Activity One - Notes

The first part of today's lesson is going to be spent investigation what England was actually like in the 1060s. You can use either of the text books that are in the classroom or you can use the resources in the 'Useful Resources' box.

• • 1. By either using the text book 'Contrast and Connections' by the Schools History Projects pages 66 - 67 or the slideshare, 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 can we use to tell us about the past?

    3. What does the Bayeux tapestry show?

Useful Resources

Activity Two - Watch

As a group you are now going to watch a youtube clip about the year 1066. There will be a number of names and key dates mentioned throughout the clip.

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

Useful Resource

Activity Three - Description

1066 was a time when who should be King of England was in question. There was no natural successor to the throne as Edward the Confessor died without producing a male heir. But who should have been King of England? You are going to be investigating the four key protagonists in this real-life historical story.

• • • • • • • • • Edward the Confessor

                • Harold Godwineson,

                • Harald Hardraada

                • William Duke of Normandy.

1. Collect an A3 sheet of paper and fold it into four equal sections.

2. Put the name of each key character (below) at the top of each section and underline it with a ruler.

3. You are now going to be divided into three teams and you will watch a specific video clip.

4. Consider the following points when you are listening to your youtube clip.

4. 1. 1. 1. 1. 1. 1. • 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?

5. Choose an expert on your table. The rest of your team will learn what happened in the other videos from the 'experts' on the other tables. Write bullet-pointed notes on your A3 piece of paper.

6. Once you have spoken to all of the 'experts' rejoin your team and feedback to them on the new information.

7. Now collect the blue 'Contrast and Connections' textbook and read, pages 70-73 (you can write your findings as bullet points). Add to your notes information about the four men we are studying.

Useful Resources

Activity Four - Debate

Now you know the story of what happened in England in 1066 we are going to debate on who actually deserved to be King of England. 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 bloodline, nationality, character, achievements, etc. After the debate, you will write up your arguments.

'Who had the greatest claim to the English throne in 1066?

Useful Resource

How will I be assessed?

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

Activity Five - The Feudal System

The feudal system was devised by William the Conqueror to control England effectively, but what is it? Answer the following questions by watching the youtube clip below.

• • 1. Describe what the feudal system was?

    2. Why was it an important form of control for William the Conqueror?

    3. Draw a pyramid in your book and divide it in to four horizontally. As you watch the clip below fill in each section.

    4. 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