Using Domesday Book to Explore the Norman Conquest

 Activities, GCSE, KS3  Comments Off on Using Domesday Book to Explore the Norman Conquest
May 292017
 

A pair of activities, suitable for both KS3 and GCSE, created by Ruth Lingard and Helen Snelson who teach in York, together with Professor Stephen Baxter of St. Peter’s College, Oxford whose research on Domesday Book underpins the material and activities.

The two activities are:

  • ‘Efficient and ingenious.’ Why is that an accurate description of the Domesday Survey and Norman government?
  • ‘What does Domesday Book reveal about the impact of 20 years of Norman rule?’

Introducing these activities Helen and Ruth comment:

“We find that students don’t easily connect Domesday Book with the Conquest itself beyond a superficial level. We also find that some textbooks cover the Domesday survey in very little depth. Extracts from Domesday Book itself are also hard to access for students. Using them seems like a good idea to enliven the topic, but they do need some adaption to be useful. These activities use adapted extracts from Domesday to give students a sense of what it includes and the opportunity to use Domesday Book as evidence for the impact of the Conquest.”

For the whole of the first activity and its resources click here

And for the second click here.

Ian

 Posted by at 1:54 pm

Understanding Feudalism

 Activities, KS3  Comments Off on Understanding Feudalism
Apr 222017
 

An introductory activity for KS3 from Andrew Morel who teaches in Cardiff.

Andrew’s activity takes that textbook feudal diagram off the page and recreates it in the classroom using his students as king, barons, knights and villeins.

This approach has the potential to strengthen understanding of the mutual relationships within feudalism – what each person owes and receives back from others.

Also importantly, if it is successful in strengthening understanding it will also be a memorable activity, one that can be referred back to when learning about related topics such as Magna Carta and the 1381 Revolt. Used at Key Stage 3 it may also build understandings for those who go on to study the Norman Conquest at GCSE and will need to return to feudalism in more depth.

See the activity HERE …

Ian

 Posted by at 9:19 am

Helping students think about the provenance of sources

 A Level, Activities, GCSE, KS3  Comments Off on Helping students think about the provenance of sources
Feb 012017
 

Students often struggle with ‘provenance’ i.e. how to use what they know about the creator of a source to reflect on the utility or reliability of that source. This article suggests ways of helping students focus more effectively on provenance by studying the creator of source before they look at what it says or shows.

I have used examples related to the Norman Conquest as it’s a topic almost everyone knows to some degree.

You can read more HERE …

Ian

 Posted by at 4:17 pm

The Fishpool Hoard

 A Level, Activities, Wars of the Roses  Comments Off on The Fishpool Hoard
Jan 132017
 

Fishpool HoardIs this hoard connected to the Lancastrian risings against Edward IV?

Can it help students become interested in the events of the early 1460s?

Or is it just another enjoyable read?

For more see here …

Ian

 Posted by at 4:01 pm

The Ryther Hoard and the Lambert Simnel Rebellion

 Activities  Comments Off on The Ryther Hoard and the Lambert Simnel Rebellion
Jan 082017
 

I thought I was just going to post the information about the hoard and suggest it could be a way of stimulating interest in the Simnel rebellion of 1487 but then I got interested – just how strong is the link and where exactly is Ryther in relation to the events of the rebellion?

This could be useful for A level – or it could just be enjoyable to read.

For more see [here …]

Ian

 Posted by at 4:18 pm

Understanding the English Succession: 1051-66

 Activities, GCSE, KS3, Normans  Comments Off on Understanding the English Succession: 1051-66
Nov 262016
 

This activity for KS3 or GCSE has four brief stages with each stage representing a different date – 1051, 1059, 1065, January 1066. For each date students position individuals in relation to the crown to create a visual representation of who seemed most likely to be Edward’s successor at each date. I’ve tried to keep things as clear as possible, which isn’t easy given the complexity of the debates over the succession to the English crown in 1066. I’ve added notes on what historians are saying about the succession and why the idea of ‘rules’ about who had the best claim are misleading and hence unhelpful for students at any level.

See the activity HERE …

Ian

 Posted by at 10:03 am

Nationalities and Family Connections: 1066

 Activities, GCSE, KS3, Normans  Comments Off on Nationalities and Family Connections: 1066
Nov 202016
 

It’s easy for students to assume that Edward the Confessor and Harold were English in every respect because they appear in the story of 1066 as the English leaders in contrast to the Norman Duke William. This short activity is designed to help students understand that the issue of nationality was more complicated than that!

I’ve also included a second very short simple activity about the pattern of English kings before 1066 – English or Danish? – to help students appreciate that kings of England were not necessarily English.

See the activities HERE …

Ian

 Posted by at 11:47 am

Why was William able to invade England in 1066?

 Activities, GCSE, KS3, Normans  Comments Off on Why was William able to invade England in 1066?
Nov 192016
 

This brief activity for GCSE (and possibly for KS3) looks at the longer-term Norman background to 1066, focussing on how William’s invasion was made possible by a combination of his military successes against neighbouring states and good fortune.

By the end of this activity students should know and understand that:

a) William had faced and beaten a number of attacks from surrounding states during the 1050s

b) If Edward the Confessor had died before 1060 William would have had great difficulty invading England because of threats to Normandy

c) William’s successes created a breathing space from local wars enabling him to invade England in 1066

d) His resulting reputation as a successful soldier enabled him to recruit followers for his invasion of England and he was able to recruit soldiers who would not have been keen to leave their lands if local wars were continuing.

See the activity HERE …

Ian

 Posted by at 10:22 am

Did people worry about dirt and disease in the later middle ages?

 Activities, GCSE, KS3  Comments Off on Did people worry about dirt and disease in the later middle ages?
Oct 162016
 

At GCSE this activity can be used to introduce the topic of public health or medieval medicine as a whole as it sets out conflicting evidence about attitudes to health and public health. This makes a good introduction because it is important that students understand that there were major efforts to improve health and the rationality of widely-held ideas about the cause of disease. Having a positive image of medieval people’s attitudes then means students have to think harder to understand why they could not tackle diseases effectively – rather than just assuming that people ‘back then’ just weren’t bright enough to do so.

This activity can also be used at Key Stage 3 if you are not teaching ‘Medicine’ at GCSE. At KS3 it can be used to build students respect for people in the period rather than see them as helpless and hapless victims of plague – an image than can be fostered if work on the Black Death focusses only on the horror and death toll of ‘the pestilence’.

See the activity HERE …

Ian

 Posted by at 5:05 pm

Hippocrates and Galen: Why did people believe their ideas for so long?

 Activities, GCSE  Comments Off on Hippocrates and Galen: Why did people believe their ideas for so long?
Sep 252016
 

Two brief activities under one heading:

1.  This helps students understand the question in the heading above, a crucial question in the history of medicine. The emphasis is on creating a positive answer – that their ideas were believed for so long because of their logic and value – rather than on negatives such as people lacked scientific knowledge or were sitting around waiting for Pasteur to begin his experiments!

2. An activity revision we included in our 2008 GCSE books – in which students create photographs to revise the key elements of the work of Hippocrates and Galen.

Read more HERE …

Ian

 

 Posted by at 4:35 pm