Project Plan: The Princes in the Tower - A historical investigation Over years ago, two young princes disappeared from the Tower of London, never to be seen again — what happened? Jane Jones reopens the case and reveals a tangled web of greed, murder and intrigue amid a brutal battle for the throne of England. In this activity, students record ideas about the text 'The Mystery of the Princes in the Tower' before reading.
They then read the text, linking new knowledge with current understanding. Students retell a story in a specified number of words to improve their summarising skills. Students act as detectives to create a timeline about the events leading up to the disappearance of the princes in the tower. Activity 5 Resource Pack: Who murdered the princes?
After examining a range of sources, students make a judgement as to who murdered the princes in the tower. Students draw a family tree and examine the connections between the Houses of York and Lancaster. An engaging whole-class activity identifying events leading to the first Battle of St Albans.
Students research and represent the major battles and events of the Wars of the Roses in a timeline.
Education | Richard III | Royal Shakespeare Company
Students use a decision line to visually represent information and judgements or alternatively, hot seat a key figure from the time period to gain a deeper understanding of motives and actions. For the pdf version, please see ''Project plan: The Princes in the Tower - A historical investigation'. To share this knowledge bank. Perhaps it was just a ploy for his soldiers to feed off of. Henry and King Richard III are completely alike in the instance where they tell their soldiers about the enemy attacking their land and families. It seems as though land and family are the two most important aspects to their soldiers, therefore both leaders need to mention it so their soldiers are truly motivated and persuaded.
Ultimately, both leaders use religion, family, land, and honor as the main tactical points in their speeches. Regardless of being virtuous or devious, both men possessed the same characteristics of being powerful leaders and speakers. In the analysis of their speeches we were able to see that both men use different techniques in successfully motivating their soldiers.
Whether it was by religious righteousness or determined hostility, the men and their soldiers set out for success in battle. From either side, there are motivating points and strategies, so it is hard to decide who is more powerful in terms of speech giving. Regardless of the outcome of battle, both leaders were masters of eloquence, and in the case of a verbal battle, both were victorious.
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Jack R. New Haven: Yale University Press, I actually heard a lot about the propaganda that surrounds his name. I found this to be excellent. I did not want to have this villianized picture of him in my mind, no matter how popular.
The War of the Roses and King Richard III
Preferring the Richard who is loyal, brilliant, loving, and tragic, I kept myself from this portrayal. Maybe neither extreme is completely true. I think understanding both portrayals would make a really well-rounded idea of him, which, is probably a good thing to do for all characters in general.
With your preference, you might be able to find some hidden gem that could connect the ideas or at least, give Richard some kind of loophole for his actions! Yes, definitely! I love anti-heroes, for me, they make some of the greatest, interesting and dimensional characters.
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Thank you for the deconstruction; this was a very good exercise in understanding the importance of well-crafted language. Thanks for an insightful article. His eloquence made him fascinating, which might have saved this from being merely a piece of melodramatic propaganda. But I would have like to see some more moral conflict in him…. If anything, people might then see him more as an antihero. I largely blame my unfamiliarity at the time with English history, but I also have to admit that it really helps to hear this play performed.
Most definitely! It has been a long time since I read this play and I had forgotten how backwards Shakespeare got the facts — for dramatic purposes or political, I do not know. Depending on how an actor plays him, Richard is incredibly funny and likable for at least half the show. I much prefer to see them performed — they make much more sense when you do. Lead a short discussion on the following prompt: What is it about jockeying for power, whether in a family, business, politics etc.
Step 2: Have students form groups of three or four, and pick one television series to analyze. So there's no repetition, only allow a television show to be used once. Only one group can analyze The Walking Dead, for example. Give groups the task of listing five to seven plot or story lines that make the show so compelling or interesting. It may be helpful to give an example. Here are some ideas to get them going:. Frank, as president, is a terrible ruler and a worse human being—he kills people, manipulates people, uses people…all for his own advancement.
Series: The Walking Dead Plot: Seeking revenge Example: The Governor seeks revenge against Rick's tribe for destroying his town and revealing that he is self-serving and unethical. After ten minutes or so, have the groups share some of their plot lines—one or two per group. No repeats.
Step 3: Let's now bring in Richard II. Richard II did both, and chances are some of the storylines they find so interesting in their television mirror storylines in Richard II. Using the same five to seven plot lines the groups identified with the television show, challenge the groups to find similar examples in Richard II. Here are some plot lines in Richard II that should crossover with examples from their television shows:. After 20 minutes or so, have the groups share their examples. If a group found a plot line in a television show but couldn't find it in Richard II , ask them to share it and see if others in the class can find a parallel.
Step 4: Students should remain in their current groups and pick one scene from Richard II that demonstrates a storyline that could be seen on television today. They'll take that scene and write it as a script in a scene for a modern day television show.
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Allow each scene to be performed by only one group—that will keep it more interesting. You may want to assign scenes or give a bit of guidance to keep it interesting. Here are some suggestions:. Groups should be evaluated on creativity as well as adhering to the meaning of the original text. We've said it before and we'll say it again: Shakespeare was no dummy. Richard II was a crazy popular play during Shakespeare's reign as theater heavyweight; there were at least four printings of the play during his time period, not to mention a bit of controversy with a deleted scene.
In this exercise, you'll consider common thematic plots used in television shows and analyze R ichard II for those exact same plot lines. The activity will conclude with you trying your hand at a bit of script writing as you convert one scene of the play into a television episode. Step 1: Richard II is really one big family drama—the king kills one uncle, steals from another when he dies, and banishes his cousin—and that's just in the first three scenes of the play.
Almost sounds like something you could tune into on Showtime or HBO. Lots of the plot lines Shakespeare used are still used in television programs today.
First, think about your favorite television show—those with a written script and characters and themes. Your teacher will list everyone's favorites and then, as a class, you'll discuss this question: What is it about jockeying for power, whether in a family, business, politics etc.
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