Notes for Teachers

(1) General Information
This resource uses extracts from the original printed accounts of Drake’s circumnavigation of the globe, 1577-1580. The material is available for consultation in the Archives and Special Collections Searchroom, University of Durham, Palace Green.

Document references:
Portrait of Drake. Taken from Navigantium atque Itineratium Biblioteca or a Complete Collection of Voyages and Travels, John Harris, London, 1744 (Routh 68 B 5-6)
Map of world showing Drake’s voyage taken from Cosmography in four books, Peter Heylyn, London, 1674 (Routh 24 B 10)
Image showing an aspect of the Spanish gold trade taken from An Account of the first voyages and discoveries made by the Spaniards in America, Bartolome de las Casas, London, 1699 (Routh 45 F 27)
Account of Drake’s voyage taken from Purchas his Pilgrimes, Samuel Purchas, Vol.1, London, 1625 (Cosin R III 25)
Account of Drake’s voyage taken from The World Encompass’d by Sir Francis Drake, Collected out of the Notes of Master Francis Fletcher, London, 1652 (Routh 59 F 21)

(2) Contents and use of resource

This investigation asks pupils to consider whether Francis Drake was ‘the Master Thief of the Unknown World’ by focusing on two aspects of his circumnavigation of the globe. Case Study 1 considers whether Drake was motivated by the desire to plunder Spanish ships and settlements, while Case Study 2 takes a more general look at the discoveries he made while sailing round the world. It uses extracts taken from early seventeenth printed accounts of the voyage as its basis.

The investigation has been designed to be as flexible as possible. Each case study could be used as a whole class resource or students could be put into groups to work on a single source before returning for group discussion. A worksheet has been provided so pupils can record their answers in a Word document, thus also providing an ICT opportunity.

As with most historical sources, these accounts were written by adults for adults and, consequently, the language may be considered advanced. In addition, pupils may struggle with the typography (for example, s appearing as f and u appearing as v). To help overcome these problems, a full transcript and a simplified transcript have been provided for every source. There is also a link to a glossary on every page. Nevertheless, some pupils may still need extra assistance.

In each case study, there is a section entitled ‘More Information’ which provides basic background and contextual information. A Links button also appears on every page which directs pupils to other useful websites.

(3) Curriculum Links

This resource relates directly to QCA Scheme of Work, Unit 19: What were the effects of Tudor exploration at Key Stage 2.QCA Scheme of Work, Unit 19: What were the effects of Tudor exploration at Key Stage 2. It could also be used as background to QCA Scheme of Work, Unit 5: Elizabeth I: How successfully did she tackle the problems of her reign? specifically the section relating to Philip of Spain, at Key Stage 3.

It also supports various aspects of the Knowledge, Skills and Understanding section of the National Curriculum and could be used to cover aspects of the NC requirements for KS 2 English. There are also clear links with ICT.

(4) Ideas and activities

(a) In addition to the worksheet, a writing frame has been provided. This provides opportunities for the students to record their observations on various aspects of Drake’s voyage before drawing their own conclusion as to whether Drake was a hero or master thief.

(b) Pupils could be asked to write their own account of one of the incidents described in the sources, eg a letter home, a report for a newspaper, an idea for turning it into a film.