The Norman Conquest, 1065-1087 Version 1

Qualification Accredited

GCSE (9–1) Teachers’ Guide HISTORY B (SCHOOLS HISTORY PROJECT)

J411 For first teaching in 2016

www.ocr.org.uk/history Introduction those documents. These Teachers Guidesbuildontheinformation andapproaches containedwithin be the Your pointfor Bshould eachofthetopics you starting chooseto teach inHistory confidentthatyou’veof work, covered alltherequired content insufficientdepth. shouldthenhelpyou to buildyour own It inpractice. scheme outline mightlooklike What thisguideisintended to do, therefore, isto show you whataterm’s teaching your students. the freedom acoursethatisinteresting to construct for andmeaningful you and what you have to teach. Butwithamore flexibleapproach to teaching you are given welcome andwithamore rigid specificationyou may feelof more instantlycertain your own localarea. asmuch This level offreedom cansometimesbeworrying relevant to thatisparticularly of interest andpossiblytoo onhistory andexpertise, exemplify content orissues. These can–andshould!pickuponyour own areas to your devise own programmes ofstudyandto chooseyour own examplesto Bspecificationthere thatallows you isflexibility asateacher Within theGCSEHistory Teachers’ 1065-1087 Conquest, Norman The – Guide GCSE (9–1) History B (Schools History Project) History B(Schools GCSE (9–1)History your teaching shouldbestructured. Teachers may usethisguideasanexample ofonepossibleway ofapproaching theteaching content BandNOT for GCSEHistory aprescriptive planfor how Guide tocourse Booklet planningandOptions , available from the OCR website . 2 • • • • This guideisdividedinto four sections: of whatexaminersare to lookfor expecting inanswers. exam answers, butuntilfirstassessment you may findtheseusefulasindications Candidate answers style recommended by teachers. beenhighly asthey’ve put inacoupleofsuggested lessonsinthissection of thespecification to cover your own chosencontent orenquiries, but we’ve becausetheideaisthatyou exploittheflexibility suggested activities, partly lessonelements/ideas Some this topic. Termly planningdocument things to watch for. A brief overview ofthetopic includingsomecommonmisconceptions and . In timethesewillofcoursebereplaced by. In actual : how you mightstructure your term’s teaching of . The planningdocumentdoesn’t termly include Teachers’ Guide

Introduction and rationale Things to consider: The Normans is a fascinating British depth study. Students have an opportunity It is important to remember that this unit focuses heavily on interpretations so it will to build on their prior learning at Key Stage 3 and so develop a much deeper be ideal if you can introduce students to different interpretations throughout the understanding of this crucial turning point in English history. Students will look at unit. Films, historical novels, popular accounts and stories, illustrations and of course the main features of late Anglo-Saxon and early Norman England and look at the historian’s views are crucial. Some reading I have used includes Marc Morris, The interplay of political, military, religious, economic, social and cultural forces. Students Norman Conquest (2013) and Peter Rex, The English Resistance: The Underground will have the opportunity to look at a wide range of interpretations – history books, War Against the Normans (2004). The Ladybird book William the Conqueror is also films, novels and illustrations as they study the myth and the myth of ‘the Norman quite useful when looking for interpretations of Anglo-Saxon England, the Battle of yoke’. This guide will provide an overview of the content that could be covered Hastings and events after the battle as is Schama’s work (books or TV programmes). during the Norman Conquest depth study. It is designed to take approximately 24 When looking at the differing interpretations encourage students to argue and hours of teaching time to complete this course, a single term, though of course this debate for example include activities like debating boxing matches and get students will be dependent on the curriculum hours provided in your centre. The scheme to recreate a meeting between historians arguing over one of the issues. If you do of work does not contain activities. This is intentional to enable you to choose a this get them to really think about why these historians have different interpretations series of lessons that compliment your own teaching style and the learning style of e.g. time period in which they are writing not just different pieces of evidence. students. There is also the opportunity for you to use your own local case studies for Some students may find that they approach this unit thinking they already know example local Domesday Book entries, a local Norman castle and even rebellions. what happened so it is good to get them intrigued by some of the more complex What the guide does provide is a broken down extended specification content, ideas straight away. However there is so much to be curious about with this unit with topics that you would probably wish to cover during the course as well as and so many wonderful stories that students will quickly be asking questions and The Norman 1065-1087 The Conquest, an indication of how long each section would take to complete. It also contains, debating interpretations with enthusiasm. It is also worth spending a little bit of for each section, an overarching enquiry to focus the teaching and learning. Most time introducing the language of the unit to students at the outset e.g. buhrs, erals, sections are roughly equal in length, though where appropriate this has been thegns, ceorls so that students are confident when they come across the terms. altered to reflect the level of content required. The final section focusses on the 13 Wherever possible local examples of Anglo-Saxon or Norman activity should be mark interpretation question, with a guide to what to expect as well as two marked drawn upon to help students see the impact on their local area. responses. We recommend looking at the other delivery guides for this topic for more information on how to answer other question types. Overview

3 © OCR 2016 Termly planning guide experiences of people (Saxons and Normans) during thisperiod. ofpeople(Saxons during experiences andNormans) Englandandshould develop anunderstandingofthediverse Norman andearly Anglo-Saxon Remember, themainfeatures inthisdepthstudystudentsshouldbeableto describe of Education, 2016)). Riley, Byrom andMichael (Jamie textbook to Normans hasbeendrafted beconsistent withtheforthcoming specification point.It againsteach your studentsundertake toexpected begainedasaresult oftheenquiry andunderstandingthatcanreasonably butdoesexemplify be theknowledge checklist, and understandingatitsheart. SpecificationB(SHP)hasthedevelopment ofdeepandwideknowledge GCSE History questions willreinforce thisby rewarding any relevant andvalidknowledge. muchanarea where youbut thisisvery canexercise your professional judgement.Exam thecontent tothat willhelpbring life for suggestionsare your brief learners. made, Some a way interesting, asto emphasize aspects,orusecasestudies, thatyou and findparticularly The specificationcontent issufficientlybroad thatyou canapproach your insuch enquiries a clearfocus for thestudents’ learning. We recommend thatyou structure thecoursearound enquiries, historical inorder to provide (academic, educational, popularandfictional). youthe schemeofwork needto andvisualinterpretations buildinawiderangeofwritten substantiated interpretations judgementsabouthistorical and make sowhenyou plan a focus for student’s theexamstudentswillberequired learning. In to analyse, evaluate hasaninterpretiveThe courseisdividedinto andeachsection five issueto sections provide Notes onthetermly planningguide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Column 4intheplannerbelow The NormanConquest 1065-1087 shouldnotbeseenasa (Hodder 4 Teachers’ Guide

© OCR 2016 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History England Anglo-Saxon Issue: oflateThe character of theconquest England ontheeve andIssues Sections

England really like in1065? wasWhat Anglo-Saxon ‘Too goodtobetrue’? – Enquiry Specification Content buildings, art andliteraturebuildings, art culture:Anglo-Saxon England Anglo-Saxon Religion inlate society Anglo-Saxon oflateand diversity The nature, structure

5 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • • • Was Englanda Anglo-Saxon ‘golden age’? Saxon ofchurches sections inthearea?) Buildings; homes, buhrs, churches (Are there any localAnglo- Saxon (Any engraving finds?) localAnglo-Saxon andskills? from hoards Anglo-Saxon tell usaboutAnglo- What doartefacts for studentsto lookatanddiscoverextracts for themselves) Science, Poetry, history, (give riddles examplesofmanuscript What were interested Anglo-Saxons in?Church manuscripts, beliefs andbehaviour) (Stigand, Wulfstan andLeofgar; religion orpower? Worship, What didthePope thinkoftheEnglishchurch by 1060? and Alphege) catholic influences, Celtic influences, language, Dunstan Who andwhathadinfluencedtheEnglishChurch? (Roman Church? Who waswhointheChristian Who hadmore Edward power; orHarold Godwineson? How equalwassociety? Wergilds ceorls, thralls, women earls, England? King, thegns, Who waswhoinAnglo-Saxon Who were theAnglo-Saxons? Saxon England? useto canhistorians What evidence findoutaboutAnglo- Englandasa ofAnglo-Saxon Images Age’‘Golden What isaninterpretation?

(hours) Suggested timing Teachers’ Guide 1.5

1 2 © OCR 2016 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History in 1066 ofEngland becameKing Normandy Issue: How andwhy William of and Victory Invasion andIssues Sections conqueror in1066? madeWilliama What Lucky Bastard? Enquiry

Specification Content Stamford andHastings Bridge The battlesofFulford, of1066 The successioncrisis pre-1066 warfare society,Norman culture and 6 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • Why did William win? The BattleofHastings;events, points turning The BattleofStamford anditsimpact Bridge The BattleofFulford anditsimpact The Witan andHarold’s election of Normandy Edgar Aethling,Godwineson, HaraldHardrada, William Claimsofthecontenders; Harold Who shouldbeking? Edward’s death How did controlWilliam take inNormandy? buildingcastles, churchfighting onhorseback, andfeudal ofdukes system, Role fulltimesoldiers,Normandy? What had in William aboutcontrol learned andwarfare Who was William theBastard?

(hours) Suggested timing Teachers’ Guide

2 1 1 © OCR 2016 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History rule between 1067and1071 rule between Issue: The establishmentofNorman Resistance andResponse andIssues Sections

of England, 1067-1071? how Williamtookcontrol –Isthis ‘Brutal slaughter’ Enquiry

Specification Content English resistance in theeastandendof The rebellion ofHereward of theNorth’ William’sand ‘Harrying resistance Northern and Mercia resistance inthewest ruleincluding Norman against The firstuprisings

7 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • rtl slaughter? Brutal How did William win? Narrative oftherebellion for Reasons therebellion slaughter? Brutal and theaftermath oftheNorth The Harrying rebellions narrative ofthenorthern Key ambition, fear oflosinglandto Normans, taxes, castles Why personal Resentment, wasthere resistance inthenorth? slaughter? Brutal What did William do? for Reasons inthewest uprisings andMercia loyalty Anglo-Saxon The Submission,Coronation andrewarding What problems did atHastings? William hisvictory faceafter

(hours) Suggested timing Teachers’ Guide

2 2 1 © OCR 2016 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History Norman castlesto 1087 Norman Issue: The nature of andpurpose Castles andIssues Sections

Norman castles? reveal aboutearly canWhat research status symbols? or fortresses Military Enquiry

Specification Content and economicfunctions castles includingtheirmilitary ofNorman The purpose castlesto 1087 Norman anddesignThe distribution of castles and thefirstNorman fortifications Pre-conquest 8 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • • • purpose of Norman Castles? ofNorman purpose theirinterpretation. Holdadebate: support What wasthe interpretations to evidence andthenaskthemto collect to getstudentsto choosedifferent Super opportunity own interpretation? useto canhistorians What evidence helpthemreach their fortressorsymbolofpower? military Interpretations: Castles? ofNorman What wasthepurpose the rebellions? (After 1071) Where did William buildhiscastlesoncehehadputdown What were features thekey ofcastles? castleslookthesame? Did allNorman Where buildcastles1066-1071? didtheNormans the unit) thesequenceoflessons.during Holdadebate attheend of theirinterpretation to evidence support ask themto collect to getstudentsto choosedifferent interpretations andthen Castles? (Superopportunity ofNorman What wasthepurpose castleslookthesame? Did allNorman Where did William buildhisfirstcastles? Who builtthefirstmotte castlesinEngland? enclosures asfortified andlookatburh-geats burhs Recap castles? aboutNorman What wasnew Are there any castles? localNorman

(hours) Suggested timing Teachers’ Guide 1.5 1.5

2 © OCR 2016 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History to 1087 Conquest onEnglishsociety Issue: oftheNorman The impact Conquest andControl andIssues Sections

English by 1087? Norman Conquest onthe wasWhat theimpactof “A truck-loadoftrouble” Enquiry Content language, laws andChurch Changes andcontinuities: ownership andtheelite changes intheland Englandincluding Norman The socialstructure of creation andpurpose its Domesday Book,

9 some possibilitiesofcontent to explore Possible examples -thisisnotanexhaustive listbutrather • • • • • • • • • • • • • Final presentation: Conquest: changeorcontinuity? Norman Is themyth oftheNorman Yoke accurate? Changes to thepower oftheChurch murdrum andForest Law andchangeto Continuity thelaws e.g. by combat, trial andspoken Changes inlanguage–written to Conquest England? bring What changesdidtheNorman system Feudal What didtheoldEnglishelite do? Who owned thelandby 1086? undisputed ruler? lordsNorman owned thelandnow? To show William was What wastheDomesday Bookreally tax? for: To show the theinformationWho collected andhow wasitrecorded? Domesday Book? Edward thetimeofKing andthe village between What changes/continuitiescanyou seeinyour localtown/ were asked Using thedocumentaskstudentsto outwhatquestions work Look attheDomesday Bookrecords for your localtown/village.

(hours) Suggested timing Teachers’ Guide 1.5

2 1 © OCR 2016 Assessment strategies external pressures; the desertion of Norman soldiersin1068. ofNorman pressures;external thedesertion lords;Norman themajorrebellions andthenorth; inthesouth–west, the Midlands Anglo –Saxon surrender following againstnew Hastings;thenumber oflocalrisings Grounds for disagreeing include:ittook several years to conquerEngland;thelackof rebellions includingthe oftheNorth’.‘Harrying the buildingofcastlesacross England;the successful suppression and ofrisings of Englandandthecapture ofLondon; William’s coronation 1066; atChristmas Grounds for agreeing include:thesuccessof William’s army inthesouth-east or notbutreward appropriate understandingofany othersecond order concept. acrossexperience England) orcausation(why andhow William establishedcontrol anddifference (i.e. paceofchange)andsimilarity change andcontinuity (diversityof Answers are to show mostlikely understanding ofthesecondorder conceptsof completeness oftheConquest. reach Levels 4and5,thismustinvolve thepace andgeographical considering anywhere providing between, theresponse matches thelevel description. To ispossibleto reach eitherby agreeing thehighestmarks It ordisagreeing or England. Norman of early Answers may beawarded atLevel somemarks demonstrate 1ifthey any knowledge How fardoyou agree withthisview? (20marks) at Hastings,following hisvictory William ‘soon hadconquered allofEngland’. According to achildren’s website history www.MedievalEurope.MrDonn.org, level. andunderstandingneededfor aparticular skills Learners willbecredited wherever and however demonstrate they theknowledge, Assessment strategies GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History answer shouldbestructured. way ofachieving themarksgiven andNOT approach anexact for how an Teachers may usetheseexemplar answers asanexample ofone possible

10 AO1 Demonstrate knowledge and understanding of the key features andunderstandingofthekey AO1 and Demonstrate knowledge Maximum 10marks.Maximum interpretations events ofhistorical studied. inthecontext AO4 Analyse, substantiated judgementsabout evaluate andmake order concepts. historical AO2 studiedusingsecond events Explainandanalysehistorical andperiods studied. oftheperiods characteristics Maximum 5marks.Maximum Maximum 5marks.Maximum

Teachers’ Guide

© OCR 2016 Assessment strategies GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History structure. There isalineofreasoning presented whichismostlyrelevant andwhich hassome the interpretation (AO4). judgementabout withsomeexplanationofideas reachingevaluation asupported is shown intheinterpretation e.g. words, identifying key etc. outapartial Sets Understands andaddresses theissueinquestionandunderstandshow this reasonably sustainedattempt to explainideas(AO2). Shows a soundunderstandingofappropriate secondorder conceptsinmaking ways thatshow someunderstandingofthem(AO1). features in ofperiod ofkey andcharacteristics Demonstrates soundknowledge Level 3(9–12marks) structured. lineofreasoning whichisclear,There isawell-developed relevant andlogically reachingevaluation asubstantiated judgementabouttheinterpretation (AO4). e.g. words, identifyingkey etc. outasustained andgenerallyconvincing Sets issue inthequestionandunderstandshow thisisshown intheinterpretation and generallyconvincing explanation(AO2). Understandsandaddresses the understanding ofappropriate secondorder conceptsinsettingoutasustained inways thatshowperiod secure understandingofthem(AO1). Shows strong features ofthe ofkey andcharacteristics Demonstrates soundknowledge Level 4(13–16marks) and logically structured. andsustainedlineofreasoning whichiscoherent,There isawell-developed relevant judgement abouttheinterpretation (AO4). consistently focused andconvincing reaching evaluation awell-substantiated is shown intheinterpretation e.g. words, identifyingkey etc. outasustained, Sets Understands andaddresses theissueinquestionandunderstands how this setting outasustained, consistently focused andconvincing explanation(AO2). Shows sophisticated understandingofappropriate secondorder conceptsin in ways that show secure understandingofthem(AO1). features oftheperiod ofkey Demonstrates strong andcharacteristics knowledge Level 5(17-20marks) 11 Demonstrates some knowledge of features and characteristics of the period in offeatures in oftheperiod Demonstrates someknowledge andcharacteristics Level 2(5–8marks) The informationiscommunicated inabasic/unstructured way. validity. orhistorical support abouttheinterpretationinterpretation, butthislacksany orthere isanassertion (AO4) There iseithernoattempt to evaluate andreach ajudgementaboutthe understands how thisisshown intheinterpretation e.g. words, identifyingkey etc. in theissue(AO2). Understandsandaddresses theissueinquestionand Shows somebasicunderstandingofappropriate secondorder concept(s)involved offeatures (AO1). oftheperiod Demonstrates someknowledge andcharacteristics Level 1(1–4marks) limited structure. There isalineofreasoning whichhassomerelevance andwhichispresented with judgement abouttheinterpretation (AO4). withsomelimitedevaluation explanationofideasandalooselysupported is shown intheinterpretation e.g. words, identifyingkey etc. Attempts abasic Understands andaddresses theissueinquestionandunderstands how this appropriate secondorder conceptsmanaging inalimited way to explainideas(AO2). ways that show someunderstanding ofthem(AO1). Shows someunderstanding of Teachers’ Guide

© OCR 2016 Assessment strategies Answer A GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History was captured by William for atElyandputinprison therest ofhislife. William andhismencaptured Ely. Morcar (one ofthemost rebellious earls) the Wake buteventually waragainsttheNormans fought style aguerrilla Finally to hissupporters. from thenorth there inEly. wasanuprising Hereward andmustbeobeyed. that hewasKing William gave landfrom Mercia and houses, couldlive farms, there crops andto andlivestock show sothatno-one andstorm north York ruthlessanddestroyed control. to take Hewasalsovery to rebel against trying English earls William. William hadto march hissoldiers and York. Englandaswell to assomeofthe take The Daneswere trying frequent rebellions. Perhaps rebellion themostserious wasin1069Durham doesn’t andinEly. whocontrolsin Mercia, hiscountry thenorth Aking have not undercontrol ascanbeseenby thenumberofrebellions thathappened William Many areas to thankthemfor inEnglandwere theirsupport. definitely lords Norman againstthenew whohadbeengivensmall scalerisings landby didn’tMany earls surrender theBattleofHastingsandinstead after supported However William onlyreally by theendof1066. hadcontrol ofthesouth-east also submitted to William andswore to anoathofloyalty him. at royal treasury Winchester. The lords, Anglo-Saxon includingEdgar Aethling London surrender by control destroying andtaken ofthe homesandfarms Day 1066 and by Hastingsand thattimehehadmadethevillagesbetween people mightthinkthisashewascrowned ofEnglandonChristmas King The website argues that William ‘soon hadconquered allofEngland’. Some more rebellions. sureto make thathecontrolled thewholeofEnglandandthere would beno that hesoonconquered allofEngland. However, ittook himuntil1075 infact was defeated, ofEngland.William peoplemightargue Some becametheKing ofEngland After theBattleofHastingsin1066whenHarold King Godwineson, 12 ment abouttheinterpretation. (AO4). and setsoutasustainedconvincing argument reaching asubstantiated judge why (causation). (AO2) The answer addresses the issuegiven intheinterpretation andsomereference acrosspace ofchangeandthevariation thecountry to reasons a soundunderstandingoftheperiod. (AO1) There isagoodunderstandingofthe other examplesthatcouldhave to beenusedthere show isenough knowledge This isagoodlevel 4response. andalthoughthereThere are issoundknowledge Commentary Over 5years Over William hadto fightEnglishrebels andbuildcastlesaround before itcouldbesaidthatheconquered allofEngland. took him5yearssimplistic. ofruthlessnessacross andmany It acts thecountry theBattleofHastings that after William ‘soon conquered allofEngland’ istoo gradual andhehadto doonearea ofEnglandatatime. theinterpretation So his ruthlessnessthathelpedhimconquerthewholeofEngland butitwas William couldhave strength and beendefeated. theenditwashismilitary In conquered wasaslow process England. andthere It were several timeswhen to control thepeople beforethe country hecouldsay thathehadreally Teachers’ Guide

- © OCR 2016 Assessment strategies Answer B GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History and his soldiers to sort outtherebels sohedidconquerEnglandquickly.and hissoldiersto sort 1066 andevenby thoughthere December were rebellions heusedhiscastles IagreeOverall withtheinterpretation as William wascrowned ofEngland King Harold attheBattleofHastings. beating andthiswasonly3 monthsafter accepted by thepeopleastheirking 1066sothatshowswas crowned thathewas ofEnglandinDecember King in areas where thepeoplerebelled andalsoonmainroutes for trade. William it shows thathehadconquered allofEngland. The castles William builtwere There wasarebellion inElyby Hereward the Wake and William beathimtoo so hewould winthebattles.people follow knew himbecausethey himandobey leaderandthismade the BattleofHastingsbecausehewasagoodmilitary alltheircows too. rebelledwhen they againsthim.Hekilled William won bigcastles.these new lotsof peoplein cruel, hekilled William wasvery York but hebuiltcastlesto control theEnglishpeopleandwere scared of Hastings andastheinterpretation says hediditquickly. Hedidhave rebellions Wiiliam theConqueror took control hewon ofEnglandafter theBattleof 13 period (AO1)period andthere issomeunderstandingofthepacechangeandcausation This isasoundlevel 2response. features ofkey There ofthe issomeknowledge Commentary reasoning withinalimited structure. and attempts withsomeexplanation.(AO4) abasicevaluation There isalineof but thisislimited. (AO2) The answer shows anunderstandingoftheinterpretation Teachers’ Guide

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