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Paper 2 Section B Option B Medieval England: the Reign of Edward I

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Paper 2 Section B Option B Medieval England: the Reign of Edward I 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 Acton Burnell 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 • Gascony 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 • Quo Warranto 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.
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