Section 1: Why do powerful people take great care about the way they are shown in pictures?
Children should learn:
- about the idea of propaganda
- how powerful people in the twentieth century manipulate the media to convey a favourable impression
- to treat pictorial sources with caution
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Section 2: How did Elizabeth I want herself to be portrayed?
Children should learn:
- to use prior knowledge of a period
- ways of analysing and evaluating significant sources
- how Tudor and Stuart portraits were used as propaganda and how they contain symbolic information
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Section 3: Getting the message?
Children should learn:
- to use prior knowledge about symbolism in portraits to make inferences about unfamiliar portraits
- to use portraits to identify aspects of change and continuity over time
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Section 4: Images of an age: who was powerful?
Children should learn:
- to sort and clarify information
- about some key individuals from the period 1500-1750
- about the reasons why some individuals are powerful
- to use prior knowledge, including period knowledge, to inform inferences
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Section 5: What don't portraits tell us?
Children should learn:
- about aspects of the contrast between the lives of the powerful and the lives of poorer members of society
- about the strengths and limitations of different sources
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Section 6: What were the most important images of the age?
Children should learn:
- how an interpretation, such as a museum display, is put together
- the importance of selection from evidence, and the intended audience, in determining an interpretation
- about significant people and aspects of major developments that occurred in Britain 1500-1750
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