ࡱ> q` 8bjbjqPqP .d::#% dddx(((8(<4)lx7))")))111"7$7$7$7$7$7$7$Y8h:fH7d.2/N1.2.2H7))]7b5b5b5.2<)d)"7b5.2"7b5b5|db5)) `E(2jb5>6s707b5';>3';b5';db510K1"b5m11111H7H74j1117.2.2.2.2xxxd"xxx"xxx     Part 1: Introducing the Topic The role play After the Aims of the Lesson have been discussed, pupils could be presented with a debate between an interviewer and a witch (Agnes Simpson) which takes place at the font of the class. The teacher could act as the interviewer and another member of staff, ITT student or older pupil could play the part of the witch. By listening to the interview pupils will gain a good understanding of beliefs concerning witchcraft at this time.  Part 2: Exploring the Initial Stimulus Material The Witches Sabbath The Painting by Frans II, The Younger Francken should be placed upon the Interactive Board, Projector Screen, or individual computer screens. Using Worksheet 1 pupils should be asked to look quickly at the painting and to select five images that they would like to discuss within their pairs or with their teacher and the rest of the class during class discussion. If a Whiteboard or Projector Lesson: Pupils will now ask their questions and may approach the board to highlight these images, to write questions, or link images together. The teacher could then help them find the answers by touring the picture using the hyperlinks and discussing the meaning of the images and information found. This would enable the pupils to hopefully find the answers to the questions that they had set down on Worksheet 1. Alternatively a carousel lesson could take place with pupils approaching the board in groups, exploring the images answering their own questions and making notes in preparation for later class discussion. When the tour/touring has ended the teacher should draw the class together again and assess what the pupils have found out using the what have we found out screens and Worksheet Two. Pupils now have a chance to pull together the knowledge gained from an analysis of the painting by describing in some detail what the painting tells us about peoples beliefs regarding witches and witchcraft. If a Networked Lesson: Pupils will tour the painting either individually, or in pairs, using the hyperlinks, gathering information as they proceed. They will hopefully answer the questions that they had set down on Worksheet One, while gathering additional information upon witches and witchcraft in preparation for the labelling exercise and descriptive task set on the What have we found out slides and Worksheet 2. Part 3: Analysing additional stimulus material and written information The teacher or pupils will now select images to explore. Pupils could approach the Interactive Board if one is being used and pick out areas for discussion, areas to label and key words and descriptions. Some images will have an accompanying worksheet, allowing for an analysis of what is seen and for a description of what the image tells us about attitudes towards witches and witchcraft at the time that the image was produced. Additional help is provided for pupils if the teacher wants to draw pupil knowledge together using descriptive paragraphs. Information Sheets are also available for teachers to print out and distribute. Teachers can set their own questions to go with these, or could read through the information and discuss the images in relation to what is being read. Pupils can then use these sheets and the glossary to complete a more in-depth analysis of witchcraft possibly leading to an extended piece of writing, production of a booklet, or group presentation.  Part 4: Recap The whole class will be presented with a screen where they can contribute their ideas and knowledge gathered during the lesson. They can also play the accompanying version of Who Wants to be a Millionaire. Using this and an Interactive Whiteboard or projector the teacher will introduce the questions and the pupils, working in groups, will write down the answers to each question upon a mini-whiteboard, or piece of A4 paper. They will hold up the answers after a countdown and the teacher, possibly with an assistant, who will score, will note which group has the answer right, or wrong. This will be repeated until all questions have been completed. If a group wants to phone a friend, one member of the group can ask a member of another group to whisper the answer to them. If they ask the audience then the teacher will ask all other groups to hold their answers in the air and the group will choose from one if these. If a group requests 50/50, then this facility is built into the game and two possible answers are taken away leaving the correct answer and one other to choose between. If in a networked room, pupils could play the game in twos and take it in turns to ask each other a question.   Part 1: Introducing the Topic The lesson starts with a recap upon the previous lessons work. Pupils should be encouraged to share their knowledge of the types of people who were often accused of witchcraft with the rest of the class. They should also share their knowledge of what these people were actually accused of. This discussion will lead on to the Aims, or Focus, of the Lesson.  Part 2: Exploring Stimulus Material Pupils will be asked to examine The Trial of George Jacobs who was accused of using witchcraft in Salem in 1692.The teacher and pupils then have the choice of delving deeper, finding out a little more about the Salem Witch Trials and the trial of George Jacobs. There is an accompanying worksheet for teachers and pupils. This will allow pupils to jot down observations and details as they are discovered, discussed and clarified.  Part 3: Analysing additional stimulus material upon Witch Trials The teacher or pupils will now select images to explore. Pupils could approach the Interactive Board if one is being used and pick out areas for discussion, areas to label and key words and descriptions. Some images will have an accompanying worksheet, allowing for an analysis of what is seen and for a description of what the image tells us about attitudes towards witches and witchcraft at the time that the image was produced. Additional help is provided for pupils if the teacher wants to draw pupil knowledge together using descriptive paragraphs. Information Sheets are also available for teachers to print out and distribute. Teachers can set their own questions to go with these, or could read through the information and discuss the images in relation to what is being read. Pupils can then use these sheets and the glossary to complete a more in-depth analysis of witchcraft possibly leading to an extended piece of writing, production of a booklet, or group presentation.   Part 4: Analysing stimulus material upon Punishment that witches received The teacher will now select images to explore with the pupils. One of these will be a mystery image and pupils will have to try and guess the theme of one of those images based upon evidence presented. Pupils could approach the Interactive Board if one is being used and pick out areas for discussion, areas to label and key words and descriptions. Some images will have an accompanying worksheet, allowing for an analysis of what is seen and for a description of what the image tells us about attitudes towards witches and witchcraft at the time that the image was produced. Additional help is provided for pupils if the teacher wants to draw pupil knowledge together using descriptive paragraphs. Information Sheets are also available for teachers to print out and distribute. Teachers can set their own questions to go with these, or could read through the information and discuss the images in relation to what is being read. Pupils can then use these sheets and the glossary to complete a more in-depth analysis of witchcraft possibly leading to an extended piece of writing, production of a booklet, or group presentation.  Part 5: Recap The whole class will be presented with a screen where they can contribute their ideas and knowledge upon Witch Trials and Punishments gathered during the lesson. They can also play the accompanying version of Who Wants to be a Millionaire. Using this and an Interactive Whiteboard or projector the teacher will introduce the questions and the pupils, working in groups, will write down the answers to each question upon a mini-whiteboard, or piece of A4 paper. They will hold up the answers after a countdown and the teacher, possibly with an assistant, who will score, will note which group has the answer right, or wrong. This will be repeated until all questions have been completed. If a group wants to phone a friend, one member of the group can ask a member of another group to whisper the answer to them. If they ask the audience then the teacher will ask all other groups to hold their answers in the air and the group will choose from one if these. If a group requests 50/50, then this facility is built into the game and two possible answers are taken away leaving the correct answer and one other to choose between. If in a networked room, pupils could play the game in twos and take it in turns to ask each other a question.      PAGE  PAGE 5    Curriculum Relevance: Wales and Britain in the Early Modern World, c.1500-1760 This fits in with a study of Tudor and Stuart social and religious beliefs. The study will also highlight spiritual and moral beliefs held at this time linking these with past viewpoints and values. Chronological Awareness: * Pupils will place the persecution of witches into a wider chronological framework. They will hopefully come to understand that fear of the unknown, alternative religions had of magic in general had been present before the time of the Tudors and Stuarts. The concept of continuity can therefore be introduced, as well as changes brought about by new laws. Historical Knowledge and Understanding: * By studying the fear of and treatment of supposed witches, pupils will be able to analyse a characteristic feature of the period under study. This could be expanded out to allow for a comparison with attitudes held and actions taken in other European countries. * The causes of fear of witchcraft can be explored through the actions of supposed witches. This can be linked to religious beliefs and the lack of scientific explanations for phenomena during this time. The consequences of peoples beliefs and actions (or inaction) persecution and often execution will help to illustrate the gravity of the accusations and scale of fear experienced. * The connection between localised events and the scale of persecution within particular areas of the country could be explored and the employment of laws and eventually a Witchfinder General and their impact will help pupils to assess the significance of the changes made. Interpretations: * By studying the painting of The Witches Sabbath by Frans II, The Younger Francken pupils will be presented by a European interpretation of witches and witchcraft in 1606. The painting will be explored and compared with pupils own perceptions of witchcraft. By exploring the painting, additional illustrations and the information sheets they should come to realise that beliefs in witchcraft have continued throughout the ages, but that the level of fear and understanding regarding witches and witchcraft have altered over time, due in part to greater scientific knowledge and the decline in the power of the Church. Historical Enquiry: * Investigation of the theme of witchcraft primarily using pictorial evidence, but also written information. This could be linked to an analysis of documents from trials and numeracy exercises involving the numbers of witches persecuted and killed at certain times and in certain areas of England and Wales. Pupils will be given an opportunity to analyse, question and collect relevant information by touring the stimulus material independently, or as a class. Information will be recorded using source labelling sheets and through extended answers based upon information gathered. Organisation and Communication: *Pupils will be given the opportunity to discuss their findings and understanding with their peers, using key terms to explain who were persecuted, how and why. This could include extended writing, or the production of an information booklet, or presentation using ICT related resources.   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