002 - 1066 and the feudal system

Factual Question


What was England like in the 1060s?
What factors lead to the invasion of England in 1066?

Debatable Question

Did the impact of invasion create a framework for Medieval society in England?


Key Terminology

  • Crown
  • Patriotism



Activity One - Notes

  1. By either using the text book 'Contrast and Connections' by the Schools History Projects pages 66 - 67 or the internet describe what England was like in the 1060s. Think about population size, landscape, jobs, who ruled England and religion.
  2. Using page 68 - 69 from the same book as above what evidence do we use to tell us about the past?
  3. What does the Bayeux tapestry show?

The Bayeux Tapestry





Activity Two - Watch

  • As you watch the clip below make a list of all the names and dates that are mentioned.

William the Conqueror




Activity Three - Description 

Why was 1066 such a year of conflict? To answer this question you will be looking at four key people:

  • Edward the Confessor
  • Harold Godwineson,
  • Harald Hardraada
  • William Duke of Normandy. 

    • Collect a A3 sheet of paper and fold it in to four equal sections.
    • Put the name of each key character at the top of each section and underline it with a ruler.

Edward the Confessor 

 
Harold Godwineson
 
Harald Hardraada

 
William Duke of Normandy

    • Consider the following points when you are listening to the youtube clip and reading from the book pages 70-73 (you can write your findings as bullet points):
        • Who were the men?
        • Why did the men have a claim to the English throne?
        • What were the men's characters like?
        • Why did they want the English throne?

Line of Fire


Extension Questions

These can be answered on the back of your A3 paper.
  • What was a shield wall?
  • Write a description of the Battle of Hastings.



Activity Four - Debate

  1. Who should have the crown of England and why? You will be divided into three teams and it is up to your team to convince an audience of your right to the thrown. Think about blood line, nationality, character, achievements etc.
  2. After the debate you will write up your argument.
'Who had the greatest claim to the English throne in 1066?'

Requirements
  • 500 word limit
  • Size 11 or 12 font
  • Paragraphs
  • Bibliography
  • Persuasive argument - so you will need to use the A3 sheets created in the prior lessons.

Potential Structure

 
Essay Section


 Potential things to include

 Introduction
  • What was happening in 1066? Why was England in turmoil?
  • Who do you think should be king? In a sentence explain your answer
 


Main Body
  •  Reasons why you have chosen a certain character:
      • Blood links
      • Location/ Nations
      • Strength
      • Character
  • You could say why the others should not have been king.
  • Use evidence to illustrate your thoughts. These could be examples of battles, quotes from articles written about the men, images of them etc.
 
Conclusion
  •  Summary of your ideas
 

Bibliography
  •  If you have used on try and use MLA format.
  • Remember if you are using information from other websites you either need to write it in your own words or put the exact sentence in quotations.

How will I be assessed?

You will be assessed using criteria A - Knowing and Understanding and D - Thinking Critically.

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   makes a limited use of terminology

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.


3–4

i.   uses some terminology accurately

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.


5–6

i.   uses considerable and relevant terminology accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.


7–8

i.   consistently uses a range of terminology accurately

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.


Criterion D: Thinking Critically

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

ii.  begins to identify connections between information to make simple arguments

3–4

ii.  summarizes information to make some adequate arguments

5–6

ii.  summarizes information to make usually valid arguments

7–8

ii.  summarizes information to make consistent, well-supported arguments





Activity Five - The Feudal System

The feudal system was devised by William the Conqueror to control England effectively, but what is it? Draw a pyramid in your book and divide it in to four horizontally. As you watch the clip below fill in each section.

System of Feudalism

  1. Using the text book 'Discovering the past year 7. Contrast and Connections' by the Schools History Project pages 80 and 81 answer the questions in the yellow boxes.



Useful Resources

  • Battlefield Britain
  • 'Discovering the past year 7. Contrast and Connections' by the Schools History Project.