pencils in the galleries.
Teachers should provide clipboards and pencils and photocopy gallery activity sheets PRIOR to their visit so
that each pupil/group has a copy for use in the museum.
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Visit preparation and pre-visit / follow-up activities
Preparation
To maximise the enjoyment and value of the visit please consider the following:
•
•
Introduce the group to some general background information about the Museum of
London Docklands. A good source is the website
www.museumoflondon.org.uk/docklands, where pupils could investigate the museum
for themselves.
Undertake at least one of the suggested pre-visit activities.
Pre-visit activities
We highly recommend doing one or more of these activities before the session.
1. Explain to your class that they are going to meet someone from the past – in this case,
a servant from one of the houses on London Bridge. Make a class list of the things
children do every day (e.g. brushing their teeth, going to school) to compare with the
things Jane Harkett has to do each day.
2. Think about objects that you have to use everyday; for example, things to do with
eating, cleaning, travelling, playing, or school. Decide whether people in Tudor times would
have used these objects – if not, why not? What did they use instead?
3. Ask children to keep a ‘dinner diary’ for a week – what they ate, what they did while they
were eating, where they ate – to compare with the meal they will see during their session.
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Follow-up activities for the classroom
These activities are designed to extend pupils’ learning after their gallery visits. They are
linked to the Tudors rich and poor storytelling session and to the Museum collections.
1. Find out more about Tudor London. The internet is a good place to start.
The Museum of London has a range of resources and activities about Tudor life.
http://www.museumoflondon.org.uk/Schools/Resources/Medieval+resources.htm
The London Bridge Museum and Education Trust provides a brief but detailed history of
London Bridge, with some good images of the Tudor structure and an interactive timeline.
http://www.oldlondonbridge.com/tudor.shtml
Wikipedia also tells the Tudor history of London Bridge with illustrations.
http://en.wikipedia.org/wiki/London_bridge#Old_London_Bridge
Time Pirates offers information and activities based on the history of the docks. Here, you
can also find out more about Sir Thomas Gresham.
http://timepirates.atticmedia.com/html/location.aspx?id=403
2. Printing began in the 16th century. This meant books and writing were no longer just for
the rich, but for people like Jane Harkett. Create a newspaper based on the stories and/or
exhibits at Museum of London Docklands.
3. Look at the classroom activity sheets below for some ideas for activities based on food
and rhymes.
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Classroom activity sheet 1
Tudor food 1/3
People in Tudor times were very fond of sweet foods. Queen Elizabeth I particularly liked
marchpane (marzipan) and once ate a whole marchpane chessboard that she was given
at Christmas. Marchpane is still popular today – look out for marzipan fruits in sweetshops,
or marzipan blocks in the supermarket.
Why not try making marchpane in the classroom? This recipe is really good for modelling.
Caution: This recipe contains nuts (ground almonds)
Uncooked marzipan
500g icing sugar
450g ground almonds
2 egg whites
½ teaspoon vanilla flavouring
1 teaspoon lemon juice
(Optional – food colourings)
A conceit was a
centrepiece at a
Tudor banquet. Why
not use your
marzipan to model
fruits or animals to
make a conceit fit
for a queen?
1. Sift the icing sugar into a bowl with the ground
almonds.
2. Add the remaining ingredients and mix to make a
stiff paste.
3. Knead until smooth.
4. Wrap in clingfilm and refrigerate until ready to
use.
5. When you are ready to model, add your food
colouring to small pieces of marzipan and work
in. Don’t make the mixture too wet.
Sugar was very
expensive in
Tudor times as
it had to be
brought from
abroad, so only
rich people
could afford to
buy it.
Queen Elizabeth had a really
sweet tooth. Most of her teeth
were rotten and black because
of this…there were no dentists
in Tudor times! Can you find
out who people in Tudor times
went to see if they had
toothache?
Women who wanted to
show off how rich they
were sometimes painted
their teeth black so
people would think they
could afford sugar. What
other ways could people
show how rich they
were?
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Tudor food 2/3
Classroom activity sheet 2
Gingerbread was popular with both rich and poor people in Tudor times. They could buy it
from a baker and eat it as a take-away!
This is an authentic Tudor recipe for ‘gyngerbrede’:
Take a quart of hony and sethe it and skime it clene; take Safroun, pouder Pepir
and throw theron; take gratyd Brede and make it so chargeaunt that it wil be ylechyd; then take pouder canella and straw ther-on y-now; then make it square,
lyke as thou wolt leche yt; take when tho lechyst hyt, an caste Box leves a-bowyn,
y-stykyd ther-on, on clowys. An if thou wolt have it Red, colour it with Saunderys
y-now.
As you can see, Tudor recipes were very different to recipes today.
What differences can you see between this recipe and recipes today? Use the gingerbread
recipe on the next page to give you some hints!
1.
2.
3.
4.
5.
People would take food with them when they went to see a play, just like we
do at the cinema. But instead of popcorn, people would eat nuts and then
stamp on the shells. This sometimes made the actors very angry as it
distracted them from their work.
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Classroom activity sheet 3
Tudor food 3/3
Try making gingerbread from this recipe instead. You must ask an adult to help you.
Gingerbread biscuits
Ingredients:
50g butter
50g sugar
1½ tablespoons of golden syrup
150g self-raising flour
½ teaspoon bicarbonate of soda
1 rounded teaspoon ground ginger
Raisins for decoration
Equipment:
Saucepan, large bowl, wooden spoon, baking tray, sieve, rolling pin, cookie cutters,
cooling rack.
Method:
Pre-heat the oven to 190°c (375°F, gas mark 5).
Melt the butter, sugar and golden syrup in a saucepan, stirring occasionally. When melted,
remove from heat.
Meanwhile, sift the flour, bicarbonate of soda and ground ginger into a large bowl.
Stir the melted ingredients into the dry ingredients until you have a fairly stiff dough.
Turn out onto a lightly floured surface and roll out to a thickness of ½cm.
Cut out the biscuits and lift them carefully onto a greased baking tray.
Decorate with raisins.
Bake for 8-10 minutes until golden brown.
Let them cool until hard on the baking tray and then remove onto a cooling rack.
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Classroom activity sheet 4
Rhymes and reason
Jane recited two nursery rhymes that were popular in Tudor times – Pat-a-cake, pat-acake and Jack be nimble.
Here are some more rhymes which originated in the Tudor period. See if you can find out
which Tudor queen they are about. You might be able to guess some of them, but if you
can’t, try these websites: www.rhymes.org.uk or www.famousquotes.me.uk
1.
Mary, Mary, quite contrary
How does your garden grow?
With silver bells and cockle shells
And pretty maids all in a row.
Queen
2.
Pussycat, pussycat, where have you been?
I’ve been up to London to visit the Queen.
Pussycat, pussycat, what did you dare?
I frightened a little mouse under her chair!
Queen
3.
Three blind mice, three blind mice,
See how they run, see how they run,
They all ran after the farmer’s wife,
Who cut off their tails with a carving knife,
Did you ever see such a thing in your life,
As three blind mice?
Queen
4.
Ride a cock horse to Banbury Cross
To see a fine lady upon a white horse
With rings on her fingers and bells on her toes
She shall have music wherever she goes.
Queen
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Background to the Thames Highway gallery
Introduction
The Thames Highway gallery tells the history of London from AD50 through to 1600. The
gallery includes Roman artefacts, Venetian glass (imported by Tudor and Stuart
merchants), and a detailed model of Old London Bridge.
The London Bridge model
The model shows the east and west facades of the bridge at different periods in history.
Displayed back to back, medieval London Bridge faces the east and Tudor London Bridge
is to the west. The building of the bridge began in the 12th century, replacing an earlier,
Saxon, wooden one. The medieval bridge had a chapel and defences, but by the late 16th
century the chapel had been replaced by housing and the defences had been dismantled
to make way for the elaborate Nonesuch House. The frame was prepared in Holland and
then shipped to London. Apart from the ornate building’s stone foundations, Nonesuch
House was made almost entirely of wood.
Tudor Port
From the 15th century, developments in shipbuilding, seamanship and navigational
knowledge, expanded Britain’s trading power. Mercantile companies began to appear in
1550. The Muscovy Company dealt with Russian trading, while in 1579 the Eastland
Company was founded to deal with Baltic trading, and finally in 1581 the Levant Company
began to trade with the Eastern Mediterranean and North Africa.
By 1520 20 deep sea vessels were arriving in London every week, with 300 additional
cargos being liable for taxing, reform was needed urgently. Consequently in 1559 all
overseas shipments were confined to the ‘Legal Quays,’ the docking area between London
Bridge and the Tower.
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Sir Thomas Gresham (1519-1574)
Thomas Gresham was a very successful wool merchant (mercer) and was considered so
invaluable to the Crown that Henry VIII knighted him for negotiating with foreign merchants
and King Edward VI cancelled all his debts and also knighted him.
Sir Thomas’ rise to power paralleled the growing importance of meeting houses. Meeting
houses were an invaluable place for merchants, where they could hear about shipping
news, the exchange rates and above all how their competitors were fairing. Places like
Nonesuch House were sometimes used, but by 1566 the river was becoming so busy that
Sir Thomas Gresham created a more formal forum, similar to the Bourse (stock exchange)
in Antwerp. Situated west of the Legal Quays at Cornhill, the Corn Exchange quickly
became popular among merchants and shopkeepers and in 1571, and following a visit
form Queen Elizabeth I, it became known as the Royal Exchange.
Tudor London
By 1600 London was the largest city in western Europe with a population of approximately
200,000. The population divided itself into three main districts. The City was the centre of
London’s trading industries while matters of the Crown were mainly dealt with in the parish
of Westminster. In contrast Southwark was the centre of London’s entertainments where
rich and poor could enjoy the same pleasures, from bearbaiting to theatre.
The city streets were narrow and very overcrowded. This was highlighted by London
Bridge, which despite the congestion remained the only London crossing for hundreds of
years. As a result while many others had to face walking through sewage ridden streets,
many rich people preferred to travel by boat.
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Planning your journey
Admission to the museum is free
Museum of London Docklands
West India Quay
Hertsmere Road
London E14 4AL
020 7001 9835
www.museumoflondon.org.uk/docklands
[email protected]
Open
Mon to Sun 10am – 6pm
Last admission 5.30pm
Travel
By Tube: Canary Wharf
By DLR: West India Quay
By bus: D3, D7, D8, 277, N50, D6, 15, 115, 135
By coach The museum does not have a coach park. Coaches may drop-off at the
designated area on Hertsmere Road.
Free travel: All schools within the Greater London area can take advantage of Transport
for London’s School Party Travel Scheme. See www.tfl.gov.uk/schoolparty or call London
Underground Customer Services on 0845 330 9881 for details.
NB Travel under this scheme is only available from 9.30am.
Cancellation charges
We are able to offer these sessions free to schools thanks to generous funding. However,
any cancellations will incur a charge. For details of cancellation charges please see
www.museumoflondon.org.uk/schoolsbookings.
© Museum of London Docklands 2013
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