Today’s desk checklist 3/18/23 Interpretations

•Book
•Planner Was the Gunpowder Plot a
•Pencil case
•VLE  4.2 Was the Gunpowder terrorist plot or government
Plot a terrorist plot or government
conspiracy? conspiracy?
• Get all of your equipment out
and write the date, title and WALT assess the reliability of certain parts of the story
WALT in your books.
Enquiry Question WILF:
Was the Gunpowder Plot a All – Demonstrate an understanding of how the Catholics may be
terrorist plot or government a threat to the king.
conspiracy? Most – Demonstrate an understanding of the difference
Key words between terrorist plot and government conspiracy and label
Terrorist Plot events as such in a table format.
Government Conspiracy
Starter – Define these two key terms and Some – In PEEL paragraph format, construct an argument
write the definitions in your exercise determining whether the Gunpowder Plot was a terrorist plot or
books a Government conspiracy.
What happened after the plot?
Conspirators of the Gunpowder Plot were hanged and mutilated to serve as an
example for Catholics who wanted to stage another plot against King James I. Here
are some of the consequences of the last Catholic plot in England:
• Many Catholic lords who were related to the conspirators were
either arrested, executed, or fined heavily.
• Through the Popish Recusants Act, Catholics were forced to take
an oath of allegiance to the Crown. It also increased their fines.
• In 1605, Parliament passed the Observance of 5th November
Act, also known as the Thanksgiving Act, to commemorate the
event. Today, children make an effigy of Guy Fawkes and burn it
on a bonfire. Fireworks are also let off.
• Catholics in England and Scotland lived uncomfortably, though
some loyal Catholic lords remained in high positions throughout
James I’s reign.
 PITSTOP

Are Catholics likely to threaten the King now?

WILF - All – Demonstrate an understanding of how the Catholics may be a threat to the king.

WALT assess the reliability of certain parts of the story

If I told you the Spice Girls were the best pop
band of all time, would you believe me?

Would you want me to prove it?

What questions would you ask me to prove this?
Now think about the Gunpowder Plot from
last lesson. Why should you believe the
story that’s been told to you?

King James I

Gunpowder Plotters

What could be a reason why historians

question the accuracy of the Gunpowder
Robert Cecil
Plot?
Some historians suggest that the Gunpowder Plot was part of a government conspiracy. Few
believed that this dramatic plot, which became one of the best known events in British
history was actually staged. Here are some conspiracy theories about this event.
• During this time, gunpowder was monopolized (financially controlled) by the
government, so how did the conspirators acquire a lot of it? Moreover, it was
difficult for them to smuggle 36 barrels to the Parliament building.
• Ringleaders, Percy and Catesby were killed outright, unlike others who were
arrested and tortured/interrogated.
• The tunnel, which was supposedly used by the conspirators, was never found
below Parliament.
• Several suspected plotters were captured even before they were identified by
Fawkes.
• Some view that the authorship of the letter Monteagle received from Francis
Tresham was questionable.
• The death of Francis Tresham through poison, while locked in the Tower of
London also caused suspicion.
 • Go back through the story in the word document 4.1 The Gunpowder
Plot 1605. Is there anything that seems a bit fishy, a bit suspicious?
• Complete the table below with evidence that supports each claim
• Use the hints for help
s I
e
Jam
Terrorist Plot Government Conspiracy
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e

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th ean

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this. That James only expelled priests was
du

s
e not good enough for Cecil. He wanted to
of y th remove Catholicism from England

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t
r altogether as he saw it as a threat.

Th np
a .
se en ard

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Th rlia ’s G

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of
The trial of Guy Fawkes.
The confession made by Guy
The killing of all the plotters.
Fawkes.
WILF - Most – Demonstrate an understanding of the difference between terrorist plot and government conspiracy and label
events as such in a table format.
Was the Gunpowder Plot a terrorist plot or government
conspiracy?
Success Criteria – Write a checklist for what you need to do to be
successful in this assessment, e.g. I need to clearly explain why
people view the Gunpowder Plot differently and give examples
I can explain why interpretations change over time.
I am able to convincingly explain links between what happened and evaluate any actions taken.
I have started to make links between the paragraphs to form a well structured argument.
I have presented a supported judgement on why people or groups acted or lived in different times or places.
I can explain why interpretations differ.
I am able to explain the features, events, and people of the past and am beginning to make links between what happened.
I can use an introduction and conclusion effectively.
I can explain the most important motivation of peoples actions or lifestyles in different times and places.
I can suggest reasons why interpretations differ but not explain them.
I am beginning to explain different features, events and people of the past and say good/bad points about what happened.
I have written in paragraphs and use connectives to develop ideas.
I have explained the motivation of particular groups or peoples actions or their lifestyle.
I can state how interpretations differ.
I am able to describe different people, events and period and have started to make simple comparisons.
I have written in full sentences, and am starting to use PEEL paragraphs.
I can list feelings of particular groups or people and describe how they link to their actions

WILF - Some – In PEEL paragraph format, construct an argument determining whether the Gunpowder Plot was a terrorist
plot or a Government conspiracy.
 Explain – Show/spell out, write why
PEEL – Point, Evidence, Explain, Link

Interpretations Success Criteria

I can explain why interpretations change over time.
I am able to convincingly explain links between what happened and evaluate any actions taken.
I have started to make links between the paragraphs to form a well structured argument.
I have presented a supported judgement on why people or groups acted or lived in different times or places.
I can explain why interpretations differ.
I am able to explain the features, events, and people of the past and am beginning to make links between what
happened.
I can use an introduction and conclusion effectively.
I can explain the most important motivation of peoples actions or lifestyles in different times and places.
I can suggest reasons why interpretations differ but not explain them.
I am beginning to explain different features, events and people of the past and say good/bad points about what
happened.
I have written in paragraphs and use connectives to develop ideas.
I have explained the motivation of particular groups or peoples actions or their lifestyle.
I can state how interpretations differ.
I am able to describe different people, events and period and have started to make simple comparisons.
I have written in full sentences, and am starting to use PEEL paragraphs.
I can list feelings of particular groups or people and describe how they link to their actions