HISTORY
Extended Learning Sequence on the Norman Invasion
This extended learning sequence was developed for a Year 8 History class at a co-educational government school.
Planning
Given the topic of the Battle of Stamford Bridge and the Battle of Hastings to teach to a Year 8 History class, I was given the freedom to develop an extended learning sequence which aimed to be engaging, challenging and rich in ICT. From my own personal experiences of learning about the Battle of Hastings (a topic that I found particularly confusing),
I aimed to create a learning sequence that was:
VELS
The standards covered in this extended learning sequence were:
Historical knowledge and understanding
Given the topic of the Battle of Stamford Bridge and the Battle of Hastings to teach to a Year 8 History class, I was given the freedom to develop an extended learning sequence which aimed to be engaging, challenging and rich in ICT. From my own personal experiences of learning about the Battle of Hastings (a topic that I found particularly confusing),
I aimed to create a learning sequence that was:
- highly engaging for the students
- presented the Norman Invasion in a light that the students could find some relevance with
- utilised the classroom's ICT facilities, and
- included a range of activities involving the students to think and share their opinions and ideas.
VELS
The standards covered in this extended learning sequence were:
Historical knowledge and understanding
- At Level 5, students analyse and describe key events in ancient and medieval societies. They use a variety of sources to describe key aspects of these societies.
- They analyse the ways that ancient and medieval societies were governed, identify political features and explain the nature of the political system, the dominant groups and how they established and maintained power.
- They describe the roles of key individuals and evaluate their contributions and legacies.
- Students anaylse change and continuity over time.
- They demonstrate understanding of key concepts such as democracy, governance, the rule of law, justice, religion, liberty, authority, leadership, culture and feudalism.
- They use a range of primary and secondary sources that record features of the societies in their investigations.
- They identify the content, origin, purpose and context of historical sources.
- They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitation of historical documents.
- They use relevant historical evidence, concepts and historical conventions to present a point of view.
- Students use a variety of forms to present their understanding.
Primary Learning Outcomes
Prior to commencing this learning sequence, I developed these initial focus questions to assist in my planning.
Prior to commencing this learning sequence, I developed these initial focus questions to assist in my planning.
- Why did England need a new king in 1066?
- Who were the three claimants to the throne and what were their arguments?
- Who/was there a legitimate heir to the throne of England in 1066?
- What was the Battle of Hastings and what were its consequences?
- Why did the Normans invade England in 1066?
- How did the Battle at Stamford Bridge affect the outcome of the Battle of Hastings?
- How are the primary sources used in this study of history?
- How did the Norman Conquest of England affect changes in language, art, architecture and government?
Resources
As previously mentioned above, when designing and delivering this learning sequence, I aimed to utilise the classroom's ICT facilities which consisted of a digtal projector and about ten desktop computers. Throughout this extended learning sequence, I made great use of the Norman Conquest School Site (www.allabout1066.com). This interactive site, with a pop up glossary, enabled me to lead the pupils through the main events and helped them to investigate the people and events of the Norman Conquest.
I also used a number of interactive web-based activities taken www.wildmelonhistory.com, and a number of activities requiring physical movement and student involvements from www.thinkinghistory.co.uk. In addition to these, I developed a number of worksheets and activities of my own to assist students in their learning.
As previously mentioned above, when designing and delivering this learning sequence, I aimed to utilise the classroom's ICT facilities which consisted of a digtal projector and about ten desktop computers. Throughout this extended learning sequence, I made great use of the Norman Conquest School Site (www.allabout1066.com). This interactive site, with a pop up glossary, enabled me to lead the pupils through the main events and helped them to investigate the people and events of the Norman Conquest.
I also used a number of interactive web-based activities taken www.wildmelonhistory.com, and a number of activities requiring physical movement and student involvements from www.thinkinghistory.co.uk. In addition to these, I developed a number of worksheets and activities of my own to assist students in their learning.
Sequence of Activities
Introduction
- The learning sequence on the Norman Invasion and Conquest of England begun with the following paragraph written on the classroom board.
Intrigue, deception and treachery.
Three kings, a rash of hotly contested battles, a comet and an invasion that changed the British Isles forever.
Small wonder it is considered a year to remember.
Three kings, a rash of hotly contested battles, a comet and an invasion that changed the British Isles forever.
Small wonder it is considered a year to remember.
- I tried to keep this new history topic a bit of a mystery to the students, so without naming any dates, places or people I asked the students if anyone could tell us what event or period of history we were going to focus on in the next coming weeks.
- After a couple of students had correctly identified the year 1066, William the Conqueror and the Battle of Hastings, I formally introduced this new history topic, emphasising the impact this invasion and conquest had upon England.
The Beginning of the Trouble
Using the Norman Conquest School Site, we read through the text and explored the interactive links on King Edward, focusing on
As a class we discussed the succession crisis and how the crown could be passed to whoever could:
- Through questioning, linking with the students prior studies and knowledge of the Vikings, I probed student understandings on the Vikings.
- Using a map of England, I briefly explained how the Vikings invaded and ruled England for 50 years prior to the succession crisis of 1066.
Using the Norman Conquest School Site, we read through the text and explored the interactive links on King Edward, focusing on
- Briefly at his biography- religious views
- His death and how it caused problems for succession
As a class we discussed the succession crisis and how the crown could be passed to whoever could:
- Show that they had some sort of blood claim, and
- Grab the throne before anyone else could get it.
The Claims to the Throne
Using a number of school learning websites, the prescribed history textbook and a copy of the Royal Family Tree, as seen to the left, we began to look at the various claimants to the throne of England.
Who should be King?
Who should be King?
- Using a powerpoint in a 'Blind Date' format, we were introduced to the three main claimants to the throne.
- Examining the different issues and claims, we voted for who we wanted to be king.
blinddate1066.ppt | |
File Size: | 229 kb |
File Type: | ppt |
blinddate1066.pdf | |
File Size: | 13 kb |
File Type: |
This power point was accessed from www.schoolhistory.co.uk
- We then focused on the three claimants in more detail. Using a video presentation on the Norman Conquest School website, we looked at their backgrounds, their claims and the problems with them in more detail.
- Using this website and their textbooks, the students completed a worksheet focusing on the succession crisis and the claimants to the throne. This worksheet also required the students to create fact file on each of the three main claimants to the throne.
claimstothethrone.doc | |
File Size: | 56 kb |
File Type: | doc |
Why did William Want to Conquer England?
Who were the Nomans?
Who were the Nomans?
- Using a map of Europe we established where the Duchy of Normandy was located and as the teacher, I explained to the students a brief history of the Norman peoples, focusing particularly on how it was settled and established by Viking raiders.
- The entire class participated in a role-playing and thinking activity from www.thinkinghistory.co.uk. This activity enabled the students to identify, explore, explain and categorise William's range of motives for invading England.
- This activity involved me, playing the part of William of Normandy, delivering a speech with each paragraph being a reason for William wanting to conquer England. Working in small groups of three, the students had a set of motive cards and as the speech was delivered they had to identify the correct motive as they were presented in William's speech.
- Once the speech was completed a Venn diagram was presented which required students to categorise William's reasons for his invasion. The students were given time to discuss the motives and decide where they should go in the Venn diagram.
- Groups had to then identify, explain and elaborate on their choices as they stuck their motive cards to the correct place on the Venn diagram on the classroom board.
- As a class we discussed the range of William's motives and which would have been more important to William. Then students prioritised William's reasons for invasion and wrote a paragraph summarising these.
Lead up to the Battle
- Using the Norman Conquest School site again, we briefly looked at how Harold Godwinson was crowned King and discussed how and why his kingdom was not secure.
The Battle of Stamford Bridge
- Focusing on the reaction of the other claimants, we looked at Harald Hardrada's invasion and the events leading up to the Battle at Stamford Bridge.
- We focused on the battle, William's invasion as the battle was fought, the end result and the battle's consequences.
- The students then worked on the 'two battles' worksheet, completing the questions focusing on the Battle at Stamford Bridge.
twobattles.doc | |
File Size: | 45 kb |
File Type: | doc |
Why did Harold win at Stamford Bridge
- Next, using the Wild Melon History website, we focused on why Harold won the battle. We watched a video and took notes on the reasons for Harold's victory, before discussing them as a class.
- Using the dragging and sorting activity located on the website, the students considered which 4 reasons were the most important and how important these reasons were, ranking them: most important, very important, quite important and least important
stamfordbridge.wmv | |
File Size: | 4603 kb |
File Type: | wmv |
This video was accessed from www.wildmelonhistory.com
The Events Leading to the Battle of Hastings
Focusing now on the events leading up the Battle of Hastings and using Norman Conquest School Site, we explored the following events:
The trouble in the South of England
Focusing now on the events leading up the Battle of Hastings and using Norman Conquest School Site, we explored the following events:
The trouble in the South of England
- William's invasion and Harold's march south. We discussed how important Harold's march was and whether we thought his troops would have been now too tired to continue fighting.
- The two armies and the differences between them, focusing on how they were comprised and their weapons and armour. We discussed if believed one force was more superior the other and made speculations over how the battle would end.
- Senlac Hill, its defensive position and how the two sides lined up. Using a diagram, we looked at William and Harold's battle plans and discussed whether one plan was more superior to the other. For added interest we also viewed how the battlefield looks today.
The Battle of Hastings
The facts about the Battle of Hastings
- Before focusing on the actual events of the battle, we took note of the historical sources and how well documented the battle was. Focusing in on the Bayeux Tapestry and the Norman chroniclers, we briefly discussed who wrote/created these sources, the bias of this sources and how they would 'colour' our view of the battle.
- Using a combination of teacher drawn diagrams and the pictures and interactive text found at the Norman Conquest School Site, the students focused on the events of the Battle of Hastings. We explored the Saxon shield wall and its effectiveness in battle, the Norman cavalry, the stalemate and how the shield wall was broken with William's plan of a retreat and then surprise ambush.
- The students completed the questions on the Battle of Hastings on this 'two battles' worksheet.
- Arrow in the eye? Looking at the legend and the Saxon and Norman sources that recount the battle, we focused on the different depictions of Harold's death also taking note of historians views.
- As a class we watched part of a BBC Norman documentary and took notes. This video clip, as seen below, was on the Battle of Hastings and included re-enactment footage and a discussion of the primary sources. This clip provided an excellent summary of all the different aspects of the battle that we had covered in class.
- After viewing this clip, we then discussed and took notes on the main reasons why William won the battle.
The Bayeux Tapestry
The pupils were re-introduced to the Bayeux Tapestry in greater detail.
- The students watched an animated version of the tapestry, as seen below.
- We focused on the historical background of the tapestry, taking notes on: who created it and why, where it was made and its function. We also discussed its role as valuable historical source and the bias presented in it.
- Then in small groups the students were given a key scene to study in detail. Students examined the events and people presented in the tapestry, noting how they were depicted, what they told us about the people and the events, and how this may differ from different accounts we have looked at in class.
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The Events of 1066- Could it have ended differently?
- Using another activity from www.thinkinghistory.co.uk, we created a map of England in the classroom and with the students playing the key people involved in the events of 1066, I walked the students through the key events and decisions of 1066. Students were able to develop a greater understanding of the sequence of the events in 1066, the reasons why events turned out as they did, as well as the strengths and limitations of the sources.
- With the pupils playing the roles of Edward, Harold and William etc. as well as the people responsible for producing the historical sources, such as the Norwegian saga tellers, and English and Norman chroniclers, the students were able to see how the events unfolded in front of them. The pupils were also able to see how the different sources depicted the events and understand the reasons for the different viewpoints of the sources and the gaps in the sources.
- This activity also helped students to understand that the pattern of events in 1066 could have ended differently and the victory of William of Normandy was not inevitable.
Change or Continuity