The Princes in the Tower: A Historical Mystery

This mystery thrives on ambiguity, making it ideal for active learning. Students need to practice weighing evidence, recognizing bias, and defending interpretations before drawing conclusions. Hands-on tasks keep them engaged with the uncertainty rather than overwhelmed by it.

• Year 7
• History
• 4 activities
• 35 min–50 min

Learning Objectives

1. Analyze primary source documents to identify differing accounts of the Princes in the Tower's disappearance.
2. Evaluate the plausibility of competing theories regarding the fate of Edward V and his brother.
3. Critique Shakespeare's historical drama 'Richard III' for its dramatic license and impact on public perception.
4. Synthesize evidence from multiple sources to construct a reasoned argument about Richard III's culpability.
5. Compare the political motivations of key figures involved in the dynastic conflict of 1483.

Document Mystery

⏱ 45 min·Small Groups

Evidence Stations: Source Analysis

Prepare stations with replicas of key sources like Mancini's dispatch and the Croyland Chronicle. Small groups spend 8 minutes per station recording what each reveals about the princes' fate and its reliability. Groups then present one key insight to the class.

Prepare & details

Analyze the historical evidence surrounding the disappearance of the Princes in the Tower.

Facilitation Tip: During Evidence Stations, circulate and ask students to point out which details in each source could be influenced by the author's perspective or political loyalties.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Mock Trial

⏱ 50 min·Pairs

Mock Trial: Richard III Prosecuted

Assign roles: prosecution, defense, witnesses, and judge. Pairs prepare arguments using printed evidence excerpts over 15 minutes. Hold a 25-minute trial with cross-examination, followed by class vote on verdict.

Prepare & details

Evaluate the various theories regarding who was responsible for the Princes' fate.

Facilitation Tip: During the Mock Trial, assign roles in advance so students can prepare arguments using evidence from the sources they analyzed earlier.

Setup: Desks rearranged into courtroom layout

Materials: Role cards, Evidence packets, Verdict form for jury

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Document Mystery

⏱ 35 min·Small Groups

Theory Mapping: Group Charts

Provide charts with columns for suspects, motives, and evidence. Small groups fill in details from shared sources, then connect theories with arrows showing links. Display and critique charts as a class.

Prepare & details

Critique Shakespeare's portrayal of Richard III and its influence on historical perception.

Facilitation Tip: During Theory Mapping, provide a visual organizer that forces students to connect specific evidence to each theory rather than listing vague possibilities.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Document Mystery

⏱ 40 min·Individual

Shakespeare Scene Rewrite: Modern Twist

Individuals read a Shakespeare excerpt on Richard III, then rewrite a short scene incorporating historical evidence. Share in small groups and discuss portrayal biases.

Prepare & details

Analyze the historical evidence surrounding the disappearance of the Princes in the Tower.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Teaching This Topic

Teach this topic by modeling how historians work with gaps in evidence. Avoid presenting the mystery as solvable. Instead, emphasize the process of interpretation and the role of bias in historical accounts. Research shows that students learn best when they confront ambiguity directly and practice evaluating evidence in context.

What to Expect

Success looks like students confidently using primary sources to form arguments, recognizing the limits of historical knowledge, and understanding how new evidence changes interpretations. They should also practice separating Tudor propaganda from contemporary accounts.

Watch Out for These Misconceptions

Common Misconception

During Evidence Stations, watch for students assuming Shakespeare's portrayal of Richard III is historically accurate.

What to Teach Instead

During Evidence Stations, provide students with Tudor propaganda sources alongside contemporary accounts. Ask them to highlight language in Shakespeare’s play that reflects bias and compare it to Mancini’s neutral observations to spot the difference.

Common Misconception

During Theory Mapping, look for students treating the bones found in the Tower as definitive proof of the princes' fate.

What to Teach Instead

During Theory Mapping, include the 1674 discovery of bones and the inconclusive 20th-century analysis as one theory among many. Ask students to evaluate why remains are never confirmed as the princes and how this affects their confidence in each theory.

Common Misconception

During Mock Trial, expect students to claim that without a body or confession, the mystery cannot be solved.

What to Teach Instead

During Mock Trial, require students to use indirect evidence like missing records, political motives, or suspicious behavior to build their case. After the trial, discuss how historians rely on such clues to form interpretations even without direct proof.

Assessment Ideas

Discussion Prompt

After the Mock Trial, facilitate a class debate using the prompt: 'Based on the evidence presented, who is most likely responsible for the disappearance of the Princes in the Tower?' Assign students roles representing different historical figures or theories to argue from.

Quick Check

During Evidence Stations, provide students with short excerpts from two different primary sources (e.g., Mancini and More). Ask them to write one sentence identifying the author's potential bias and one sentence explaining how this bias might affect their account of events.

Peer Assessment

After Theory Mapping, have students exchange their group charts with a partner. Partners check for accuracy of evidence-to-theory connections and identify one event where historical interpretation is particularly contested, noting the different possibilities.

Extensions & Scaffolding

• Challenge students to research DNA testing methods used on the bones found in the Tower and evaluate whether modern science can resolve the mystery.
• Scaffolding: Provide a word bank of key terms (e.g., 'ward,' 'protector,' 'usurpation') and sentence starters for weaker writers during the Mock Trial.
• Deeper exploration: Have students compare Richard III's portrayal in Shakespeare's play to his portrayal in contemporary chronicles, noting how Tudor propaganda shaped his reputation.

Key Vocabulary

Usurpation	The act of seizing someone's position or power by force or without legal right. In this context, it refers to Richard III taking the throne.
Dynastic Conflict	A struggle for power between rival families or branches of a ruling family, often over succession to a throne. The Wars of the Roses is a prime example.
Primary Source	An original document or artifact created at the time under study, offering direct evidence. Examples include chronicles and letters.
Historical Interpretation	The process of explaining past events by analyzing evidence and forming conclusions. Different historians may reach different conclusions based on the same evidence.
Propaganda	Information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view. Shakespeare's play can be seen as propaganda.