Title: What Have We Learned for Far About Anglo-Saxon England?
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The Norman Conquest: Ten Centuries of Interpretation (1975)
CARTER, JOHN MARSHALL. The Norman Conquest: Ten Centuries of Interpretation (1975). Directed by: Prof. John H. Beeler. The purpose of this study was to investigate the historical accounts of the Norman Conquest and its results. A select group of historians and works, primarily English, were investigated, beginning with the chronicles of medieval writers and continuing chronologically to the works of twentieth century historians. The majority of the texts that were examined pertained to the major problems of the Norman Conquest: the introduction of English feudalism, whether or not the Norman Conquest was an aristocratic revolution, and, how it affected the English church. However, other important areas such as the Conquest's effects on literature, language, economics, and architecture were observed through the "eyes" of past and present historians. A seconday purpose was to assemble for the student of English medieval history, and particularly the Norman Conquest, a variety of primary and secondary sources. Each new generation writes its own histories, seeking to add to the existing cache of material or to reinterpret the existing material in the light of the present. The future study of history will be significantly advanced by historiographic surveys of all major historical events. Professor Wallace K. Ferguson produced an indispensable work for students of the Italian Renaissance, tracing the development of historical thought from the fifteenth to the twentieth century. V Professor Bryce Lyon performed a similar task,if not on as epic a scale, with his essay on the diversity of thought in regard to the history of the origins of the Middle Ages. -
9769 SP5A.Indd
Cambridge International Examinations Cambridge Pre-U Certifi cate HISTORY (PRINCIPAL) 9769/05A Paper 5A Special Subject: The Norman Conquest, 1051–1087 For Examination from 2016 SPECIMEN PAPER 2 hours Additional Materials: Answer Booklet/Paper *0123456789* READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fl uid. DO NOT WRITE IN ANY BARCODES. Answer Question 1 in Section A Answer one question from Section B. You are reminded of the need for analysis and critical evaluation in your answers to questions. You should also show, where appropriate, an awareness of links and comparisons between different countries and different periods. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 3 Pre-U Certifi cate. This document consists of 3 printed pages and 1 blank page. © UCLES 2014 [Turn over 2 Section A Nominated topic: The Invasion of 1066 1 Study all the following documents and answer the questions which follow. In evaluating and commenting on the documents, it is essential to set them alongside, and to make use of, your own contextual knowledge. A An English chronicler, probably writing in Worcester, gives an account of King Harold’s campaigns in 1066. -
Norman Consolidation of Power Level
Key Words, Week 1: Key Individuals, Week 2: History, Y9 T1b: Norman Consolidation of Power Revolt A rebellion against the ruler of a country William the Norman king of England, ruled from 1066 (those rebelling are known as rebels). Conqueror to 1087. Level: Grade 5 (compulsory) Regent A trusted advisor to the king that was allowed Edwin and Morcar Anglo-Saxon earls of Mercia and to run the country while he was absent. Northumbria. Submitted in 1066, but later Key dates, Week 3: th Motte and A castle which was easy to build, used by the rebelled multiple times. 25 Dec William crowned king at Westminster bailey Normans to control England soon after the Edgar Atheling An Anglo-Saxon claimant to the throne. 1066 Abbey. Conquest. Allied with the Scots and the Danes to Aug A major rebellion in the north, led by Landholder The person that lives on the land, effectively fight William. 1068 Edwin and Morcar. renting it from the king. Robert de A Norman earl, given the job of subduing Jan 1069 Robert de Comines was burned to death Landowner The person who actually owns the land. After Comines Northumbria. Burned to death by rebels. by rebels in Durham. 1066, the king was the only landowner in Hereward the An Anglo-Saxon thegn and rebel who took Sept The Danes invaded and supported the England. Wake Ely. 1069 Anglo-Saxon rebellion, led by Edgar. Tenure The process by which you held land from the William fitzOsbern Loyal followers of William and his regents Oct 1069 William paid off the Danes and defeated king. -
(1997) 13- 56 1 Domesday Book and the Malets: Patrimony And
© K.S.B.Keats-Rohan 1996 Printed Nottingham Medieval Studies 41 (1997) 13- 56 Domesday Book and the Malets: patrimony and the private histories of public lives Established on ducal demesne lands at Graville-Sainte-Honorine in the Pays de Caux by the beginning of the eleventh century, the 'grand lignage' of Malet is one of the most inadequately discussed of all the great Norman houses to enjoy large landholdings in England after 1066. An account of the formation of their Norman honour, much of which was held not directly of the duke but of the Giffard family, has been given in recent years by J. Le Maho.1 They also held land near the ducal centre at Caen,2 a connexion that frequently recurs in consideration of their family and tenurial relationships. These are matters fundamental to a study of Malet, but also essential to an understanding of the family's career in the eleventh century is the examination of its association with England. The Malets were the only Norman family of any significance to have had associations with both Normandy and England throughout the century, something that both entitles them to a special status as the 'Anglo-Norman' family par excellence and merits a fresh study. The present study takes as its focal point the career of the Domesday landholder Robert I Malet. The most serious difficulty concerns the period 1087-1100. During this time his Honour of Eye is known to have been held by a powerful favourite of William Rufus, Roger the Poitevin, while he himself apparently completely disappeared from all English and Norman documents. -
William the Conqueror
William the Conqueror William I (Old Norman: Williame I; c. 1028[1] continental domains, troubles with his eldest son, and – 9 September 1087), usually known as William threatened invasions of England by the Danes. In 1086 the Conqueror and sometimes William the Bas- William ordered the compilation of the Domesday Book, tard,[2][lower-alpha 1] was the first Norman King of Eng- a survey listing all the landholders in England along with land, reigning from 1066 until his death in 1087. The their holdings. William died in September 1087 while descendant of Viking raiders, he had been Duke of Nor- leading a campaign in northern France, and was buried in mandy since 1035 under the style William II. After a Caen. His reign in England was marked by the construc- long struggle to establish his power, by 1060 his hold on tion of castles, the settling of a new Norman nobility on Normandy was secure, and he launched the Norman con- the land, and change in the composition of the English quest of England in 1066. The rest of his life was marked clergy. He did not try to integrate his various domains by struggles to consolidate his hold over England and his into one empire, but instead continued to administer each continental lands and by difficulties with his eldest son. part separately. William’s lands were divided after his William was the son of the unmarried Robert I, Duke of death: Normandy went to his eldest son, Robert, and his Normandy, by Robert’s mistress Herleva. His illegitimate second surviving son, William, received England. -
The Norman Conquest
OCR SHP GCSE THE NORMAN CONQUEST NORMAN THE OCR SHP 1065–1087 GCSE THE NORMAN MICHAEL FORDHAM CONQUEST 1065–1087 MICHAEL FORDHAM The Schools History Project Set up in 1972 to bring new life to history for school students, the Schools CONTENTS History Project has been based at Leeds Trinity University since 1978. SHP continues to play an innovatory role in history education based on its six principles: ● Making history meaningful for young people ● Engaging in historical enquiry ● Developing broad and deep knowledge ● Studying the historic environment Introduction 2 ● Promoting diversity and inclusion ● Supporting rigorous and enjoyable learning Making the most of this book These principles are embedded in the resources which SHP produces in Embroidering the truth? 6 partnership with Hodder Education to support history at Key Stage 3, GCSE (SHP OCR B) and A level. The Schools History Project contributes to national debate about school history. It strives to challenge, support and inspire 1 Too good to be true? 8 teachers through its published resources, conferences and website: http:// What was Anglo-Saxon England really like in 1065? www.schoolshistoryproject.org.uk Closer look 1– Worth a thousand words The wording and sentence structure of some written sources have been adapted and simplified to make them accessible to all pupils while faithfully preserving the sense of the original. 2 ‘Lucky Bastard’? 26 The publishers thank OCR for permission to use specimen exam questions on pages [########] from OCR’s GCSE (9–1) History B (Schools What made William a conqueror in 1066? History Project) © OCR 2016. OCR have neither seen nor commented upon Closer look 2 – Who says so? any model answers or exam guidance related to these questions. -
ARCHBISHOPS of DOL and the ORIGIN of the STEWARTS by Paul a Fox 1
ARCHBISHOPS OF DOL -61- THE ARCHBISHOPS OF DOL AND THE ORIGIN OF THE STEWARTS by Paul A Fox 1 ABSTRACT It is over a hundred years since J Horace Round discovered through his work on French medieval chartularies that the ancestors of the house of Stewart were Breton. His research is of fundamental importance to the subject, but the pedigree which he produced is no longer tenable, and a substantial revision has been made. In order to gain a better insight into the motivations of a family whose own survival in the records has been slight, the political and genealogical framework of the nobility of the county of Rennes has been re- examined. It is evident that the barons of the north-eastern Breton march were very much inter-related, and that the Stewart ancestors, as stewards of the Archbishop of Dol, married into that group. Their earliest male line progenitor has been identified as Hato, a knight presumed to be of Frankish descent. He was probably brought into Brittany by Rivallon of Dol, the vidame of the Archbishop, to assist in the defence of the bishopric. His son Flaald became the first hereditary steward of Dol, and probably married Rivallon’s niece. Hato’s grandson Alan fitz Flaald, following his participation in the capture of Jerusalem in 1099, went on to become an English baron. Foundations (2009) 3 (1): 61-76 © Copyright FMG and the author J Horace Round loved to de-bunk the somewhat fanciful genealogical accounts of earlier historians, and he was able to shed great light on the Stewart origins in a most amusing manner (Round, 1901). -
Pevensey Castle and Military Control 7.Pevensey Castle and Economic Control 8.Pevensey Castle and Political Control Normans Card 1
Norman England Exam Paper 2 – Revision Cards Revision Cards could be on: Revision Focus Areas 1.Background to Norman Conquest 2.Death of Edward the Confessor and Consequences 3.Viking Invasion and Stamford Bridge 4.Normans Invasion and Hastings 5.Reasons why William won at Hastings 6.Pevensey Castle and Military Control 7.Pevensey Castle and Economic Control 8.Pevensey Castle and Political Control Normans Card 1 Background to Norman Conquest Edward the Confessor – Saxon King of England before 1066, became King after death of his half-brother King Harthacanute (a Viking) in 1041, needed support of powerful Godwin family to return to England to become King – made to marry the daughter of Earl Godwin, very religious. •How Saxon England was run 1. Religion – Catholic Church had lots of power and influence, part of Witan council advising Kings 2. Earldoms – England was split into large Earldoms run by Earls, King no land of own 3. Godwin Family – very powerful family. Father was Earl Godwin who was believed to have killed Edward’s older brother Arthur, family rebelled against Edward in 1051 – lost but able to remain in England, by 1057 controlled all Earldoms accept Mercia •The Normans 1. History – originally Vikings, settled in Northern France under Rollo and given land from King of France to stop raiding, took on French language, Christianity, married French women but remained warriors – strong trade links with England (across sea) 2. William of Normandy – bastard son of old Duke Robert of Normandy, survived assassination attempts and became great warrior, distant cousin of Edward, said Edward had promised him the throne in 1051 after the Godwin rebellion Normans Card 2 Death of Edward the Confessor and Consequences Edward the Confessor – Saxon King of England before 1066, died having no male heirs leading to succession crisis and arguments. -
Anglo-Saxon and Norman England, C.1060-1088 Paper 2 British Depth Study
Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Paper 2 British Depth Study: Anglo-Saxon and Norman England c.1060-88 Name ………………………………………………….. 1 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Anglo-Saxon and Norman England – Revision Checklist How well do I know each topic? 3 Anglo-Saxon England and the Norman Conquest 4 What was England like in Anglo-Saxon times? 8 Edward the Confessor’s last years 11 1066 and the rival claimants for the throne 13 The Norman invasion 15 Topic Test – Theme 1: Anglo-Saxon England and the Norman Conquest 16 William I in Power: Securing the Kingdom, 1066-87 17 Establishing control 20 Anglo-Saxon resistance, 1068-71 22 The legacy of resistance to 1087 25 Revolt of the Earls, 1075 27 Topic Test – Theme 2: Securing the Kingdom, 1066-87 29 Norman England, 1066-88 30 The feudal system 32 The Church 35 Norman government 37 Norman aristocracy 39 William I and his sons 41 Topic Test – Theme 3: Norman England, 1066-88 Produced by J. Harris, Sir Harry Smith Community College 2 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 Theme 1: Anglo-Saxon England and the Norman Conquest, 1060-66 3 Paper 2 – Anglo-Saxon and Norman England, c.1060-1088 What was England like in Anglo-Saxon times? England had a population of about 2 million people (less than half of London today!) Almost everyone farmed land. England was a Christian country, and religion played a large role in everyday life. For centuries England had been under threat from the Vikings, and parts of northern England had Viking settlers. -
Frank Barlow 1911–2009
FRANK BARLOW Frank Barlow 1911–2009 FRANK BARLOW was born on 19 April 1911, the eldest son of Percy Hawthorn Barlow and Margaret Julia Wilkinson, who had married in 1910. In his nineties he wrote a memoir, which is mostly devoted to describing his childhood and adolescence and his experiences during the Second World War, and which is now included among his personal and professional papers. He also kept many papers and memorabilia from his childhood and youth and he preserved meticulously his professional papers. His numerous publications include fi fteen books and scholarly editions, of which many have turned out to be of quite exceptional long- term importance. He is notable above all for three outstandingly important historical biographies, for the excellence of his editions and interpreta- tions of diffi cult Latin texts, and for a textbook that has remained in print for more than half a century. His interest in literature, present from an early age, and his belief that historical research and writing, while being conducted according to the most exacting scholarly standards, should be approached as a branch of literature, made him a historian whose appeal was literary as well as conventionally historical. He used biography as a means not just to understand an individual but also as the basis from which to interpret broad historical issues and to refl ect on the mysteries of the human condition. In his hands, the edition of a Latin text was also a means to literary expression, with the text’s meaning elucidated percep- tively and imaginatively and the translation being every bit as much a work of literature as the original text. -
Anglo–Saxon and Norman England
Anglo– Saxon and Norman England Introduction to Year 12 History Prince Henry’s High School – History department An introduction to A Level History – Building project for Year 11’s This booklet provides you with an introduction to the A Level History course at Prince Henry’s. The aim of this project is to give you an opportunity to read around the topic and to build up your knowledge on Unit 1 before beginning the course in September. There is a wide range of different activities for you to attempt in preparation for the start of Year 12. You are not expected to complete everything included in this booklet but try to attempt as much as you can. Throughout the A Level, you will study a combination of different time periods which will encompass key events of the 20th century alongside pre 20th century units. The History course is comprised of four units of work. Unit 1 Anglo Saxon England and the Norman Conquest 1035-1107: (25%) - This unit includes the last Kings of the Anglo Saxons, The Norman invasion and rule under William I and II. Unit 2 The Cold War in Asia 1945 – 1993: (15%) - This unit covers Western influence in Asia, The Korean War, Indochina and the Wars in Vietnam and Cambodia Unit 3 Civil Rights in the USA 1865 – 1992: (40%) - This unit covers African Americans, Native Americans, Women, the New Deal, Malcolm X and Black Power Unit 4 Coursework: (20%) - This unit covers an independent study on one of three essay questions. The essay questions focus on either the reasons that women won the vote in WW1, the USA in Vietnam or the death of William Rufus. -
Family Lines from Companions of the Conqueror
Companions of the Conqueror and the Conqueror 1 Those Companions of William the Conqueror From Whom Ralph Edward Griswold and Madge Elaine Turner Are Descended and Their Descents from The Conqueror Himself 18 May 2002 Note: This is a working document. The lines were copied quickly out of the Griswold-Turner data base and have not yet been retraced. They have cer- tainly not been proved by the accepted sources. This is a massive project that is done in pieces, and when one piece is done it is necessary to put it aside for a while before gaining the energy and enthusiasm to continue. It will be a working document for some time to come. This document also does not contain all the descents through the Turner or Newton Lines 2 Many men (women are not mentioned) accompanied William the Conqueror on his invasion of England. Many men and women have claimed to be descended from one or more of the= Only a few of these persons are documented; they were the leaders and colleagues of William of Normandy who were of sufficient note to have been recorded. Various sources for the names of “companions” (those who were immediate associates and were rewarded with land and responsibility in England) exist. Not all of them have been consulted for this document. New material is in preparation by reputable scholars that will aid researchers in this task. For the present we have used a list from J. R. Planché. The Conqueror and His Companions. Somerset Herald. London: Tinsley Brothers, 1874.. The persons listed here are not the complete list but constitute a subset from which either Ralph Edward Griswold or Madge Elaine Turner (or both) are descended).