Active Learning on

Elizabeth I Survival Game

Note – these guidelines are identical to those for the comparable activity on Henry VII. However, I have made slight changes to the original version published in The Tudor Century in 1993.


It’s now over 20 years since I created this and the parallel activity on Henry VII for my A level book The Tudor Century (1993), one of the first purely A level books to provide activities as well as ‘the history’. I’ve presented it here as originally intended, for use in class as an introduction to Elizabeth’s reign, with groups of students working in conjunction with their teacher. It’s enjoyable and it works very effectively in a number of ways as follows:

1. It provides a first layer of knowledge about Elizabeth’s reign, introducing names, events and the range of problems that Elizabeth faced and how she reacted to those problems.

2. That involving introduction helps students read with more confidence. They’ve gained an initial familiarity with the topic. Even if the details haven’t been memorised or understood completely students have taken in enough to read more confidently – they recognize names and situations they’ve thought about in the activity and it’s that recognition ‘I remember when we discussed that’ that’s great for encouraging reading.

3. It develops constructive discussion and group rapport, especially important if the members of the group are new to each other. The structure also helps build the sense that discussion is part of history lessons.

4. Putting students ‘inside a past situation’ by asking them to think from a contemporary standpoint reveals their misunderstandings. The wrong answers can be most revealing to you as the teacher.

Two important points to underline:

1. Crowns are not awarded or taken away to fit with what Elizabeth did – in this activity she would have lost crowns too. Crowns are taken away if a choice increases the risk of being deposed.

2. Students should not have studied Elizabeth’s reign before doing this activity. It’s not designed to test if they can remember what she did but to get them thinking about the decisions themselves, to create a sense of the difficulties she faced. After they have done the activity you can turn to what Elizabeth actually did, which may increase students’ interest because they can compare her policies with their own choices.


A WORD version of this activity and accompanying resources can be downloaded:

  • For a description of this activity in WORD [ click here ]
  • For the PowerPoint [ click here ]
  • Or for a WORD version of the decisions, as an alternative to the PowerPoint [ click here ]

This activity is based on the ’Decision Making’ style of model; for more examples of this model, click here.

PowerPoint Structure

The decisions are grouped in four sets of four. Each decision begins with a white introductory screen which is followed by a pale blue screen providing the options to choose from. After each set of 4 decisions there are 4 pale pink screens grouped together providing ‘the answers’ to that set of decisions. Experience suggests that tackling 4 decisions before going back and reviewing the choices works best.

WORD alternative to the PowerPoint decisions

Simon Motz of St Paul's Preparatory School used this activity as a Tudor recap before starting the Stuarts.

He reformatted the PowerPoint into an A4 sheet to give to his pupils and shares it [ here ].

The Activity

1. Students will need a list of objectives to achieve as queen. Build this up as a class.

2. Dividing the class into pairs or trios and put each team’s name or initials at the top of the board. Under each name write 6 and explain that each team has 6 crowns but you lose crowns if you make poor decisions. If you lose all 6 you have been deposed and are out of the game. The team with the most crowns left at the end is the winner. In practice don’t leave teams out if they lose all six – keep them taking decisions and move into minus numbers.

3. Work through the decisions on the PowerPoint (or even a paper copy of the PowerPoint handout). It is best to split the decisions into 4 groups (1-4, 5-8, 9-12, 13-16)

a) teacher introduces Decision 1 – the issue and the choices

b) students discuss and make choice, noting their choice. Give them a time-limit – Elizabeth did not have unlimited to time for decisions.

c) repeat for rest of group of decisions e.g. 1-4

d) go over those decisions with the class, with you announcing the loss of crowns according to their decisions and recording this on the board.

e) then move onto Decisions 5-8, then 9-12 and finally 13-16. Build in a sense of fun and competitiveness – I never knew a group who didn’t get hooked by the competition.

Keep going even when groups go into negative numbers for crowns – it helps them see how tricky many decisions were and there’s the fun of seeing who did worst!


The most important question to ask before getting into detail is

1. What have you learned from this activity?’

This should lead (or you can lead it) to discussion of the difficulties facing Elizabeth – helping students see that many problems did not have a single obvious solution. Then move onto:

2. What were the main issues facing Elizabeth as queen?

3. What have you learned about Elizabeth herself?

4. Why do you think she survived?

5. What questions do you want to ask about Elizabeth and her reign?

The activity can be used to create a timeline of events (encouraging students to add more details and events) or a living graph showing


Constructive feedback is always welcome, particularly anything that will help other teachers.

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PowerPoint Structure

WORD alternative to PPT

The Activity