Penguin Readers Factsheets

Teacher’s Notes

A History of Britain

By Fiona Beddall

Summary

Finally, Chapter 6, looks at the growth and decline of Britain’s great empire. It explains how Britain’s earlier history meant it was able to acquire new lands across the globe More than 2,000 years of times past are brought to life in this lively and interesting account of Britain’s history. It reveals the main events, characters and movements that have made Britain the country it is today. Although a small country, Britain’s history is important on the world stage, and this book places Britain within its world context. Beginning with the Romans’ invasion of Britain in 55bc, the book follows Britain’s history in a broadly chronological order, though the chapters are organised thematically. Feature boxes within the main body of the text also describe some of the most famous characters from British history in more depth. Some social history, as well as political history, is also covered. Chapter 1 is called ‘Invaders’, and it covers the period of British history from 55bc until the last successful invasion of Britain by a foreign army in 1066. After the Romans came the Angles and Saxons, the Vikings and then the Normans. Each of these different invaders during these early years had an important influence on Britain, its language, culture and its people. The chapter profiles one of Britain’s most spirited heroines – Boudica. She fought fiercely against the Romans for the right to govern her own people and land. Chapter 2 explains the complicated relationships between the four countries which comprise ‘The United Kingdom of Great Britain and Northern Ireland.’ (These are England, Scotland, Wales and Northern Ireland.) The chapter pays particular attention to the long and difficult relationship between England and Ireland, and the causes of the religious and social tensions that still exist between the two countries today. Chapter 3 – ‘God and Government’ – covers the part of British history known as the Tudor period. It describes the reigns of Henry VIII and his children (most notably, Queen Elizabeth I). During this time, Britain changed from a Catholic country to a Protestant one. The chapter explains the reasons why – and the consequences. Chapter 4 continues Britain’s story from the death of Queen Elizabeth I in 1603. This period of British history is dominated by the battle for power between the monarchy and parliament, representing the people. The text reviews the growth of ‘people power’ in Britain from the Magna Carta (an early British bill of rights – the only in existence) to the present day. In particular, it covers the English Civil War, when supporters of Charles I and supporters of Parliament fought fiercely all over the country. Chapter 5 turns to social history, and tells the story of the Industrial Revolution and its impact on British society. It describes the dreadful condition of workers’ lives in the 18th and 19th centuries and the resulting growth of a revolutionary spirit amongst the people. But Britain was able to modernise and improve peoples’ lives without violent revolution. This chapter explains how and why. and highlights the importance of Britain’s great hero, Admiral Nelson. Britain’s roles in World War I and World War II are described too. The book ends with an evaluation of Britain’s place in the world today.

Background and themes

Although Britain is a small country, it still plays a relatively important role on the world stage. Much of its history, too, is important on a world scale; and the themes of its history are those of the history of mankind. Religion – particularly the conflict between the Catholic and Protestant divisions of Christianity – has played a vital part in making Britain the country it is today. Henry VIII began the process of changing Britain from a Catholic nation to a Protestant one, mainly because he was tired of his wife and wanted a new one! Despite attempts by Mary I and Mary Queen of Scots to make Britain Catholic again, Britain remained Protestant. Religion continues to shape history today both in Britain and around the world. The balance of power between the monarch, government and the people of Britain is a theme that appears again and again in its history. When Oliver Cromwell’s army defeated the King’s Men in the English Civil War it looked as though Britain would never have a monarch again. In fact, it was only eleven years before Parliament invited Charles II to rule in place of Cromwell’s son. But from this point onwards, Parliament was more important to Britain’s government than ever before. Throughout the 19th and 20th centuries more and more men and women were given the power to vote for politicians to represent them. War has shaped Britain into the country it is today. After suffering several successful invasions from outside until 1066, Britain became involved in many different wars at home and abroad. In 1588, Britain was lucky to defeat the Spanish navy off its own coast. Nelson’s great battles against Napoleon and the Spanish are still remembered with pride by British people. And the World Wars of the 20th century, as well as the fights of Britain’s colonies for independence, have helped to shape modern world politics. Great history depends upon great people making brave decisions and taking positive actions. This book profiles some of the most colourful and important men and women in Britain’s history. By stressing the importance of these people, we realise that individuals really do have the power to change history.

Penguin Readers Factsheets

Teacher’s Notes

Communicative activites

The following teacher-led activities cover the same sections of text as the exercises at the back of the Reader, and supplement those exercises. For supplementary exercises covering shorter sections of the book, see the photocopiable Student’s Activities pages of this Factsheet. These are primarily for use with class Readers but, with the exception of discussion and pair/group work questions, can also be used by students working alone in a self-access centre.
ACTIVITIES BEFORE READING THE BOOK
Chapter 4

Students work in small groups to write their own Magna Carta for an imaginary state. Ask them to think of ten rules for good government. Walk around the class and help students with vocabulary. Then ask the groups to read out their rules and explain why they chose them. If you have time, choose two of the best rules from each group and get the students to write them on the board.

Chapter 5 Before the class, prepare enough role play cards for the whole class. On each card write one of the following
characters from late 18th/ early 19th century Britain:

1 Students look at the front cover of the book. Ask them to say what (and who) they see in the pictures. Which picture comes first in the history of Britain? Which one comes last? (It doesn’t matter if students don’t know – they will find out by reading the book.) As a followup exercise, cut out historical images from magazines and newspapers and stick them on cards. Then divide the class into groups and ask them to place the cards in chronological order. This exercise helps students to think about history in broad terms – a useful preparation for reading the book. 2 Students work individually. Ask them to read the Introduction on page v. It highlights some of the most important people and developments in Britain’s history. Then ask students to write a similar introduction to a history of their own country. Students may want to research their country’s history before writing, so this is a good exercise for homework.

ACTIVITIES AFTER READING A SECTION Chapter 1

Students work in pairs. Ask them to prepare and then act out the following conversation. Student A:
Student B:
Chapter 2

You are Boudica. Your husband has just died and the Romans tried to take his money. You want to build an army and fight the Romans. Talk to Student B about your army. Tell him why you want to fight. How can you help him if you win? Can you make him join your army?

You are a British farmer in the east of England. Your local queen, Boudica, wants you to fight in herarmy.Doyouwanttojoinher?Howdoyoufeel abouttheRomans?Willitbedangerous?Whatwill you get for fighting? Will you join her army?

Students work in small groups. Ask them to think about the history of Ireland. Why are there still problems between Catholics and Protestants today? Next, the students should work in their groups to make a list of other places in the world where religious groups have a long history of disagreement. After about five minutes, ask the groups to read out their lists. Which group has the longest list?
Chapter 3

Students work individually. Ask them to write a page in Elizabeth I’s diary about one of these events:
• Elizabeth learns that her cousin, Mary, is planning against her. What does she decide to do – and why?
• Elizabeth watches a play by William Shakespeare. How does it make her feel? What does she like about it?
• Elizabeth learns that King Phillip’s Spanish ships are coming to England to fight. What does she decide to do? How does she feel about it?

wealthy landowner poor farmer factory owner adult factory worker child factory worker a politician

Give each student a card (some students will have the same cards). Students with the ‘politician’ cards should come to the front of the class. The other students should work individually for a few minutes to think of some questions that their character may want to ask. Meanwhile, show the ‘politicians’ the above list so that they can think about the types of questions they may have to answer. Finally, invite questions from the class to the ‘politicians’ and encourage students to discuss and debate the issues in character.

Chapter 6 Students work individually. Ask them to choose an event from Chapter 6 and rewrite it as a newspaper article from

the same time. Encourage students to make their articles as individual and imaginative as they can. They should include imaginary interviews with the people, and direct quotes from them. Students may want to research their chosen event from other books or the Internet. Ask them to include pictures or photographs. Then you can publish the finished articles in a newspaper format for the whole class to enjoy.
ACTIVITIES AFTER READING THE BOOK

1 Ask students to look at the map on page 5. What can they remember about each of the places on the map? Then ask them to make a historical map of their own country. What place names will they include, and why? In a mixed-nationality class, students could show their maps to the rest of the class whilst they explain the significance of each place marked on the map. 2 Before class, choose some important people from British history and write their names on some pieces of card. (If you want to broaden the game, think of some other famous people who the students will know and write their names on some pieces of card, too.) In class, put the students into two teams. Choose someone from each team in turn to come to the front of the class. Show them one of the cards. Then students from both teams ask the student questions about the person on the card. The student can only answer ‘yes’ or ‘no’. Can the other students guess the identity of the person on the card? Give one point to the team that guesses correctly.

Word list

It will be useful for your students to know the new words found on the inside back cover of the Reader. They are practised in the ‘Before you read’ sections at the back of the book. (The definitions are based on those in the Longman Active Study Dictionary.)
© Pearson Education Limited 2006

Published and distributed by Pearson Longman Factsheet written by Clare Gray

Penguin Readers Factsheets

Student’s Activities

A History of Britain

By Fiona Beddall

These activities can be done alone or with one or more other students. Pair/group only activities are marked*. (a) There were a few years of for Wales – in the 12th and 13th centuries.
ACTIVITIES BEFORE READING THE BOOK

1 Read the Introduction on page v and answer these questions. (a) How many countries are there in the United

Kingdom? What are they? (b) Was Britain ever part of the Roman Empire? (c) Whose love life brought a new religion to Britain? (d) Who was Boudica? (e) Why was Elizabeth I important for England? (f) When did Britain lose its empire? 2 Use these five words to make five sentences. (You will find these words in the word list on the inside back cover.)
army conquer empire invade rule

ACTIVITIES WHILE READING THE BOOK Chapter 1 1 Match these people with the descriptions, below.

Alfred the Great Julius Caesar King Cnut King Edward Harold Hardrada William the Conqueror

(a) He had no children. He died in 1066. (b) He was King of Norway. In 1066 his army invaded

England. (c) He was a Norman. He became King of England. (d) He was a great Roman leader. (e) He defeated the Vikings and sent them away from

Britain. (f) He was a Viking king of England. 2 Read about Boudica on page 2. Read these sentences and choose right (✓) or wrong (✗). (a) She was in the Roman army. (b) She was married to a local English king. (c) She invaded Wales and Scotland. (d) Roman soldiers attacked her and her daughters. (e) The Romans defeated Boudica easily.

Chapter 2 1 Complete these sentences. Use these words.

activity Catholic conquered destroyed independence parliament protect Protestant terrible trouble (b) Scotland was

the 13th century. (c) In 1707, the Scottish (d) In 1745, the English villages. by Edward I at the end of

voted to join England. complete Scottish

(e) British rule brought Ireland very little money and a

lot of . (f) In the 16th century, most people in England

became . (g) Most people in Ireland ate little except

potatoes before 1840. (h) When potatoes failed to grow in Ireland, the result

was . (i) In the 1960s, the British government sent their army

to the Catholics in Northern Ireland. (j) In the past few years, IRA has stopped.

2 Look at the photograph on page 9. Describe the scene in your own words.
Chapter 3

1 Read these sentences about King Henry VIII and his family. When do these things happen? Put the sentences in order (1–10) starting with the thing that happened first (1). (a) Henry ends his marriage with Anne of Cleves, an

ugly German princess. (b) Henry closes the Catholic church and starts a new

church in England. (c) Anne Boleyn gave Henry a daughter, Elizabeth. (d) Edward starts to make England more protestant. (e) Henry marries his brother’s wife. (f) Elizabeth I rules England for forty-five years and

makes the country strong. (g) Henry’s son with Jane Seymour, Edward, is born. (h) Thomas Wolsey goes to Rome to talk to the Pope

about Henry’s marriage. (i) England gets a Catholic queen – Henry’s daughter,

Mary. (j) Henry’s third wife, Jane Seymour, dies.

2 Choose the right answer. (a) Elizabeth I wanted to find a middle way for

(1) religion. (2) Catholics. (3) monasteries. (b) For Catholics, the true ruler of England was (1) Henry VIII. (2) Elizabeth I. (3) Mary Queen of Scots.

(c) For nineteen years, Mary lived in England as a (1) queen. (2) prisoner. (3) Protestant.

Penguin Readers Factsheets

Student’s Activities

(d) The Spanish ships hit a terrible storm and were

(1) defeated. (2) decided. (3) destroyed. (e) Today, England is a country of many different (1) religions. (2) kings. (3) population.
Chapter 4

1 Read these sentences and choose right (✓) or wrong (✗). (a) Both King John and King Charles had problems

with Parliament. (b) King John wanted strong government, so he wrote

the Magna Carta. (c) In 1264, Parliament had more power in England

than the King. (d) Charles I ruled without Parliament for eleven years. (e) The King’s men and Parliament’s men fought for

four years. (f) Charles I was killed in a battle against Parliament. (g) After Charles I, Oliver Cromwell ruled England for

eight years. (h) Charles II was England’s last Catholic king. 2 These people all helped to shape British government. What did they do? Why were they important? (a) King John (b) Oliver Cromwell (c) George I
Chapter 5

1 Read this paragraph about the first factories in Britain. There are ten wrong words. Circle them and write the correct words instead.

The world’s first factories were built in Britain in the 17th century. Inside the factories, big machines made cloth much faster than before. They used local wool and cloth from America too. But these machines did not help the poor workers – only the factory builders got richer. Factory-class families often lived in big, cheap houses in new towns, close to the factories. There was no clean water and illness travelled quietly. Workers did not win a lot of money, so the children had to work too. Some children worked for eight hours a day. The ordinary workers became very happy, but it was difficult to change anything. If workers started a travel union, they lost their jobs. If they refused to work, they were not paid.

2 Look at the picture on page 27. What can you see? Write about the picture in your own words.
Chapter 6

1 Who … (a) travelled from England to America to practise their

religion? (b) attacked British soldiers in Calcutta? (c) were sent in large numbers to Australia? (d) invaded Egypt in 1798? (e) was killed in the Battle of Trafalgar? (f) was pleased with her title – ‘Empress of India’. (g) killed the future emperor of Austria? (h) invaded Poland in 1939? (i) was the head of British government in the Second

World War? (j) is the head of the Commonwealth today?

2 Were these countries ruled by Britain? Answer yes or no. Don’t look at the book!

(a) America (b) Canada (c) Japan (d) India (e) Egypt (f) Spain (g) Prussia (h) Poland (i) Australia (j) South Africa (k) China (l) Pakistan

ACTIVITIES AFTER READING THE BOOK 1 Choose one or more of these words for each character.

queen childless unhealthy intelligent handsome Catholic Protestant popular French powerful killed

(a) Boudica (b) William the Conqueror (c) Henry VIII (d) Mary I (e) Elizabeth I (f) Charles I (g) Napoleon (h) Horatio Nelson (i) Queen Victoria 2 Choose one of the dates below from British history. You are a poor person at that time. What is your life like? What do you eat? Where do you live? What is your job? Write as much as you can.
55bc 1066 1215 1649 1776 1914 1945
© Pearson Education Limited 2006
Published and distributed by Pearson Longman

Penguin Readers Answer Key A History of Britain

Answers to Book Activities 1–3 Open answers 4 (a) 6–(b) 3–(c) 1–(d) 4–(e) 2–(f) 5

5 King Harold lost control of England to William the Conqueror. This made a big difference to British history.

Boudica fought the Romans. She didn’t make a big difference. England continued to be part of the Roman Empire when she was defeated.

Alfred the Great defeated the Vikings. He didn’t make a big difference because they came back after Alfred’s death.

William the Conqueror defeated Harold and took control of England. He made a big difference. Even the English language changed a lot after the Norman conquest.
6 Open answers

7 (a) England, Scotland, Wales and Northern Ireland

(b) London, Edinburgh, Cardiff and Belfast

8 (a) W (b) R (c) R (d) W (e) R (f) W
9–11 Open answers

12 (a) P (b) P (c) C (d) P (e) C (f) C

13 (a) Henry VIII wanted to end his marriage to her. He made England Protestant because the Pope didn’t agree to this. (b) Henry VIII was in love with her. He wanted an end to his marriage with Katharine of Aragon so he could marry her. He also wanted a son. (c) He asked the Pope to end Henry’s marriage to Katharine. (d) He sent ships and soldiers to England because he wanted to make it a Catholic country.

14 Open answers
15 (a) Yes (b) Parliament

16 (a) John agreed to a list of rules for

good government. (b) Ordinary businessmen were in

the first parliament. (c) Charles I was killed because of his disagreements with Parliament. (d) Oliver Cromwell ruled Britain as

Lord Protector. (e) William and Mary were asked by

Parliament to rule Britain. (f) George I gave the control of Britain to Parliament.

17–18 Open answers
19 (a) W (b) W (c) R (d) R

20 (a) 1–(b) 5–(c) 6
(d) 4–(e) 2–(f) 3
21–22 Open answers

23 (a) US (b) Australia (c) Trafalgar (d) Napoleon (e) Churchill (f) Hong Kong 24 (a) enemies (b) enemies (c) friends (d) enemy (e) friend (f) enemies (g) friends (h) friends

25–32 Open answers Answers to Factsheet Activities Communicative Activities Open answers ACTIVITIESBEFOREREADINGTHEBOOK

1 (a) Four. England, Scotland, Wales

and Northern Ireland. (b) Yes, it was. (c) King Henry VIII’s. (d) A British queen – and a dangerous enemy to the Romans. (e) Because she made England one of the most powerful countries in Europe. (f) After the Second World War.

2 Open answers ACTIVITIES WHILEREADINGTHEBOOK Chapter 1

1 (a) King Edward (b) Harold Hardrada (c) William the Conqueror (d) Julius Ceasar (e) Alfred the Great (f) King Cnut

2 (a) ✗ (b) ✓ (c) ✗ (d) ✓ (e) ✗ Chapter 2

1 (a) independence (b) conquered (c) parliament (d) destroyed (e) trouble (f) Protestant (g) Catholic (h) terrible (i) protect (j) activity

2 Open answers Chapter 3

1 (a)–(7), (b)–(3), (c)–(4), (d)–(8), (e)–(1), (f)–(10), (g)–(5), (h)–(2), (i)–(9), (j)–(6)

2 (a) (1) (b) (3) (c) (2) (d) (3) (e) (1)
Chapter 4

1 (a) ✗ (b) ✗ (c) ✓ (d) ✓ (e) ✓ (f) ✗ (g) ✓ (h) ✗

2 (a) He signed the Magna Carta – a

list of rules for good government. (b) He fought against Charles I’s army. When his army won, he ruled Britain without a king or queen. (c) He was not interested in Britain, so Parliament was left in charge of the country.
2
Chapter 5

The world’s first factories were built in Britain in the 18th century. Inside the factories, big machines made cloth much faster than before. They used local wool and cotton from America, too. But these machines did not help the poor workers – only the factory owners got richer. Working- class families often lived in small, cheap houses in new towns, close to the factories. There was no clean water and illness travelled quickly. Workers did not earn a lot of money, so the children had to work too. Some children worked for eighteen hours a day. The ordinary workers became very angry, but it was difficult to change anything. If workers started a trades union, they lost their jobs. If they refused to work, they were not paid.

Open answers Chapter 6

1 (a) Puritans (b) the Indian ruler of Bengal (c) criminals (d) Napoleon and his French army (e) Horatio Nelson (f) Queen Victoria (g) the Serbs (h) Adolf Hitler (i) Winston Churchill (j) the British Queen (Queen Elizabeth II) 2 (a) yes (b) yes (c) no (d) yes (e) yes (f) no (g) no (h) no (i) yes (j) yes (k) no (l) yes
ACTIVITIES AFTER READING THE BOOK

1 Suggested answers: (a) queen, popular (b) French, powerful (c) intelligent, handsome, Protestant, popular, powerful, (d) queen, childless, unhealthy,

Catholic (e) queen, childless, intelligent,

Protestant, popular, powerful (f) powerful, killed (g) intelligent, popular, French, powerful, killed (h) intelligent, popular, killed (i) queen, intelligent, popular, powerful
2 Open answers
© Pearson Education Limited 2006
1
Published and distributed by Pearson Longman