History Test

Henry VIII´s wives

Choose the correct answer after having watched the video about Henry´s wives.

Catherine of Aragon... . married Henry VIII after his brother Arthur died . married Arthur after Henry died . had only one husband Anne Boleyn... . promised Henry VIII many descendants . imposed a condition: to become the Queen . died of an illness Jane Seymour... . was the second wife and gave him a male heir . was the third wife and gave him two male heirs . was the third wife and gave him a male heir: Edward Anna of Cleves... . was from Germany and didn´t want to marry Henry . was from Holland and became Lutheran . was from Germany and their marriage was annuled Kathryn Howard... . was beheaded for treason . was a Jane Seymour´s cousin . was accused of a false affair Kathryn Howard... . was known as "rose without tears" . was known as"rose without thorn" . had another husband before Henry VIII Katherine Parr... . died before Henry . died giving birth to another Henry´s son . took care of Henry´s ulcered leg

Crea tu propio test y compártelo

HENRY VIII: A UNIQUE HISTORY OF HIS DIVORCE


How did he get the permission to get divorced from Catherine of Aragon?
Why was his divorce so relevant for England´s history?
If you watch this video you will be able to find it out...








Answer to the following questions after having watched the video:


When did Henry VIII rule?
What is he famous in History for?
Who was the Pope of the Catholic Church at the moment?
Who did negotiate Henry VIII with? On what purpose?

NOW IT IS YOUR TURN!!! INVESTIGATE YOURSELF:


When Queen Elisabeth was ruling after Henry VIII...During her throne...

Queen Elisabeth I

*She fought a war against...?
*Who and which country tried to invade England?
*Which two groups were against the Church of England?


You may find some information on these pages:

Henry´s children


The Tudors


Henry VII, Henry VIII, Mary and Elisabeth

HENRY VIII AND THE ENGLISH REFORMATION
Enjoy this video where you can learn how, why and who began the English Reformation.
After having watched it, complete the following Graphic Organizer:

     

Read the following extracts about the English Reformation and Henry VIII. Write a short summary of each of the sections.

Divide the summary in different paragraphs and title them with a different suitable heading.


Click on the following page.

Answer the following questions:

* Parliament had the power to do which two things?

* Who decided when there should be a meeting of Parliament?

* How often did Parliament meet?

* Who were the members of the House of Lords?

* Who were the members of the House of Commons?

* What is a bill?

* What is the "Royal Assent"?

* What is an Act of Parliament?

Do you think you are an expert on the topic now??

I challenge you to “fight” on this competition...if you aren´t breathless… !!

GUIDELINES and PROCESS to do the FINAL PROJECT

·      The student will be able to do the different activities in the order they prefer; however, it is preferable to hand it in in the order stipulated in the Blogquest.

·   The Final Project will have to be handed out, at the latest, on the deadline.

·         The project will be able to be done by two students.

·         All the activities must be named.

·    You will have to take an active part in the blog and share some ideas, opinions, interesting webs or comments at least once during this unit on Henry VIII. Your participation in the blog and in the Final Project will be “assessed” by your team partners.

·         The layout of the Final Project will be the following:

·         Percentages out of the 100% final mark (10) for the Final Project:

ü  Cover (including the names of the students, the year, the date and the name of the project) (5%)

ü  Index (10%)

ü  Activity one: it will consist on writing those events in the correct order. The dates of those events must be included. (10%)

ü  Activity two: it will consist on the typing of the correct answers for the test (5%)

ü  Activity three: it will consist on: the answers to the questions about the video information and your own research of Queen Elisabeth. (20%)

ü  Activity four: it will consist on: completing the Graphic Organizer with schematic format. (10%)

ü  Activity five: it will consist on the reading of different articles and making a summary with titles. Also, you will have to answer some questions about the texts. (20%)

ü  Conclusion and personal opinion (10%)

ü  Bibliography (10%): APA format.

Evaluation of Team Members Teacher Name: Ms. Sancho Student Name:     ________________________________________ CATEGORY 4 3 2 1 Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Final Score for Each Team Member Member's Name: Member's Score: Additional Comments: Member's Name: Member's Score: Additional Comments: Member's Name: Member's Score: Additional Comments: Member's Name: Member's Score: Additional Comments: ASSESSMENT RUBRIC  Teacher Name: Ms. sancho  Student Name:     ________________________________________

CATEGORY	4	3	2	1
Content: STYLE - Vocabulary	Exhibits skillful use of vocabulary that is precise and purposeful.	Exhibits reasonable use of vocabulary that is precise and purposeful.	Exhibits minimal use of vocabulary that is precise and purposeful.	Lacks use of vocabulary that is precise and purposeful.
Content: STYLE - Sentence Fluency	Demonstrates skillful sentence fluency (varies length, good flow rhythm, and varied structure).	Demonstrates reasonable sentence fluency.	Demonstrates minimal sentence fluency.	Sentence fluency is lacking.
Content: ELABORATION	Elaboration consists of specific, developed details: graphics, information, appropriate format.	Elaboration consists of some specific details.	Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.	Elaboration is sparse; almost no details.
Content: ORGANIZATION 1	Organizational structure establishes relationship between/among ideas/events.	Organizational structure establishes relationships between ideas/events, although minor lapses may be present.	Organizational structure establish some relationship between/among some of the ideas/events. The structure is minimally complete.	Organizational structure does not establish connection between/among ideas/events. The overall stucture is incomplete or confusing.
Content: ORGANIZATION 2	Organization is a logical progression of ideas/events and is unified and complete.	There is a logical progression of ideas/events and is reasonably complete, although minor lapses may be present.	One or more major lapses in the logical progression of ideas/events is evident.	Ideas/events are presented in a random fashion.
Grammar	Exhibits OUTSTANDING CONTROL of the grammatical contents.	Exhibits GOOD CONTROL of the grammatical contents.	Exhibits REASONABLE CONTROL of grammatical contents appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.	Exhibits MINIMAL CONTROL of grammatical contents appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.