Unit 17 a UKS2 How Did the Anglo

Total Page:16

File Type:pdf, Size:1020Kb

Unit 17 a UKS2 How Did the Anglo Unit No. 16A Year Group: UKS2 Question: How did the Anglo Saxons Influence Britain? Timeline of Anglo Saxon Period I already know… Essential Knowledge and Vocabulary Romans leave Britain unguarded – they The law is a system of rules Anglo The Anglo-Saxons were made of three tribes – the Angles, the withdrew to return to defend the centre of their enforced by a countries legal Saxons Saxons and the Jutes. They were immigrants to Britain. empire. system with consequences for For a long time, England was not one country. Anglo-Saxon 450 AD The first invasions of the Julse from Jutland, those who break them. Kingdoms kings ruled lots of small kingdoms across the land. Angles from the South of Denmark and Saxons The UK is separated into from Germany, across the North Sea. Britain is Saxon lands were divided into shires – the start of our counties which have their own then divided up into the Seven Kingdoms. counties. Shire Reeve was the peace officer of a shire, later local authorities. 450 AD Saxons Hengist and Horsa settle in Kent Anglo-Saxons known as ‘sheriff’. Each shire had its own court Shires The kingdom of Kent is established (primarily A society is a group of people and was under the control of an earl, who had authority but 455 AD living in an organised by the Jutes) had to pay the king 1/3 of any money collected in 477 – community. Social means The Kingdoms of Wessex and Essex are formed fines/taxes. 486 AD things relating to these people. The Battle of Mount Badon: Britons under an Brigstow Bristol started as an Anglo Saxon settlement on a bridge 516 AD Christianity is a religion that is unknown leader defeat the Angles and Saxons followed by Christians. Community The community was mainly a rural one as people depended 547 – The Kingdoms of Northumberland, East Anglia on the land for survival. There was a hierarchical system, of Monarch is a king or a queen. and Social 586 AD and Mercia were formed Kings, Earls (ruling nobility), Thegns (army), Freemen (upper Our Queen is Queen Elizabeth II. System St Augustine arrives in Britain from Rome and commoners) and Serfs (Slaves). introduces Christianity Latin was the language spoken There were no prisons but punishments included fines – King Ethelberht of Kent gave him land in by Romans and their Empire Canterbury to build a church. Ethelberht weregild –payable to the dead person’s relatives when you 597 AD became the first Ango-Saxon king to turn his Primary sources were created at Legal system killed someone. This was to stop long blood feuds. If they run the time period. Secondary back on paganism and become Christian. By away, they became outlaws. Anyone could hunt them down, 600 AD Ethelberht is now one of the most sources were created after the unless they hid in a church. powerful kings in England. time period. A year-by-year account of major events at the time, including Anglo-Saxon 617 AD Northumbria became the Supreme Kingdom Timelines can be split into BC battles/kings. It begins with the story of Hengist and Horsa Edwin of Northumbria becomes the first Chronicles 627 AD (before Christ) and AD (Anno. in AD 449. Christian king in the north for England Domini, Year of the Lord). A scholar/saint who famously wrote the Ecclesiastical History 757 AD Offa declared himself King of England Different scales can be used to Bede of the English People including the idea of the English nation. Mercia becomes the Supreme Kingdom and represent time. 779 AD King Offa builds a Dyke along the Welsh Staffordshire The largest collection of Anglo Saxon goal and silver that has Magna Carta was an agreement Border. Hoard ever been found. between rebellious barons and First recorded Viking attack in Dorset the King made in 1012, some of Doomsday A survey of England and Wales completed in 1806 by William 793 AD Vikings attacked Lindisfarne monastery, which still stands today. book the Conqueror. Northumbria Period to Harold 11 and Battle of Hastings, continued in Early Britain was the Stone, Sutton Hoo Two ship burial sites of an Anglo Saxon King. next unit of work. Bronze and the Iron Age. Prehistory means before things History were written down and it ended in the Iron Age. Chronology Interpretation Cause and Society Settlements Beliefs Culture and Location Food and farming Travel and Artefacts Location and main and Consequence Past times exploration events Perspective Quality Texts Fiction to focus on particular rights Collaborate and of interest to pupils. Coherence – Prior Critical thinking and Creativity Communicate connect with the Knowledge compassion community LKS2 – Chronology, How did Anglo Saxons make Narrate a journey Educate the wider Anglo Saxon Using sources, and impose law? Was Anglo- around the community about settlements Prehistoric Britain, Saxon society fair? What settlement and its their Anglo Saxon through WW2 Home front, impact did they have on British society roots through a video sculpture. Ancient Egyptian life and culture today? How do considering explaining elements Creating a and Greek we know about the Anglo audience and of a settlement and video UKS2 – Justice and Saxons? How has immigration purpose using key how it runs – map/journey. human rights changed since this time? vocabulary. legal/society. Coherence – Connections between subjects Enrichment/Organisations Cycle A http://www.teachinghistory100.org/objects/about_the_object/king_alfreds_jewel Be Safe Celebrating Difference https://www.history.org.uk/primary/resource/3865/anglo-saxons-a-brief-history https://www.bl.uk/anglo-saxons/articles/who-were-the-anglo-saxons Science Evolution and Inheritance https://www.britishmuseum.org/collection/galleries/sutton-hoo-and-europe Computing Impact of technology https://www.buildinghistory.org/bristol/origins.shtml PE Year Group Specific https://historicengland.org.uk/content/docs/education/explorer/heritage-schools-case-study- anglo-saxon-bristol-pdf/ Drawing and Sculpture: https://offasdyke.org.uk/ Art Anglo Saxon and Viking https://www.bbc.co.uk/bitesize/topics/zxsbcdm/articles/zqrc9j6 Architecture Spanish tbc DT Week Mechanical Systems RE Week Believing .
Recommended publications
  • The Welsh & Their Literature
    The Welsh & Their Literature By George Henry Borrow The Welsh and their Literature The Welsh style themselves Cymry or Cumry, a word which, in their language, means a number of people associated together. They were the second mass of population which moved from Asia into Europe. They followed and pushed forward the Gael or Gauls; were themselves impelled onward by the Slowaks or Sclavonians, who were themselves hunted, goaded, and pestered by a wild, waspish race of people, whom, for want of a better name, we will call Tatars or Tartars. The Cymry have left their name behind them in various regions far eastward of the one where they now sojourn. The most easterly countries which still bear their name, or modifications thereof, are Cambia, „which is two dayes journey from the head of the great river Bruapo,‟ and the Cryme or Crimea. In those parts, and „where Constantinople now is,‟ they tarried a considerable time, and increased and multiplied marvellously: and it was whilst tarrying in those regions, which they called collectively Gwlad yr Haf, or the summer country, that an extraordinary man was born amongst them, who was called by Greeks and Romans, hundreds of years after his death, Hesus, but whom the Cymry called, and still do call, Hu or Hee, with the surname of Cadarn, or the Mighty. This Hu or Hesus taught his countrymen the use of the plough, and to a certain extent civilized them. Finding eventually that the summer country was becoming over-populated, he placed himself at the head of a vast multitude and set off towards the west.
    [Show full text]
  • Учебное Пособие По Истории Английской Литературы Reading Medieval English Literature
    Министерство образования и науки Российской Федерации Ярославский государственный университет им. П. Г. Демидова Н. Ю. Ивойлова Учебное пособие по истории английской литературы Reading Medieval English Literature Учебное пособие Ярославль ЯрГУ 2018 1 УДК 82(091)(410)(075) ББК Ш5(4Вел)-3я73 И25 Рекомендовано Редакционно-издательским советом университета в качестве учебного издания. План 2018 года Рецензенты: Ю. В. Мошкина, кандидат педагогических наук, доцент кафедры иностранных и русского языков ЯВВУ ПВО; кафедра теории и практики перевода ЯГПУ им. К. Д. Ушинского Ивойлова, Надежда Юрьевна. И25 Учебное пособие по истории английской литерату- ры = Reading Medieval English Literature : учебное пособие / Н. Ю. Ивойлова ; Яросл. гос. ун-т им. П. Г. Демидова. – Ярос- лавль : ЯрГУ, 2018. – 104 с. Пособие содержит материалы для самостоятельной работы студентов при подготовке к практическим (семинарским) заня- тиям и промежуточному тестированию по истории английской литературы. Теоретический экскурс в историю английской ли- тературы VI–XIII вв. дополняют положения, рассматриваемые в ходе лекционного курса. Пособие содержит избранные про- изведения данного периода в переводе на современный англий- ский язык, которые сопровождаются предтекстовыми коммен- тариями исторического и аналитического характера, а также вопросами для обсуждения. Пособие предназначено для студентов, изучающих дис- циплины: «История британской и американской литературы», «История литературы англоязычных стран». УДК 82(091)(410)(075) ББК Ш5(4Вел)-3я73 © ЯрГУ, 2018 2 Chronological Table Dates History/Literature Anglo-Saxon Period 409-420 Romans leave Britain 449 Settlement of Jutes (Kent) 477 Settlement of Saxons (Sussex) 520 Badon Hill (?), King Arthur 527 Settlements of Angles (Anglia) 597 Augustine converts Ethelbert and Kentto Christianity d. 680 Cædmon 673–735 Bede ‘Beowulf’ c. 700 ‘Lament of Deor’ ‘Fight at Finnsburgh’ 787 First landing of the Danes c.
    [Show full text]
  • John Cowper Powys's Porius: a Reader's Companion
    John Cowper Powys: Porius A Reader’s Companion Updated and Expanded Edition W. J. Keith April 2009 “Reader’s Companions” by Prof. W.J. Keith to other Powys works are available at: https://www.powys-society.org/Articles.html Preface The aim of this “Companion” is to provide background information that will enrich a reading of Powys’s novel/romance. It glosses Welsh, classical, biblical, and other allusions, identifies quotations, explains geographical and historical references, and offers any commentary that may throw light on the more complex aspects of the text. (When a quotation is involved, the passage is listed under the first word even if it is “a” or “the.”) It was first made available on the Internet and in booklet form in 2004, and has subsequently been updated and revised from time to time. The present version has been thoroughly reset and expanded. Numerous errors discovered in the intervening years have been corrected. All page-references are to Judith Bond and Morine Krissdóttir’s edition published by Overlook Duckworth in 2007, with those to Wilbur T. Albrecht’s 1994 edition from Colgate University Press following in square brackets. Since the latter contained many errors and inconsistencies, the words listed often appear there in somewhat different form. Moreover, because the editions are based on different copy-texts, some references appear only in one of the editions; when those occurring in only one version require separate annotation, they have been identified and glossed. References to other JCP books published during his lifetime will be either to the first editions or to reprints that reproduce the original pagination, with the following exceptions: Wolf Solent (London: Macdonald, 1961), Weymouth Sands (London: Macdonald, 1963), Maiden Castle (ed.
    [Show full text]
  • A Social & Cultural History of English
    A Social & Cultural History of English A.D. 443 – A.D. 465 Bielefeld University British and American Studies "A Social and Cultural History of English" Dr. Stephan Gramley WS 2009/2010 Presenters: Katharina Mock & Karsten Zurheide Who puts down history? Who are the authors? The Anglo- Saxon The Ecclesiastical History Chronicle: of the English People: z written in the late 9th z written by St. Bede (the century by a scribe in Venerable Bede), a Wessex monk, (672/673 - 735) z multiple manuscript copies were made and distributed to monasteries across England and were independently updated Differences in the accounts of The Anglo Saxon Chronicle and The Ecclesiastical History of the English People The Anglo-Saxon Chronicle: The Ecclesiastical History of the English People: z Structure: z Structure: − year + short account − Narration z Language: z Language: − Old English − Latin z Contents: z Contents: − names of emperors, − names of emperors, kings, important places, kings, important places, and peoples and peoples − background knowledge − background knowledge about the protagonists about the protagonists and the peoples and the peoples − enumeration of wars − account of wars − religious beliefs and comments What happened? 449 - 465 z invitation of the Angles by Wutgern, king of the Britons, to fight against the Picts z victory against the Picts z Hengist and Horsa, kings of the Angles, sent a report to the nations of Germany: the Saxons, Angles, and Jutes: • success in war • fertility of the country • cowardice of the Britons What happened
    [Show full text]
  • King Aethelbert of Kent
    Æthelberht of Kent Æthelberht (also Æthelbert, Aethelberht, Aethelbert, or Ethelbert) (c. 560 – 24 February 616) was King of Kent from about 558 or 560 (the earlier date according to Sprott, the latter according to William of Malmesbury Book 1.9 ) until his death. The eighth-century monk Bede, in his Ecclesiastical History of the English Peo- ple, lists Aethelberht as the third king to hold imperium over other Anglo-Saxon kingdoms. In the late ninth cen- tury Anglo-Saxon Chronicle Æthelberht is referred to as a bretwalda, or “Britain-ruler”. He was the first English king to convert to Christianity. Æthelberht was the son of Eormenric, succeeding him as king, according to the Chronicle. He married Bertha, the Christian daughter of Charibert, king of the Franks, thus building an alliance with the most powerful state in con- temporary Western Europe; the marriage probably took place before Æthelberht came to the throne. The influ- ence of Bertha may have led to the decision by Pope Gre- gory I to send Augustine as a missionary from Rome. Au- gustine landed on the Isle of Thanet in east Kent in 597. Shortly thereafter, Æthelberht converted to Christianity, churches were established, and wider-scale conversion to Christianity began in the kingdom. Æthelberht provided The state of Anglo-Saxon England at the time Æthelberht came the new mission with land in Canterbury not only for what to the throne of Kent came to be known as Canterbury Cathedral but also for the eventual St Augustine’s Abbey. Æthelberht’s law for Kent, the earliest written code in ginning about 550, however, the British began to lose any Germanic language, instituted a complex system of ground once more, and within twenty-five years it appears fines.
    [Show full text]
  • Reconsidering the Origins of the Arthurian Legend Rae Marie Marotta '00 Illinois Wesleyan University
    Illinois Wesleyan University Digital Commons @ IWU Honors Projects English 2000 The oP wer of Perception and Origin Myth: Reconsidering the Origins of the Arthurian Legend Rae Marie Marotta '00 Illinois Wesleyan University Recommended Citation Marotta '00, Rae Marie, "The Power of Perception and Origin Myth: Reconsidering the Origins of the Arthurian Legend" (2000). Honors Projects. Paper 7. http://digitalcommons.iwu.edu/eng_honproj/7 This Article is brought to you for free and open access by The Ames Library, the Andrew W. Mellon Center for Curricular and Faculty Development, the Office of the Provost and the Office of the President. It has been accepted for inclusion in Digital Commons @ IWU by the faculty at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. rmarotta: 7 1 Contemporary Theories and Arthur's Historical Prototypes "On the basic issue ofArthur's identity, there need never have been any mystery at all." -Geoffrey Ashe Riothamusl Geoffrey Ashe has made the most recent attempt to find a historical prototype of Arthur. According to Ashe, Arthur's history is more than just a medley of yams, more than just a saga in the" dream time" myth. It puts him within a definite period. It names definite places, and takes him to definite countries .... This is not to say that the official history is true. As it stands, it isn't. But its fullness and firmness, and its power of shaping a consensus, justify a search for the realities behind it. (Discovery 3) For Ashe, there is no need to consider the possibility that Arthur's roots are legendary.
    [Show full text]
  • The Anglo-Saxons
    History Knowledge Organiser: Year 5 – The Anglo-Saxons Prior Knowledge Diagrams Vocabulary Pupils will have a secure grounding in their Angles: name given to people from southern Denmark, who invaded Britain in 410 AD. knowledge of the terminology ‘historical object’, Anglo-Saxon: the name given to the people who travelled from Germany and South Denmark and settled in Britain in 410 AD. ‘physical evidence’ and ‘written sources’ and Archaeologist: an academic who studies that past by looking at remains and artefacts from the period in question. understand how these forms of information Artefact: an object from the past that is of historical interest. It provides archaeological evidence. provide knowledge regarding the past. Pupils will Century: a period of 100 years. understand the term ‘prehistory’, the basic Christianity: a religion centred around the teachings of Jesus Christ. chronology of Stone Age Britain and how that Invasion: an unwelcome intrusion into another person’s land or domain. developed and moved into the Bronze and Iron Jutes: people from northern Denmark, who invaded Britain in 410 AD. Age. Pupils will have a secure understanding of Migration: movement from one place to another in order to settle there. the key societal, cultural and religious features Monk: a member of a male religious community. of ancient Egypt, Greece and Rome. Pupils should Pagan: a person who follows a religion that is not one of the main world religions. utilise this knowledge to develop and contribute Picts: ancient tribes who lived in northern Scotland. to their overarching chronological knowledge of Primary source: immediate, first-hand accounts of a topic, from people who had a direct connection with it.
    [Show full text]
  • Ralph Waldo Emerson's Saxons
    Ralph Waldo Emerson’s Saxons Downloaded from https://academic.oup.com/jah/article/95/4/977/713359 by guest on 23 September 2021 Nell Irvin Painter Ralph Waldo Emerson (1803–1882) towers over the American Renaissance but does not, though he should, reign as philosopher-king of American white-race theory. Widely hailed for his enormous intellectual strength and prodigious output, Emerson wrote the earliest full-length statement of the ideology later termed “Anglo-Saxonist.” His “Saxons” are not, most emphatically, the same as white Americans or white people.1 We ordinarily locate both white masculine gender panic and spread-eagle Anglo-Sax- onism at the turn of the twentieth century, but Emerson laid them out half a century earlier, in the 1850s. In an influential treatise and oft-repeated lectures, he portrayed the American as Saxon and the Saxon as manly man and separated the genealogy of the Amer- ican Saxon from that of the Celt. Deftly and subtly, Emerson elevated the Saxons and disappeared the Celts from the identity of the American. Emerson makes it crystal clear that “Saxon” (or, later, “Anglo-Saxon”) is not a synonym for “white,” even though the his- toriographical literature often seems to equate them. My remarks this evening come from my work in progress, The History of White People, which W. W. Norton will publish in the spring of 2010. The book offers a counterhistory of a prominent theme in Western thought, historicizing the notion of the white, rather than the nonwhite, races.2 Let me state categorically that I do not underestimate or ignore the overwhelming im- portance of black race in United States history.
    [Show full text]
  • Geoffrey of Monmouth Hypothes.Is Reading
    L..0J 6AA J 152 Riddles rrz.l (. A,J'i1./,Ld~ :?f €,.)Us t( l.,. k and dash of waves; few men I saw my home in that wilderness, V.7l. I (1...~ n. P,.-) /~~). but each dawn, each dusk, 1 the tawny waves surged and swirled /.}\JV) /)M«.D5c{ {{) . around me. Little did I think that I, mouth less, should ever sing to men sitting at the mead-bench, 10 vary ing my pitch. It is rather puzzling, a miracle to men ignorant of such arts, how a knife's point and a right hand (mind and implement moving as one) could cut and carve me-so that I 15 can send you a message without fear, and no one else can overhear or noise abroad the words we share. Solutions: 1. Penis or onion; 2. Bible; 3. Book worm; 4. Pen and fingers; 5. Reed. After the Norman Conquest P ERSPECTI VES Arthurian Myth in the History o f Britain A lmost since it first appeared, the story of King Arthur has occupied a contested zone between myth and history. Far from diminishing the Arthurian tradition, though, this ambiguity has lent it a tremendous and protean impact on the political and cultural imagination of Europe, from the Middle Ages to the present. Probably no ocher body of medieval legend remains today as widely known and as often revisited as the Arthurian story. O ne measure of Arthur's undiminished importance is the eager debate, eight centuries old and going strong, about his historical status. Whether or not a specific "Arthur" ever exist­ ed, legends and attributes gathered around his name from a very early dace, mostly in texts of W elsh background.
    [Show full text]
  • The Anglo-Saxons CGP History Activity Book Answers Lesson
    KS2 HISTORY YEAR 6 TERM 1: STUDY BOOK ANSWERS 1 Year Six Term One: The Anglo-Saxons CGP History Activity Book Answers Lesson One: The fall of the Roman Empire (pg 2-3) The Western Roman Empire collapsed because it was too big for the Roman Army to defend. Nomads are groups of people who don’t live in one area, but travel from place to place. It is up to your child about what choice they make. They may choose Romans because of nice housing but they may choose Nomads because it meant a lot of travel, for example. True, Vandals and Huns invaded the Roman Empire. False, the Huns actually came from Asia. False, the invaders did not like the way the Romans lived. True, the invaders might have wanted more space to live in. Romans would have used negative words such as violent, dangerous and scary. I think the invaders probably didn’t match the Romans’ description because the Romans would have made them look scarier on purpose. Lesson Two: The Romans leave Britain (pg 4-5) If you were a Roman in 410 you would probably be very scared of being attacked. Allow your child to use their imagination here but encourage them to justify why they would choose this. It is unfair that Romans called the Vandals barbarians because civilised can be measured in different ways and they also made lovely jewellery! There are very few written records about what life was like in Britain between AD400 and 600 because people did not write down their history.
    [Show full text]
  • Historical Writing in Medieval Wales
    Bangor University DOCTOR OF PHILOSOPHY Historical writing in medieval Wales Jones, Owain Award date: 2013 Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 01. Oct. 2021 HISTORICAL WRITING IN MEDIEVAL WALES OWAIN WYN JONES Dissertation submitted for the degree of Doctor of Philosophy Bangor University 2013 I SUMMARY This study focusses on the writing of history in medieval Wales. Its starting-point is a series of historical texts in Middle Welsh which, from the second quarter of the fourteenth century, begin to appear together in manuscripts to form a continuous history, termed the Welsh Historical Continuum. The central component of this sequence is a translation of Geoffrey of Monmouth’s influential history of the Britons. The main questions of the first part of the thesis are when and why these historical texts were first combined, and to what degree this Welsh historiographical phenomenon reflects broader European trends.
    [Show full text]
  • The Middle Ages Middle Ages
    THE MIDDLE AGES AFfER THE MIDDLE AGES IN THE ENGLISH-SPEAKING WORLD Edited by Marie-Fran�oise Alamichel and Derek Brewer D.S. BREWER The American Middle Ages: I Eighteenth-Century Saxonist Myth-Making I ) LAURA KENDRICK 'But America didn't have a Middle Ages! Why should an American, of all people, be a medievalist?' This question was posed to me by my French relatives, who assume that study of the past is not done out of any gratui­ tous curiosity. Why, indeed, does an American think it perfectly 'natural' to study the Middle Ages? Why are there thousands of medievalists teach­ ing on American campuses (often at least partially built in Gothic revival styles)?1 In the late eighteenth and nineteenth centuries Europeans discov­ ered their national identities in their medieval histories, but how can Americans do the same? Not only is American history not supposed to 'start' until after the European Middle Ages were ending, but it is sup­ posed to begin in opposition to them. As the historical doxa goes, the 'New World' provided for its European settlers an escape from the 'Old World' still burdened by the remnants of its medieval past and feudal institutions. But what does it mean to 'have' ·a Middle Ages? Lynn White argued, in a 1965 essay, that 'a blind spot in the study of the history of the United States is failure to recognize our detailed and massive continuity with the European Middle Ages' even to the point that 'today the United States is closer to the Middle Ages than is Europe'.
    [Show full text]