Laisterdyke
High School
History Department Module
Year Seven: The Medieval World.
Module Last updated by D Moorhouse 13/12/00.
History department:
Guidelines for Module use
Gifted and talented students are those identified as being such as a
result of a whole school process. These students should receive the
differentiated tasks wherever they are stated.
Core groups are considered, generally speaking, to be Gold, Jade and
Orange. Differentiation within these groups should take place: and be
evident within short term planning.
Foundation groups are considered to be Purple and Silver groups: these
groups will have at least one support assistant who should be offered a
copy of this module. Differentiation within these groups should occur in
most lessons.
Assessment tasks must be completed on A4 lined paper. They need to be
marked and a level entered into T: DM History. The level should also be
entered on the student’s individual record sheet and the assessment
stored within the student’s folder: all of which are stored in Room 12.
Literacy strategies such as Guided and Shared reading/ writing should
be used with all teaching groups on a regular basis. Teachers should also
make regular use of visual aids, role-play and ICT facilities in order to
meet the learning needs of all students.
Each teacher should keep a record of student’s attendance using the
class lists available in T. They should also maintain a record of names
given and all positive consequences given.
Students should not be removed from History lessons for longer than
two minutes for any reason other than a severe behaviour referral.
Year 7 History Module: Medieval Realms
Year 7 History. Lesson 1.
Introduction. This lesson is about CHRONOLOGY (Write Chronology on the board).
Chronology is all about knowing what order events happened in. As time passes it becomes
easier and easier to remember what happened first, next last etc… which is something
very important in History as we need to look at how things changed later on in the year.
Chronology in History is just like knowing which number comes before which, which
month goes where and what order the letters of the alphabet are in. Like number work
and the alphabet, once a historian has mastered Chronology the rest of the subject is
much easier to understand.
Task 1. Just to get into the swing of things….
As a whole class. Put the following numbers into order (DO ON BOARD).
5
78
1998
1356
1826
45
Once this is done on the board write the letters A.D. next to all but 1356. Write
B.C. next to this number.
Explain to the class that A.D. means After Christ and that B.C. means Before Christ.
They are acronyms of Latin words meaning (roughly speaking) these things.
What happens to our number line now that the numbers have become years?
ASK CLASS IF THEY KNOW WHAT ORDER THE NUMBERS WILL BE IN NOW.
Explain to class that the A.D. symbol means that it is like a positive number, after 0. B.C.
means that it is a negative number, before 0. The higher the number the farther away
from 0 it is. So 1998AD is 1998 years after the year 0. 1998BC is 1998 years before
Christ, 1998 years before 0.
Class to write down the order of years in their books.
1356BC
5AD
1998AD
45AD
78AD
1826AD
Pupils then move onto WORKSHEET TIME, introduce tasks for pupils, to be completed
as homework.
Year 7 History. Lesson 2.
RECAP. Chronology. Remind pupils that AD means after the year 0 and that BC means
before the year 0. The bigger the number the farther away from the Year 0 they are.
In this lesson we are going to try using the skills that we revised last lesson with some
actual events.
Look at the following dates and events with the class, then as a whole class put them into
order.
THE BATTLE OF HASTINGS
AD 1066
THE ROMAN INVASION OF BRITIAN
AD 55
THE VOYAGE OF THE MAYFLOWER
AD 1620
HENRYVIII BECOMES KING
AD 1509
THE GREAT FIRE OF LONDON
AD 1666
THE BLACK DEATH
AD 1348
THE BATTLE OF BOSWORTH FIELD
AD 1485
Once this has been done inform the class that each of these events happened in what we
call a time period. A time period is number of years that have been grouped together and
given a name so that it is easier to remember what period of time we are talking about.
Example we call the reign of Queen Victoria the Victorian Period.
See if any of the pupils can name any of the time periods that are covered in the
timeline.
If they can add these to the timeline as appropriate, if not write the following time
periods on the board and discuss as a whole class where they need to be placed.
The Middle Ages
The Stuart Era
Tudor Britain
Roman Britain
Norman England.
Might need to point out that this means that more than one event might be in each
time period.
GIFTED AND TALENTED TASK.
COMPLETE QUESTION 3 FROM THE WORKSHEET PUTTING TIME IN ORDER
INDIVIDUALLY.
Year 7 History. Lesson 3.
Recap the relevance of chronology, what it is and why it is important.
Check over, very briefly, the answers to the worksheet, putting time in order.
Read through MAKING A TIMELINE worksheet with whole group (if possible have this
on an O.H.P.).
In groups. Pupils are to create a timeline using the dates that are highlighted on the
worksheet.
1) Put the dates into order.
2) Use the long strips of paper to create a timeline, starting at BC 800 and working to
AD 100. The pupils will need to be reminded that the timeline ought to be done to
scale. I.E. 25 Centimetre’s to 100 years.
3) Remind the class to write BC and AD next to each date.
4) Once the Timeline is ready we can add our events to it. Do the first one with the
class. BC 753. Remind group that 753 is more than 700 years before Christ and
should go to the left hand side of the 700 BC date. Ask group to estimate exactly
where the event was on their timeline.
Year 7. Lesson 4. Chronology Assessment.
Explain to the class that they have now got a very good idea of what Chronology is and
how it is used. They are now going to complete some tasks on Chronology individually to
show me just how much they have learnt about Chronology.
Hand out Assessment sheets.
Read through the assessment sheet and explain what needs to be done for each type of
task. Ask pupils if they have any questions and then ask them if they could work on their
own with the tasks being set.
Year 7. Lesson 5. Medieval Realms:
Theme One: The Power of Medieval Monarchs.
Ask the class to define what a Monarch is. Explain to lower attainers that Monarch
means King or Queen. Similarly define the word Power.
Explain to the group that the next few weeks will be spent looking at the Power of the
Monarchy over the period 1066- 1485. Ask pupils to suggest reasons why the power
might change. Write some of these ideas (if there are any) on the board.
Put on an overhead transparency showing the major events of the period in the wrong
order. To revise chronology; place these in the right order before proceeding.
Events for OHT:
Battle of Hastings
Magna Carta
Murder of Becket
Great Revolt
Explain that each of these events altered the power of the monarchy in some way. These
are the main areas in which study will be conducted when looking at this theme.
Using the Class Text Book and revising the pupil’s knowledge of contents/ index pages
quickly search for and find key points for each of these events. Work through the first
one with the class in order to demonstrate it.
Title for this work: The Power of the Monarchy.
Example.
Hastings
1066, fought
between Harold of
Wessex and William
of Normandy.
Harold was killed in
the battle. William
became king as a
result.
Magna Carta
With LOWEST
attainers work
through this one as
well as a further
example of what is
required.
Becket
Great Revolt
Homework: Explain to pupils that the work that they will be doing in class will be SKILLS
based and that it will be largely dependent upon the knowledge that they have acquired
through their homework tasks. The purpose of this homework task is to provide the pupil
with an understanding of the reasons for the Battle of Hastings.
Pupil’s complete worksheet on the Causes of the Battle of Hastings at home. This sheet
is differentiated for Core, Gifted and talented and Foundation.
Exceptional pupils should be provided with more detailed source based research tasks
with an element of questioning of the evidence built in.
Year 7 Lesson 6: The Invasion of England. 1066.
ICT lessons available here. History Web: medieval times AND
http://www.schoolshistory.org.uk
If IT rooms are available ALL groups SHOULD use the ICT facilities. If possible
the majority of the unit on the Norman Conquest should be taught through this
medium:
Upper groups using History Web from the Internet welcome page.
Middle groups and lower groups using the Norman Conquest section of
http://www.schoolshistory.org.uk The Norman Conquest Website
(http://www.normanconquest.co.uk) and the information on This Week in history.
Use role-play to increase understanding of the events, this should re-enforce knowledge
of the events and the sequence plus provide deeper understanding of the reasons for
events happening in the way that they did. (See DM if you have any questions about this)
Role Play will require a larger area than a standard classroom. Designate one pupil as each
of the major ‘players’ in 1066. Talk them through the whole scenario asking what they
would do, would they be able to actually do what they have suggested. Emphasis the
importance of weather conditions in the events and the impact that this had on the
strength of Harold Godwinson men. Pupils should be provided with visual blocks to
represent the English Channel; they should be separated and distanced to represent the
space involved. To emphasise the importance of the wind use a fan or hairdryer to show
that sailing boats couldn’t actually sail into the wind. (This could be further re-enforced
later).
This lesson should then culminate in a plenary discussing the reasons for the Invasion of
William being successful.
Year 7 Lesson 7: What happened at Hastings?
Using Bayeaux tapestry recount events that took place. With pupils read pages 75, 76
and 77 of the textbook. In groups give pupils a selection of pictures from the tapestry.
Pupils put the pictures in the order they think they may have occurred. Discuss why the
Bayeaux Tapestry might not give a true account of the events that took place. Teach
pupils how to evaluate this piece of evidence.
Remember though:
It is unclear who exactly made the tapestry.
It was made many years after the battle for a Norman Bishop.
Foundation students.
Working in groups. Create captions to go alongside different sections of the tapestry.
Students could write a few sentences about key events or personalities to accompany
this.
Core/ Gifted and talented Pupils should
Write an account of the battle based on the Bayeaux tapestry. This could be done for a
display and may make use of pictures of the tapestry.
Evaluate the reliability of these sources.
Alternatively: pupils could retell the story as a cartoon (lower ability groups only).
These tasks should be completed by all pupils with the depth of discussion and
instruction being adapted appropriately for each group of students.
Images from Bayeaux tapestry available (Stored in T please double check whether these
have been printed previously as they are high resolution colour images which take a lot of
time to print and use up a lot of ink).
Year 7 Lesson 8: What were the consequences of Hastings?
(1) Norman Control. Feudalism and castles.
Discuss the feudal system with class. Can be demonstrated as role-play or through
creating a pyramid of power as a class. Discuss other ways in which William would need to
change things…mention Castles and explain that they acted as Medieval Police Stations
(there as a preventative measure and as a constant reminder of William’s authority). Look
at all of the changes and discuss whether they were immediate or gradual. (Diagrams
demonstrating the feudal system are available and could be put on an OHT)
More able pupils have already used the terms immediate and gradual in their work on the
Roman Empire but revision may be necessary. Spend time discussing as a class changes
the Norman’s made pupils copy a splatter diagram showing changes.
Using textbooks, discuss how long it took William to control the whole country. Write a
description of how William took over the country. Pupils should include as much primary
evidence as possible. (Create writing frame here for Lower ability groups, possible use of
ICT for higher bands).
The textbooks have resources on the Feudal System and there are some worksheets on
Feudalism in the filing cabinet.
Year 7 Lesson 9: What were the consequences of Hastings?
(2) Norman Control. Feudalism and castles.
Discuss with pupils the period of time it took for changes to take place. Demonstrate the
reality of consequential activity being GRADUAL or IMMEDIATE.
What are immediate and gradual changes?
The period of Norman rule was from 1066 until 1154. In my opinion changes, which took
place within the reign of King William, are immediate changes; those, which were still
taking place after this, are gradual.
Provide all classes with a series of statements to place on the grid below. Examples in the
grid. Higher ability classes should have extra and more obscure things to think about,
such as taxation procedures (result of Domesday).
Immediate
Gradual
New laws feudalism
Army of occupation
New masters
Castles
Language
Architecture
This is a lot of work for one lesson. Pupils of all ability levels are to be pushed hard here
with regards the amount of work that they complete. Set VERY challenging expectations
of the minimum amount of work to be completed.
Homework: Core/ Foundation complete worksheet. The Norman Conquest.
Year 7 Lesson 10: What were the consequences of the Invasion?
The Domesday Book
Explain what the Domesday Book was and ask why a King might want to know all of these
things. With upper groups have a look at entries from the Domesday Book.
What kind of questions did the king’s men ask?
Why did they ask these questions about 3 different dates?
Students could be asked to conduct their own mini survey and make use of spreadsheets
etc to present their results. Then spot differences between then and now, compare the
questions asked and analyse why the questions had to be different
Assessment task for Core and Gifted and talented groups.
How did the Norman’s change life in England?
Using 45 minutes answer the question.
CORE and FOUNDATION pupils will require guidance on the structure of this
work…Gifted and talented groups would benefit from a planning grid.
Level 2 pupils are able to give one change i.e. William built castles.
Level 3 pupils who identify one or two changes with no reference to whether they were
immediate or gradual. Little detail in the work.
Level 4 pupils identify changes and show why these changes took place. Increased amount
of detail.
Level 5 pupils identify gradual and immediate changes, give reasons for the changes and
also give reasons for the speed in which the change took place. Use historical terms
appropriately and show increasing complexity.
This assessment needs to be completed, the results recorded in the central assessment
file and all pupil responses handed to the subject coordinator for storage.
Year 7 Lesson 11: Why sign the Magna Carta?
(1) King John versus the Barons.
Show pupils a picture of the Magna Carta. What does it look like? Does it remind pupils
of any kind of document? Explain to pupils that the seal means that it is an official
document. Ask class to think back to the Domesday book. What was that written for?
Read through a description of the events leading up to the signing of the Magna Carta.
Why did John have to sign it? Discuss the differences between John and William the
conqueror, would William have had to sign something like this? Why not? Emphasise the
need for a King to have a strong personality.
Pupils then look at source material relating to the Magna Carta and answer questions
based on the causes and consequences of it. (See textbook and worksheets)
Year 7 Lesson 12: Why sign the Magna Carta?
Revise with pupils the reasons for the signing of the Magna Carta. Remind them that the
Magna Carta was a series of Rules and Laws. As a class devise a set of rules that they
think Kings in Medieval Times ought to have followed, put these on the board. The class
can then make their own Magna Carta on plain A4 paper using some of the real entries
alongside their own ideas. This work can be used for display work.
Year 7 Lessons 13/14: The Murder of a Bishop.
Recap the problems faced by King John. What year did that happen in? Add this to a
class time line (if one is being constructed).
Provide pupils with the title ‘Murder of a Bishop’.
The task for the next couple of lessons is to investigate who murdered him and why they
did it.
What information would they require? How can they go about researching this? How can
they know that the evidence is reliable?
This could be turned into a ‘Whodunit?’ activity.
With most able groups provide a framework for research. The pupils should use Primary
evidence only to investigate the identity of the murderers. They should list as a result of
their enquiry the identity of the murderers; the location of the murder; 3 reasons for
the murder and the identity of the person/ people responsible for the killing of Thomas
Becket. For each of these the pupils, who could work in pairs or groups on this task,
should provide some Primary Evidence to support what they think has happened.
For most able pupils this could be extended by asking them to prove that the fault lay
entirely at the door of the King, or alternatively that the Bishop himself was to blame
for ignoring the Kings requests.
If ICT facilities are available make use of: http://www.schoolhistory.co.uk Choose ‘The
Becket Quiz’ an online activity putting the student in Henry’s place.
Year 7 Lesson 15: What was the Great Revolt?
Introduce the term ‘Revolt’. Discuss what it means and ask pupils t write a definition of
revolt into their exercise books.
Use Text Book to establish what the Great Revolt was. Pupils to answer questions on the
events of the Great revolt to provide them with knowledge and Understanding of the
events of the Great Revolt. Knowledge acquisition.
Year 7 Lesson 16: Why was there a Great Revolt?
After recapping the events of the Great revolt present pupils with a series of sources
outlining the causes of the Great Revolt. More able pupils can be split into groups with
specific focuses as to what they are trying to prove here: i.e. one group trying to prove
that the King was unjust, the other group trying to suggest that the Peasants had been
stirred into action by radicals etc.
Core Discuss with them what several of the sources are suggesting. Pupils then put the
information into columns identifying the alternative interpretations of the causes of the
Great Revolt. They should then write a paragraph suggesting ways in which the
Government was to blame, that the Peasants themselves were being unreasonable and
another paragraph explaining what they think the causes of the great revolt were. If
possible work with a group to help model the answers. (If there are support Assistants
available ask them if they would work with a group as well on this task). At the end of the
lesson you need to go through each of the different interpretations.
Foundation pupils: a series of Key Complaints should be put on cards, which can be
discussed in groups and placed in order of importance. Then bring these together as a
class. Model an answer to the key question as a class or group. The emphasis should be on
proper sentence construction and sticking to the point of the question. They should
complete the final sentence expressing their own opinion themselves, perhaps as
homework. Remind class that this work will provide them with a basis to assess their
understanding of different historical interpretations.
Year 7 Lesson 17: What caused problems for Monarchs?
Recap the events studied in the previous weeks. Place the events onto a timeline. Which
of the events were serious threats to the Monarchy? When, during the period 10661485 did the monarchy hold the most and least power?
Most able groups will be able to cope with discussion-based tasks here. They should be
asked to evaluate the above questions for themselves. For the purposes of preparing for
assessment these students ought to be reminded in this lesson of what kinds of
historical Sources there are and what problems may arise when using them.
Gifted and talented students can be provided with a series of sources relating to events.
These can go beyond the areas studied previously. The evidence should be separated into
blocks for ‘When the monarchy was strong’ ‘When the monarchy was weak’ and ‘When
there was a balance of power’. Students can then be asked to establish which king/ queen
of the period was the strongest/ weakest. They should write this up as homework.
Core pupils discuss as first paragraph. They may require a structured series of tasks to
assist in their revision of these topics or a writing frame to assist them answering the
question ‘When was the monarchy at it’s strongest?’
Foundation pupils: make a timeline of the events studied. Students should write whether
the monarch was Strong or weak next to their names and add one reason for this. For
the more able within the Purple/ Silver groups a brief statement/ paragraph about each
king should be on the resource sheet. Students should highlight the part of the
paragraph that says that they are strong or weak.
Year 7 Lesson 18: Assessment.
Assessment task: Enquiry based.
Series of source based questions for all pupils relating to the various problems faced by
Medieval kings.
Gifted and talented Pupils also answer the question ‘How did medieval kings deal with the
problems they faced?’
Assessment stored in T with mark scheme.
Year 7 Lesson 19: What was life like in Medieval Times?
Inform the class that they are going to be looking at how ordinary people lived in
Medieval Times for the next few weeks.
Revise with the class what a reconstruction is. Look at the reconstruction of the village.
(Medieval Realms Picture pack, pictures also available in SHP book but activities are only
suitable for upper groups). What evidence do they think the artist could have used to
draw this village? In groups using resource books and aerial photographs etc., pupils find
a number of different types of PRIMARY evidence that the artist could have used to
draw the village, (for example a medieval house that has survived from the time). In
books pupils write about the different types of evidence needed to find out what a
medieval village looked like.
By looking at the evidence pupils can describe a medieval village, what buildings would
they see? Ask pupils to identify the following buildings church, a peasant’s cottage,
manor house, water mill and tithe barn. Can they find any of these buildings on the aerial
photograph?
How many people do they think lived in a village? Where did the people work? It is not
necessary to complete any written work at this point.
More able pupils then evaluate the sources as to which they would find most useful.
Foundation groups: use the pictures to highlight what buildings in medieval towns looked
like. What differences are there between then and now? (Materials used to make
buildings, purpose of the building, and width of streets).
Make a list of things that you would find in a medieval town (or characteristics of a
medieval town) that you wouldn’t expect to find nowadays. (Shared writing exercise a
possibility)
Year 7 Lesson 20: What was life like in a Medieval Village?
Identify things that would have existed in a Medieval Village using both recap and the
textbooks if necessary. List these things on the board. Look at a picture of a Medieval
village. Are all of the things that they expected to see there?
Ask the pupils to look at the fields. Why do they think that the fields are separated into
different sections? Explain to them that the villagers had land scattered around each
village in strips of land.
Core/ foundation complete worksheet: Strip farming. (Foundation group to spend two
lessons on medieval Villages).
Upper Core/ Gifted and talented groups: use textbooks to analyse the medieval way of
life.
Year 7 Lesson 21 What was life like in a Medieval Town?
Use Contrasts and Connections to investigate the town of Ludlow in the Middle Ages.
Select sources as appropriate for the group and ask pupils to identify the ways in which
a) the town was different to the typical Medieval Village, which has been studied, and b)
how it is different to the typical modern town. These can then be written up in columns
or paragraphs.
More able pupils should then be asked to think about things that we have today to make
life easier and healthier for ourselves that cannot be found in Medieval Towns. (I.e.
running water, public toilets, bin men etc…)
Year 7 Lesson 22-23 What was the Black Death?
(1) Show students a picture of a person with the Plague. Ask them what is
wrong with the person? Explain what the plague was, this can be
demonstrated visually by using half a bare tennis ball as one of the
buboes (the big black spots).
Worksheets on the Plague are stored in DM History. There are a wide
variety of resources on the plague covering the full range of abilities,
please check that a set hasn’t been printed prior to printing a class set.
Similarly resources are available in the textbooks. The focus should be
enquiry or historical interpretation.
(2) Teacher introduction about the Black Death discuss name where it
came from what the disease itself was like. Pupils read class textbook
pages 58 and 59. Draw arrows on map to show where the plague came
from and fill in dates. Talk about the different reasons medieval people
thought caused the plague. More able pupils research independently
medieval reasons.
Teacher led discussion on the consequences of the plague. Introduce
terms such as economic consequences, religious consequences, political
consequences and social consequences.
Consequences
1. Animals wandered around.
2. Crops rotted.
3. The king passed the Statute of labourers.
4. Priests wanted more money.
5. Villages were deserted.
6. One third of the population died.
7. Peoples characters changed.
8. Peasants demanded more money.
9. Work service for some villages stopped.
10. Not enough people to do all the farming work.
11. People who survived felt special they wanted a change to how they
lived.
Assessment
Pupils then write a letter to the King.
Pretend you are a chronicler living in 1355 write a letter to King
explaining what you think the causes were and what the consequences
have been for your village.
Assessment KS3 Key Elements 2b, 4a, 5a, 5b, 5c. (Old Key elements,
included for reference)
Level 3 only one cause or consequence. Brief details not always correct.
Structure is pre- set by teacher. The teacher has set the format for the
presentation of their work. Pupils are given sources and can make
deductions from individual sources.
Level 4 accurately describes several causes and consequences from a
number of different sources. Greater detail. Beginning to develop their
own structure. Beginning to use appropriate historical terms. Has help
choosing how to present their work. Pupils are able to put together
information from a number of different sources.
Level 5 Links causes and consequences pupils’ work is detailed with a
logical structure, introduction and conclusion. Makes greater use of
historical terms. Has chosen a suitable format in which to present their
work. Pupils are beginning to evaluate sources of information.
Year 7 Lessons 24-31: Project on castle building.
Pupils should research the development of the castle from 1066-1485 (or beyond if
ability/ time allows).
They should plan and produce a piece of work that shows how the castle changed and
ought to offer reasons for the development of the castle. All pupils should include work
on life inside castles and on the reasons for building castles.
This project should be planned in exercise books and edited carefully prior to
completion. The final draft should be completed on A4 for possible use as display work.
It needs to then be entered in the pupil’s assessment portfolio.
Gifted and talented pupils should research elements of this independently, using pictorial
and written sources (both Primary and Secondary) to assist their study.
Core pupils will require a definite program to follow with regards their study and the
project should be teacher led to a greater extent.
Foundation students ought to be taught as a whole class in the first instance, working
through examples of what different types of castles there were. They should see a
demonstration of how work can be presented and ought to have materials made available
to them that will guide them in their writing of these pieces. (Although wherever
possible the opportunity for independent research should be provided).
Things that should be included in the project:
ALL STUDENTS should include:
A Timeline of castle development. (Motte and Bailey, Stone Keep, Concentric Castle.)
A brief explanation and illustration of each of the types of castle.
A written explanation of why each type of castle was developed.
CORE STUDENTS SHOULD ADD:
Some of the ways in which the defences of the castle worked.
Some ways in which the castle could be attacked.
GIFTED AND TALENTED STUDENTS SHOULD ADD TO THIS:
An analysis of the reasons for the gradual changes from one form to another. They
should be looking to describe the lifestyle of those inside the castle and how this
lifestyle would have changed. They should be able to link the developments in castle
technology with periods of political unrest at the time.