Title: Scottish Wars of Independence
Experience / Outcome:
Teacher:
By exploring places, investigating artefacts and locating them in time, I have developed
an awareness of the ways we remember and preserve Scotland’s history. SOC 1-02a
I can compare aspects of people’s daily lives in the past with my own by using historical
evidence or the experience of recreating a historical setting. SOC 1-04a
Having selected a significant individual from the past, I can contribute to a discussion on
the influence of their actions, then and since. SOC 1-06a
I understand that evidence varies in the extent to which it can be trusted and can use
this in learning about the past. SOC 1-01a
I can use evidence to recreate the story of a place or individual of local historical
interest. SOC 1-03a
Learning Activities:
Teaching of death of Alexander III through pastel drawing (art specialist)
Time and Timelines – create time-line to be added to throughout the storyline.
Establish Storyline characters – biography sheet and drawing of portrait (Alexander’s
subjects). Human pyramid – rank order. Drama to establish characters and discuss
feelings.
The Scottish Monarchy Crisis – Family tree, make figure of Edward and Balliol, letter of
application for King of Scotland, make script using Scot’s language (meeting between
Balliol and Edward).
Balliol’s Revolt – present responses to letter to class, write press statement/ letter from
Balliol (response to Edward 1 in France), map of Scotland – natural features, creation of
defence strategy – maps/diagrams/plans. Design a weapon, Massacre of Berwick Upon
Tweed through water colour painting. Make a class set of honours. Drama/drawing
response to public humiliation of Balliol and removal of Stone of Destiny.
William Wallace & Robert the Bruce: Record existing knowledge, sort fact from fiction –
reliable/unreliable sources, primary/secondary sources, start comic strip of characters
life, drama of John De Grahame in battle.
Battle of Bannockburn: research and present aspect of Bruce’s life at Banquet, create
portrait of Robert the Bruce for display, crowning through art, fact or factory – story
of the spider. Creation of battle plan.
Conclusion: celebration banquet or ceremony – staging of signing – seal by each character,
class poem/song about Bruce, comic strip telling whole story, trip to Bruce’s grave,
evaluation sheets, joint pupil/parent evaluation.
Class: P4
Key Questions:
What is a monarch’s job? How does/did a monarch get that job?
What kind of King was Alexander III?
What caused the Scottish Wars of Independences? When did all of this
happen?
What were Alexander’s subjects like? What did they do for a living?
How was our society organised in 13 th Century Scotland?
What role did clothing and other ‘outward trappings’ play in this society?
How did people behave? What were their manners like?
How did people react to Alexander’s death? Who will rule Scotland now?
What did Alexander and Edward look like? What happened next?
Who should be king or queen?
How did King Edward really feel about Scotland and Kind John? If you were
King John what would you do and how would you prepare Scotland for war?
Why do monarch’s and societies have special objects?
What do we already know about Wallace and Bruce?
What is a historical sources? How are reliable are they?
What were ragman’s roles? What did it mean to sign it?
How was the battle of Stirling bridge fought?
Assessment:
Peer Assessment
Self Assessment
WALT/WILF
Verbal Feedback
Visual recording through photographs/video
Teacher Observation
Questioning
Written
Examination of products
Evaluation: