Scheme of work Medieval England – the reign of Edward I, 1272-1307

This resource provides guidance for teaching Medieval England – the reign of Edward I, 1272-1307 depth studies topic from the AQA GCSE in History. We hope the suggested activities will support your teaching of this topic. It is intended as a guide only and not as a prescriptive approach.

This scheme of work enables students to understand how the government of Medieval England worked, what the role of the king was and how Parliament developed during this period. The scheme of work aims to develop students’ knowledge on the medieval period by investigating the role of the economy, education and the legal system as well as looking at Edward’s military campaigns in Wales and Scotland.

Assumed coverage

This teaching and learning plan is intended for 30 classroom lessons, each of one hour. It doesn’t include homework learning time, but it covers three revision and assessment lessons.

There are three parts to this scheme of work: part one concentrates on Edward’s government, part two on life in Medieval England and part three on his military campaigns. It includes details of how the specified site for the historic environment in 2021 can be incorporated into your teaching of this unit. The specified site for 2021 is Castle.

Assessment

Assessment points in the learning activity column indicate possible assessment opportunities. These could be short tests of about 10 minutes (exam-style questions, short factual tests, source evaluation) or longer assessments (exam-style questions).

Resources

Research exercises assume students have access to a textbook(s) and/or internet. You can supplement textbook(s) with other sources.

Please note that when accessing clips from the Education Recording Agency a licence from the Educational Recording Agency is required in order to view this clip for educational purposes. To check your school’s status, contact ERA [email protected].

When considering primary and secondary evidence, it is worth remembering that the assessment covers students’ ability to analyse and evaluate an interpretation (AO4). However, as part of your teaching you may wish to look at contemporary sources (AO3) as well.

Part one: Government, the rights of King and people

Henry III’s legacy

Lesson Specification content Guidance Learning activity R e sources number 1 • the relationship between This lesson seeks to chart the Enquiry Question: What are the Textbooks will have Edward I and his father, changing relationship between similarities and differences information on both kings. Henry III Henry III and Edward I. between Henry III and • Henry III Edward I? Information on Edward Pen portraits should tease out the (Longshanks): differences between father and son Research and create a pen- and that the nobility will have a very portrait of Henry III and different relationship with Edward. Edward I. Information on Henry:

Make a timeline of the key events of Edward’s life until he Following program details became king. Edward’s early life and campaign against the Welsh. EITHER Create a ‘living graph’ showing A valuable resource for the the highs and lows of Henry and teacher to read about Edward Edward’s relationship. I is Marc Morris’s “Edward – OR A Great and Terrible King” Create a table showing the key It provides a good events of Edward’s life until he assessment of him and became king. Place the dates covers his character and and events in a centre column, wars very well. have Edward’s reaction to them on one side and Henry’s on the Clip illuminates background other. to Edward’s father, Henry III and Battle of Lewes 1264 and the Provisions of Oxford. A revision short clip about

Lesson Specification content Guidance Learning activity R e sources number Lewes, and Simon de Montfort.

2 • The problems faced on This lesson examines the key Enquiry Question: What Textbook Edward I’s accession problems Edward faced on problems did Edward face on becoming king: becoming king? Map of English possessions • Wales needed showing England, • finances Create a table or diagram with Wales, Ireland and Scotland • nobles three columns/parts. In the first as well as France including • column/part, describe the Gascony. situation in Wales and Gascony and with the royal finances and the nobles. In the second explain why each was a problem. In the third explain the actions Edward took on becoming king to alleviate the problem.

3 • Relations with the This lesson will help students assess Enquiry Question: Who were the Textbook nobility Edward’s ability to manage the important barons during Internet research • Edward I’s character as nobility as well as establish criteria Edward’s reign? a king with which to assess Edward’s Map of England broken into character. Revisit previous timelines and key nobles landholdings. living graphs and note down the Key nobles include: key nobles involved. Access to information on De Montfort Edward and his nobles. Richard of Cornwall Use a map of England to show Peter of Savoy where each of the key nobles The Lusignans held land. Gilbert de Clare Roger Mortimer Identify who was in Edward’s

Lesson Specification content Guidance Learning activity R e sources number Humphrey de Bohun entourage. Bigod Begin a set of pen portraits on Background key term key personalities. Establish a Feudalism clip, stress on common criteria for this. relations, obligations and on end of feudalism. Research a copy of Edward’s coronation oath and look at what he promised to do. What were his key aims concerning land and rights? What were Edward’s expectations regarding his relationship with the nobles? How does this correspond with your earlier pen portraits?

Development of government, rights and justice

Lesson Specification content Guidance Learning activity R e sources number 4 & 5 • The Hundred Rolls This lesson (with lesson 5) will Enquiry Question: How did Textbook • Robert Burnell introduce students to how England Medieval Government work? • Statutes of Westminster was governed. By adding specific Blank diagram to show key and Mortmain detail about Edward’s reign, students Administration and the law – features of the governmental • Inquiries should be able to contrast the Students produce a system. Hundred Rolls with the Domesday diagrammatic representation of Medieval Government*: Book. how the law worked, starting (*note that lessons 14 & 15 with Edward at the top and specifically focus on the legal Identify what the statutes and Quo including the nobles as well as system). Warranto were and encourage positions like constables and

Lesson Specification content Guidance Learning activity R e sources number students to keep a record of these sheriffs. and others they study. Students will answer the Search the Hundred Rolls question, ‘Why did Edward here: Relate Quo Warranto to Edward’s introduce the Hundred Rolls?’ coronation pledge to reclaim lands in order to show students how Edward Create a table and note down intended to keep to his oath and similarities and differences with rectify the situation his father left him the Domesday Book. in. Download an extract from the Hundred Rolls and examine it as a source.

Students construct a table showing the reasons for these statutes, what they hope to achieve and their success (or otherwise).

Include as many statutes as possible and add to the table as a work in progress. (Lessons 13, 17 & 18).

Class discussion about why the land mattered so much in this period.

6 • Robert Burnell This lesson will consider the (i) role Enquiry Question: Why was AQA Historic Environment of Chancellor and (ii) the attributes of Robert Burnell important in King Resource Pack 2021, for the Robert Burnell which made him so Edward’s government? Acton Burnell: background

Lesson Specification content Guidance Learning activity R e sources number important. Consider his background, information, Resources K, N motivation, methods, and & O achievements. Create a spider diagram showing the life and career of Robert Burnell: Robert Burnell. Brief Introduction to Robert Burnell as Bishop of Wells Text books and research.

7 & 8 • Robert Burnell These lessons will look at Acton Enquiry Question: What can we AQA Historic Environment Burnell Castle itself and understand learn about Robert Burnell from Resource Pack 2021, for the its various functions. a study of Acton Burnell? Acton Burnell:

It is useful if students are familiar Label an image of Acton Burnell Resource B & C, L & M with some of the features and Castle. terminology associated with the Acton Burnell castle (a brief building. view of the structure)

Students can consider the building Using the worksheet about AQA Historic Environment from the point of view of defence and Acton Burnell Castle, students Resource Pack 2021, for the security, government work, comfort find evidence for the statements Acton Burnell: background and pleasure, fashion and status. from the Resources. information, C, E, F, G, L, M Evidence for all these aspects of Acton Burnell Castle can be found in Students complete worksheet the Resource pack. requiring them find evidence for a series of statements You might wish to make students Students collaborate to write in about Acton Burnell. aware that Acton Burnell Castle was a pair, a 92-second talk entitled, Guidance sheet on the still being built in 1292 when Robert ‘The Importance of Acton method for writing a short Burnell died. Burnell Castle’ (which may be talk. read in class (with or without notes).

Lesson Specification content Guidance Learning activity R e sources number 9 • Parliaments and the This lesson will highlight the first Timeline a history of parliament AQA Historic Environment Model Parliament steps to creating a parliament and reaching Edward’s reign. Resource Pack 2021, for the (1295) how and why Edward used them. Acton Burnell: Create a table to identify: Resource H 1&2, J, O • Who came? • How often? History of Parliament: • Why? Examples. • Who benefited? Text book

Debate – is it right to call the 1295 Parliament a model The First Parliament in ‘Ruler parliament? & Ruled’.

10 Review and assessment of This is an opportunity to assess your Students might consider the Part One students understanding of Part One following question, ‘Explain how and to develop their exam the relationship between the techniques. king and his nobles changed You may wish to give your students during Edward I’s reign.’ guidance on how to answer historical questions like the one presented.

Part Two: Life in Medieval England

Trade towns and villages

Lesson Specification content Guidance Learning activity R e sources number 11 • Agriculture and the wool This lesson will introduce basic Who’s who in the medieval Textbook trade medieval day-to-day life to students. village/town? It will also highlight certain industries Life in Medieval England and their location whilst lesson 9 will Assign half the class to the (ERA) focus on the wool trade. ‘village’ and half to the ‘town’. Students then research the Students should be encouraged to typical roles in their generic Internet references for use terms like ‘Charters’, ‘Guilds’, location and create a table to Medieval England for ‘Sanitation’, ‘Crime’, ‘Trade’, ‘crafts’, include: Or ‘Bastides’, when writing about the • job Life in a medieval town towns. They should also note • wealth locations and what official positions • work/skill Medieval Manor at Stokesay were held. • responsible to… in ‘Changing Times’.

Students should be able to identify Allow ‘villagers’ and ‘townies’ where the centres of certain time to share their information industries were and how much before being used as envoys to revenue was gained by them. teach to and gather knowledge from other students.

12 • Royal Finance and This lesson will develop students’ Enquiry Question: Why was the Textbook taxation, wool tax ideas about finances and the wool trade so important in importance of the wool trade. medieval England? History of the wool trade:

Use information from the previous Create a diagram to show the Map of places involved in the lesson to show how Edward ‘earned’ life-cycle of the wool trade from wool trade needed an income and how much he could sheep to cloth. (Yorkshire, East Anglia and

Lesson Specification content Guidance Learning activity R e sources number expect per year. Use a map of England and Flanders at least). Flanders to show where the Use Laurence of Ludlow to illustrate various aspects of the wool how individuals could benefit from traded occurred. Selected aspects of the AQA the wool trade and link to future Stokesay Castle Resource historic environment lessons. Plot in a table how much Pack. revenue different industries Video tours (i) Stokesay Hull could be used as an example made (include wool). Castle or (ii) Stokesay Castle when talking about customs and coinage. Create a timeline of the life of Laurence of Ludlow: Laurence of Ludlow. (See next Explain parliament’s role in agreeing lesson and have students ready to taxes and Edward’s reasons for to add two more columns to imposing a wool tax. this).

Answer the question: Assess the importance of the wool trade to medieval England.

13 • Statute of Merchants This lesson will develop students’ Enquiry Question: How did Textbooks and research • Italian bankers understanding of the role of the Edward fund his government? • Re-coinage Italian bankers in particular the Useful article for teachers on Riccardi from Lucca, in the role of Add information about Statute of the Riccardi and Edward: Edward’s finances. Merchants to table from lesson 5. Lucca Explore the reasons for Edward’s re- coinage Create a mind-map showing how Edward received his Edward’s Italian bankers and income. Include taxation, debts, the Credit crunch: Hull could be used as an example rents and more. when talking about customs and coinage. Make a list of who was in debt to Re-coinage:

Lesson Specification content Guidance Learning activity R e sources number Edward and how he went about recovering these debts. Edward’s re-coinage Write a brief history of the Riccardi from Lucca and the Frescobaldi from Florence.

Create a table to record information on the two banking families, setting out with the following headings: • place of origin • wealth • modus operandi • relationship with Edward • outcome Conclude this section with the question ‘what happened to the Riccardi?’

Create a flow-chart showing the reasons for re-coinage.

14 • Expulsion of the Jews in This lesson will identify and assess Enquiry Question: Why did Textbook 1290 the reasons Edward expelled Jewish Edward I force Jewish people to people from England. leave England?

Establish role and number of Jewish Students consider the nature of people in England c.1290 and the the relationship between relationship Edward had with them. Edward and the Jewish (Remember that the king could tax community living in England them at will.) through role-play.

Lesson Specification content Guidance Learning activity R e sources number

Re-visit the issue of re-coinage and Construct a diagram showing the impact this had on his action to the steps to the expulsion of the expel Jewish people from England. Jews. Include these key dates: • 1275 Statute of Jewry • 1279 executions (300) • 1280 persuaded to convert • 1290 expulsion, appropriated their loans and gave Edward political negotiating rights.

Students draw conclusions on the reasons for Edward’s expulsion of the Jews.

Education and Learning

Lesson Specification content Guidance Learning activity R e sources number 15 • The Medieval Church This lesson will show how Edward Enquiry Question: What Textbook • Universities used the Church and scholars to relationship did Edward have support and legitimise his campaign with the church? Medieval Church timeline: against Wales and Scotland as well as how he used them to support his Construct a mind-map to show claims to land and his rights. the role of the Church in

Lesson Specification content Guidance Learning activity R e sources number England. Concentrate on its Work sheets on the lives, Focus on the disagreements with roles as a land-owner, law-giver, character and achievements Archbishop Peckham (plurality) and a financial institution, and the of Archbishops Peckham and Archbishop Winchelsea (taxing the relationship with the pope. Winchelsea. church). Complete worksheets based on Students should be able to textbook information. understand the role of universities, why they were endowed and how Students work in pairs to Edward and the nobles used these challenge the teacher as universities to legitimise claims to Edward over his role in their certain areas of land. disagreements. Students and teacher perform a three-way hot seat debate changing students regularly.

Enquiry Question: How did Edward develop and use the universities?

Around a separate picture of each of the three universities answer the questions: • What was the university’s specialism? • Who endowed them? • How did Edward use them?

16 • Roger Bacon and Duns This lesson will introduce students to Enquiry Question: Why were the Textbook Scotus the achievements of Bacon and ideas of Dun Scotus and Roger Duns as well as the Franciscans. Bacon important? Roger Bacon:

Lesson Specification content Guidance Learning activity R e sources number

Conduct a study into the life of Roger Bacon and John Duns Duns Scotus: (Duns Scotus), draw out similarities and differences. Conclude by arguing which of the two men should be commemorated with a statue.

The Development of the legal system

Lesson Specification content Guidance Learning activity R e sources number 17 & • Laws, courts and trials This lesson will introduce students to Enquiry Question: How did the Textbooks and research 18 • Crimes, criminals and the legal system and help them medieval legal system work? punishments identify the types of crimes that were • Statutes of Gloucester committed along with the Create a mind-map or similar to (1278) and Winchester punishments meted out. show the various aspects of (1285) medieval law. Refer to: They should be able to assess what • Church courts Edward gained from the changes of • Canon Law the two statutes. • King and parliament as law-makers • Guild system • Lords dispensing feudal justice

Create a diagram showing what

Lesson Specification content Guidance Learning activity R e sources number happens to a criminal from committing the crime to the point of justice. Do this with a range of crimes to show the different outcomes.

Enquiry Question: How did the statutes of Gloucester and Westminster change the system of justice?

Add the relevant information about these two statutes to the table begun in lesson 5.

In pairs or small groups have a silent debate about whether the justice system was fit for purpose?

19 Review and assessment of This is an opportunity to assess your Questions may be drawn from Part Two. students understanding of Part Two the specimen papers on the and to develop their exam AQA website. techniques.

Part Three: Edward I’s military campaigns in Wales and Scotland

Medieval warfare, tactics and technology

Lesson Specification content Guidance Learning activity R e sources number 20 • Battlefield use of This lesson will develop students Enquiry Question: What was Textbook cavalry, infantry, understanding of the role of the medieval warfare like? weapons and armour. different individual soldiers. Pictures of soldiers and • Siege Warfare Students to annotate pictures of weapons. Students will also consider the the different types of soldiers strengths and weaknesses of a and weapons. Then choose six Edward’s life – a warrior king: variety of different weapons and pieces of medieval fighting armour. equipment and explain to the class their use and effectiveness Edward’s military history (with examples) – could be relating to Wales and presented as a PowerPoint Scotland: presentation. Students should focus on the relative strengths and weaknesses of what they see.

This part of the lesson will introduce Use websites to produce a Drawings of medieval sieges students to siege warfare and why it ‘battle timeline’ of Edward’s life was used. in order to highlight the different Textbooks and research types of ‘battles’ he has been in The siege of Berwick in 1296 may be and identify where and how he referred to. used cavalry, infantry, sieges etc.

Enquiry Question: How did siege warfare work?

Establish the ‘rules’ of siege

Lesson Specification content Guidance Learning activity R e sources number warfare and have students annotate a diagram of a siege with the main elements. Include: • weapons • key features of castle • key features of landscape • type of soldier (cavalry, infantry, sapper etc.)

Conduct research into the battles and sieges that Edward has already participated in. Lewes and Evesham will show the ‘all or nothing’ high stakes involved in a battle.

The Invasion and colonisation of Wales

Lesson Specification content Guidance Learning activity R e sources number 21 & 22 The Invasion and These lesson will examine how Enquiry Question: Why did Textbook colonisation of Wales Edward conducted the wars in Edward go to war in Wales? Wales, why they started and what • Edward’s Welsh Wars in the conclusions were. For example, Investigate the reasons why How and why Edward 1277 and 1282–1283 what the provisions under the Edward launched an attack on extended his control across • Statute of Rhuddlan Statute of Rhuddlan were and what Wales, including: the British Isles (ERA) their impact on Wales and Edward • Edward as Marcher lord was. when prince • role of (lands taken Timeline of Welsh conquest:

Lesson Specification content Guidance Learning activity R e sources number from Edward and refusal to pay homage) Timelines.TV video on • role of other Marcher The Conquest of Wales lords. Record as mind map. Copy of the Statute of Rhuddlan (modern version) Create a table with headings: • situation before 1277 AQA Caernarfon Castle • War of 1277 Historic Environment • situation between 1277– Resource Pack 2019: 1282 Background information, and • War of 1282–3 Resources I & J • situation post-1283 • The Statute of Rhuddlan

Complete each column with a statement to describe the situation or events at that time.

Annotate map of Welsh conquests with new counties, Map of Wales land ownership.

23 & 24 • Castle building; costs Overall these lessons will help Enquiry Question: ‘What was Images and details of the and consequences students to understand what the key important about Edward’s Castle main castles built in Wales: parts of a castle are, where Edward building in Wales?’ • Conway chose to locate them in Wales and • Harlech the reasons for this as well as Locate castles on map of Wales • Rhuddlan examining their cost and the short Or previous lesson’s map. • Flint and longer term consequences of Investigate reasons for • Beaumaris them. positioning of each castle. • Llanbadam

Lesson Specification content Guidance Learning activity R e sources number Complete a fact sheet on each (Aberystwyth) Students should understand the castle including: • Builth principle of Concentric design. • cost • Caernarfon The layout and design of other • reason for location castles built by Edward I in Wales • ownership Showing their design, illustrate the principle e.g. • main features proximity to local town, Beaumaris, or how the principle was • nearest town location within Wales and key adapted to the location e.g. Conwy. • years taken to complete features. • unique fact! Ensure students identify features (the above could be Layout diagrams of main that are defensive and those which incorporated into a ‘Top Trumps’ castles built by Edward I. are domestic. activity) • shape AQA Historic Environment • towers Class discussion about common Resource Pack 2019 - • wards features they have discovered Caernarfon Castle • walkways about Edward’s castles. Map of Wales • moat • entrances Welsh castles: • town • domestic features • hall

When students report back their research on different castles allow some time to collect information perhaps in a simple spider diagram on the Welsh castles of Edward I.

The Relations with Scotland

Lesson Specification content Guidance Learning activity R e sources number 25 & 26 • The Great Cause This lesson will show students how Enquiry Question: Why did AQA Historic Environment • Issue of Scottish there came to be a vacancy for the Edward I become involved in Resource Pack 2020 – The succession, Balliol and title of king of Scotland and who the Scottish affairs? Battle of Stirling Bridge – Bruce main contenders were. Background information • Scottish campaigns: William Wallace and the Worksheet should include: Complete a worksheet on the Textbooks, worksheet and First War of Scottish origins of the Great cause. research. Family tree sheet Independence from • The life of King Alexander III, his 1297 to the death of children, grandchildren, esp. his Construct pen portraits of Balliol Clip covers the end of Edward I granddaughter, Margaret of and Bruce. Edward’s Welsh campaign, Norway. the death of his 1st wife, the • The role and aims of Edward as ‘King Edward I in Scotland.’ expulsion of the Jews, and arbiter in the succession and the the start of the Scottish role of the ‘guardians of Scotland’. Using a map of Scotland, campaign. • June 1291 - Edward becomes students plot the main castles ‘chief lord and guardian of the and route of Edward and his AQA Historic Environment kingdom’. allies into Scotland. Resource Pack 2020 – The • Balliol and Bruce’s links to David Battle of Stirling Bridge and an assessment of the strength Resource A of their claims. Textbook This lesson will help students Students will construct a Blank map of Scotland understand the chronology of the timeline showing an overview of Base timeline for events. events in the Scottish campaign. It Edward I and his Scottish will provide an overview of events campaigns. Brief details of each Scottish battlefields: and also begin to help to assess the event should be included on the reasons for Edward’s successes and timeline. The Battle of Falkirk (ERA) failures and the reasons for the resumption of hostilities by Robert the Bruce. Clip covers Edward’s Scottish

Lesson Specification content Guidance Learning activity R e sources number campaign and conclusion: Students will already be aware of the risks associated with battles and the nature of sieges from lesson 20.

27 & 28 • Scottish campaigns: These lessons will introduce Enquiry question: what can the AQA Historic Environment William Wallace and the students to the role of place in battles of Stirling Bridge, Falkirk Resource Pack 2020 – The First War of Scottish history by investigating the different and the siege of Stirling Castle Battle of Stirling Bridge Independence from features of battlefields. tell us about medieval warfare? Resource Background 1297 to the death of information; Resources B, Edward I This is an opportunity to explore the Start the lesson with a brief C1 & C2, & E • The reputation of key events and developments of the revision of the background to Edward I as ‘Hammer of battles, key military tactics and the campaign / battles. Brief video account of the the Scots’ innovations and understand the battle of Stirling bridge reasons for the outcome of the Students should be given the battle. above question as the basis for The Battle of Stirling Bridge case studies of the battles and (ERA) Students should aim to understand sieges Edward participated in. the basic sequence of events at the They should investigate the role Bruce and Bishop Lamberton end of the first lesson, and consider of: pact (ERA) explaining the outcomes during the • Size second lesson. • Topography Blank map • Proximity to coast Use the Battlefields Trust site • Position of the army for the location of Stirling Students should understand the • Tactics Bridge battle site differences between English and • the positions and Scottish armed forces. composition of each of the armies Brief video account of the Battle of Falkirk Class may be divided or allocated different battles. Use the battlefields Trust site for the location of Falkirk

Lesson Specification content Guidance Learning activity R e sources number battle site

Using images students create a Defeat at Dunbar (ERA) short captioned PowerPoint presentation to explain key moments in the fighting. Students to decide how they Textbook explain the outcome of the battle.

Students may be asked to consolidate their understanding by writing a short essay of no more than 330 words to explain their view. This may be then set as a revision exercise to be summarised in no more than 100 words in preparation for Lesson 30. 29 • Scottish campaigns: This lesson is an opportunity to Class debates: Textbook William Wallace and the reflect on the broader significance of ‘Was William Wallace a hero or AQA Historic Environment First War of Scottish the Scottish campaigns and the a traitor?’ Resource Pack 2020 – The Independence from reputations of Edward I and William Battle of Stirling Bridge 1297 to the death of Wallace. ‘Does Edward deserve his Resource J, K & L Edward I epithet as the ‘Hammer of the • The reputation of You could link this lesson to lesson Scots’? Work sheet on William Edward I as ‘Hammer of 28 by looking at cinematic depictions Wallace the Scots’ of Edward I and William Wallace. William Wallace (ERA) Students should assess William Wallace using the worksheet asking about aspects of his life. Newspaper templates are

Lesson Specification content Guidance Learning activity R e sources number useful. Students should be able to assess the broader significance of Edward’s Cinematic interpretations Scottish campaigns. They should be such as Braveheart. Please able to place Edward’s actions in the note that this film was wider context of his kingship. Some originally classified by BBFC consideration might be given in as a ‘15’ rating. As such parts relation to Edward’s finances, showing violence may cause relations with the English some distress. Please access nobility/Parliament, the timing of the suitability of the clip English campaigns in Scotland, before showing it to your Edward’s character (was he being students. unreasonable, over-ambitious etc.). Wallace Video clip Students consider Edward’s response and the impact of, his ill- health, his relationship with his eldest son (and the expulsion of Piers Gaveston), the election of the new pope and the age of his nobles.

30 Review and assessment of This is an opportunity to assess your Questions may be drawn from Part Three. students understanding of Part the specimen papers on the Three and to develop their exam AQA website. techniques.