Mary Queen of Scots and Catholic Plots

Active learning helps students grasp the intricate web of espionage, political tension, and religious conflict in this topic. By engaging with primary sources, role-plays, and debates, students move beyond textbook summaries to analyze the human decisions behind historical events.

• Year 8
• History
• 4 activities
• 35 min–60 min

Learning Objectives

1. Analyze the motivations behind Mary Queen of Scots' claim to the English throne and her perceived threat to Elizabeth I.
2. Explain the methods used by Francis Walsingham's spy network to uncover Catholic plots against Elizabeth I.
3. Evaluate the significance of the Babington Plot in leading to Mary Queen of Scots' execution.
4. Justify whether Elizabeth I's decision to execute Mary Queen of Scots was historically justifiable, considering political and religious contexts.

Stations Rotation

⏱ 50 min·Small Groups

Stations Rotation: Spy Network Stations

Set up stations with replicas of Walsingham's ciphers, Babington letters, and maps of plot locations. Groups rotate every 10 minutes, decoding messages, plotting conspirators, and noting threats to Elizabeth. Conclude with a class share-out of findings.

Prepare & details

Analyze why Mary Queen of Scots was such a threat to Elizabeth's security.

Facilitation Tip: At the Spy Network Stations, provide students with a mix of primary sources and modern translations of ciphers to decode, ensuring they work in small groups to share findings.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Escape Room

⏱ 60 min·Whole Class

Role-Play: Mary's Trial

Assign roles as Mary, Walsingham, Elizabeth, and plotters. Students prepare arguments from sources, present cases in a mock trial, and vote on the verdict. Debrief on evidence strength and Elizabeth's dilemma.

Prepare & details

Explain how the Babington Plot led to Mary's execution.

Facilitation Tip: During the role-play of Mary’s trial, assign clear roles (Elizabeth, Mary, Walsingham, nobles) and give students 10 minutes to prepare their arguments using historical evidence.

Setup: Group tables with puzzle envelopes, optional locked boxes

Materials: Puzzle packets (4-6 per group), Lock boxes or code sheets, Timer (projected), Hint cards

• Remember
• Apply
• Analyze
• Relationship Skills
• Self-Management

Escape Room

⏱ 40 min·Pairs

Pairs Debate: Execution Justified?

Pairs prepare pro and con arguments using key questions and sources. They debate in a fishbowl format, with observers noting evidence. Switch roles and reflect on changed views.

Prepare & details

Justify whether Elizabeth was right to execute a fellow anointed monarch.

Facilitation Tip: In the Pairs Debate, require each pair to present both sides of the argument before taking a class vote, using a visible tally to track consensus changes.

Setup: Group tables with puzzle envelopes, optional locked boxes

Materials: Puzzle packets (4-6 per group), Lock boxes or code sheets, Timer (projected), Hint cards

• Remember
• Apply
• Analyze
• Relationship Skills
• Self-Management

Escape Room

⏱ 35 min·Small Groups

Timeline Build: Plots Unfold

In small groups, students sequence events from Mary's arrival to execution using cards with dates and descriptions. Add causal links and Walsingham's role, then present timelines.

Prepare & details

Analyze why Mary Queen of Scots was such a threat to Elizabeth's security.

Facilitation Tip: Build the Timeline in groups of four, assigning each student a key event to research, then have them assemble the sequence on a long strip of paper for the whole class to review.

Setup: Group tables with puzzle envelopes, optional locked boxes

Materials: Puzzle packets (4-6 per group), Lock boxes or code sheets, Timer (projected), Hint cards

• Remember
• Apply
• Analyze
• Relationship Skills
• Self-Management

Teaching This Topic

Teachers often introduce this topic by framing it as a thriller: Mary as the imprisoned queen, Walsingham as the master spy, and Elizabeth as the reluctant decision-maker. Avoid presenting Mary as a constant schemer; instead, use source analysis to show how her threat evolved over time. Research suggests that students retain more when they grapple with primary sources directly, so prioritize decoding letters and examining warrants over lectures.

What to Expect

By the end of these activities, students will confidently explain Mary’s threat level, evaluate Elizabeth’s motivations, and analyze the role of coded messages in uncovering conspiracies. Success looks like students using evidence to support claims in discussions and source analyses.

Watch Out for These Misconceptions

Common Misconception

During the Spy Network Stations activity, watch for students assuming Mary was actively plotting from the start.

What to Teach Instead

Use the intercepted letters and cipher activities at the stations to guide students in tracing how Mary’s involvement grew over time. Ask them to mark which letters prove active plotting versus mere association.

Common Misconception

During the Role-Play: Mary's Trial activity, watch for students believing Elizabeth eagerly signed Mary’s death warrant.

What to Teach Instead

During the role-play, provide students with Elizabeth’s actual letters expressing hesitation. Ask them to incorporate these into their arguments to show her reluctance and the political pressures she faced.

Common Misconception

During the Decoding Activity (part of Spy Network Stations), watch for students thinking Walsingham fabricated plots to trap Mary.

What to Teach Instead

Have students compare the original Babington Plot letters with their decoded versions. Ask them to identify phrases that prove the letters were genuine conspiracies, not fabrications.

Assessment Ideas

Quick Check

After the Spy Network Stations activity, present students with a short, fictional intercepted message. Ask them to identify potential coded language and explain why such messages would be a concern for Elizabeth's government. Collect responses to gauge understanding of spy craft.

Discussion Prompt

During the Pairs Debate activity, facilitate a class-wide discussion using the prompt: 'Was Elizabeth I justified in ordering the execution of Mary Queen of Scots?' Encourage students to use evidence from the trial role-play and timeline to support their arguments, considering both political necessity and the moral implications of executing a fellow monarch.

Exit Ticket

After the Timeline Build activity, students write down two reasons why Mary Queen of Scots was considered a threat to Elizabeth I and one specific consequence of the Babington Plot for Mary herself. Use these to assess their understanding of cause and effect in the events.

Extensions & Scaffolding

• Challenge: Ask students to write a diary entry from Walsingham’s perspective after intercepting the Babington Plot, detailing his thoughts on the evidence and next steps.
• Scaffolding: Provide a partially completed timeline with dates and events, and ask students to fill in missing details using a word bank of key terms.
• Deeper: Have students research and present on the role of other European powers, such as Spain or France, in supporting or opposing Mary’s claims.

Key Vocabulary

Catholic claimant	A person who asserts a right to a throne based on adherence to the Catholic faith, posing a potential challenge to a Protestant monarch.
Coded messages	Communications written using a secret system of symbols or words to conceal their meaning from unauthorized readers, often used by spies.
Conspiracy	A secret plan by a group to do something unlawful or harmful, such as overthrowing a government or assassinating a ruler.
Anointed monarch	A sovereign ruler who has been formally consecrated or crowned in a religious ceremony, considered divinely appointed.
House arrest	A form of restriction on personal freedom where an individual is confined to their residence, often under supervision.