Topic: The Battle of Hastings

Transcription

1 Topic: The Battle of Hastings Aim: Students should understand what the causes were of the B of H and why William the Conquerer was successful. Citizenship links: Idea of who rules; War and whether it is justified; impact of changes of regime; social control and establishing rules and boundaries. ALL level 3 Can use Historical vocabulary; can list events; can write in sentences. MOST Level 4 Can describe what events happened; can use key words ; can write in sentences and use examples. SOME Level 5 Can explain the causes of events; can use examples and key words. Can begin to compare events to assess importance. Extension: Level 6 Can evaluate the importance of causes of events, using key words. Can write and explain how events were caused using examples and prioritise to show which were the most important causes. Where this unit fits in: This unit is to establish a basic knowledge of British History and to demonstrate to students how the Feudal system, castles, and Medieval society developed from William the Conqueror. It is also to help extend and begin to consolidate students knowledge of chronology, interpretation, and explanation. Key words: Castle, invasion, defence, feudal, domesday End of unit assessment: 2 written assessments, both focusing on use of sources and extended writing. Students will be levelled on their ability to produce paragraphs that utilise PEE. (Point, Evidence, Explanation) Contributions to SMSC: Empathy to consider how William felt at becoming ruler of a country; what choices and decisions he would have made and why. Interpretation to use evidence to work out how William acted and how good his decisions were

2 Synthesis to be able to make links and use evidence to explain why events occurred, what the choices were, and to begin to prioritise/evaluate how important the decisions made were. Resources: Ppt, evidence, text books, video clips, card sorts, differentiated work sheets Links to Future Learning: Students will use this knowledge to go on to study Medieval Realms later in Year 7. Develop inquiring minds regarding the use of evidence. Be able to consider how many of William s ideas still get used today To be able to consider how much society has changed To be able to use the skills they have developed of empathy/chronology/evidence in future learning throughout KS3/GCSE Literacy: Literacy based tasks PEE paragraphs. Extended writing. Class discussion to give students the opportunities to enhance their oracy skills.

3 Scheme of Work: Battle of Hastings William! Year Group: Year 7 No. Lesson Title/Aim (Key Questions) 1. Why did William invade? Investigation Empathy Interpretation Attitudes: Understanding Expression Consideration Reflection Learning Objectives (Learning about / Learning from) 4.To describe reasons for William's invasion 5. To explain the reasons for the invasion. 6. To be able to conclude what was the most important reason for the invasion. Lesson Content- teaching activities Use of AFL Target setting on baseline test teacher to discuss with students how they have done and what targets they have been set. Introduce the topic of invasion. Students are asked what they think the word means does it have negative or positive connotations? Students are given discussion time to consider why William invaded. Then they are given four reasons for the invasion. Students are to work in pairs/threes and to use information from the text to sort into 4 reasons for William's invasion. They are then to discuss this with other students in the form of teacher-led class discussion. (AfL think, pair, share class discussion.) Resources PPT, textbooks 2 stars / 1 wish Describe the reasons for the invasion Explain the reasons for the invasion Decide and evaluate the most important reason for the invasion. Curriculum Links LEA / Citizenship links Citizenship notion of invasion, what leads people to try and take over another country. Geography reasons for invasion cover the benefits of another country PPTs U Media/ICT Links Students need to be able to justify why they have come up with these four reasons. A G n T can consider as many reasons for their choices as they wish. Prioritising of one reason for William's invasion working individually, students are to select a reason, and explain why it was the most important in the form of a PEE paragraph. Key words Invasion Priority Decision BV: Democracy, justice, rule of law AfL model an answer for the PEE paragraph. Students are then to peer mark the paragraph in accordance with levels. Citizenship what protects other countries; how do we defend ourselves; purpose of war Then present to the class your example. Art use of a picture to stimulate analysis and discussion. Keywords: Rebellion Invasion Defence

4 2. How well defended was England in the 1060s? Investigation Empathy Attitudes: Consideration Reflection Expression 4. Describe how well defended England was 5. Explain how well defended England was 6. Evaluate and decide the most important way in which England was defended. Starter - Look at the picture on the board of William of Normandy. What could he be saying? Students are to think of an answer individually and be prepared to share it with the class. Consider how a country could defend itself. Use images of recent wars Afghanistan, Ukraine to get students thinking as to how countries are invaded and defended. Teacher is to steer the discussion and to get students to consider what a country needs to protect itself. Using the evidence, students are to work in pairs to work out the answers to the questions. They are to be given a time limit to encourage discussion. A G n T can consider what is the most important aspect of defence. PPT, publisher files 2 Stars/1 Wish Description of England's defences Explanation of England's defences Evaluation of the most important of England's defences Citizenship - what is the importance of defence? Why do countries need to protect themselves? Modern day examples use these to trigger discussion points about why war still occurs. BV: Individual liberty AfL To write the answers to the questions. AfL peer assessment - how do your answers compare with your neighbours? Plenary - Pretend you are a spy. Write a tweet to send to William, explaining how easy it will be for him to invade the country.

5 3. Who should be King? Investigation Empathy 4. Describe the 3 contenders and reasons for wanting to be King 5. Explain the three contenders' reasons to be King 6. Evaluate who has most right to be king and justify why Starter - students are to consider the question of why no heir is a problem. They need to think about this and give feedback. Afl think, pair, share class discussion. Role play students are to consider who should be King of England by watching/participating in a role play. Three students will play the Kings, and the rest of the class will listen to their answers and take notes. Students need to make a decision of whom is the most suitable candidate. Use the form of a PEE paragraph. AfL model answer. Use sentence starters to guide students Present to the class discover who supports who, and make a tally on the board. Roleplay sheets, class participation. 2 Stars/1 wish Description of the 3 contenders Explanation of who would be best suited as King Evaluation of who has the most right to be King BV: Rule of law, individual liberty Citizenship what is the importance of family heirs? Why do we need families to continue? English/literacy being able to assess a written source. Drama role play Art analysis of a picture source Plenary is this the right choice? Why?

6 4. What happened in 1066? Investigation Evaluation 4. Describe events of Explain what happened in Evaluate what was the most important event of 1066 and why Starter - Why is it important to know what order events happen in? Give the students an example (body in a locked room modelling AfL) and then ask them to work in pairs to give their own. What happened after Edward died? AfL Think, pair, share. Students are to use source information to find out what occurred. Time limit given race to the finish. Next chronology card sort. Students are to put events in order working in pairs. They need to self assess their work by checking the book. (AfL) Select the five most important events. After students have placed them in a flow chart, they need to explain why they have chosen these events PEE. 2 Stars/1 Wish Put events in order and describe them Explain what happened in 1066 Evaluate what was the most important event of 1066 Citizenship what was the most important event in having an impact upon the country? BV: Individual liberty, rule of law Numeracy understanding of chronological events Literacy being able to construct ideas into a coherent paragraph. AfL model answer. AfL Peer assessment. What was the most important event of 1066 and why?

7 5. Why did William win? Evaluation 4. To be able to describe reasons for William's victory 5. To be able to explain reasons for William's victory 6. To be able to prioritise and justify the most important reason for William's victory. Starter - Do People win countries or do Kings lose them? Ask the students this. Let them discuss and then take feedback. (AfL think, pair, share!) Students are to work on a diamond 9 of reasons for William's victory. Working in groups, they are to discuss and place them in what they think is the correct order. (AfL- Think, pair, share) Prioritisation students decide which is the most important reason for William's victory. Ensure they can verbally explain to each other why they have selected this one. Categorisation students need to take the cards and then sort them into 4 categories. They need to do this on their own to help identify what category each card fits. 2 stars/1 wish To be able to describe reasons for a victory To be able to explain reasons for a victory To be able to make a judgement on the most important reason for a victory and explain why. Citizenship how are countries won or lost? What is the impact this has upon them and the people? BV: Individual liberty, rule of law Students need to explain why they have categorised them as this choose two examples and PEE. AfL model the answer. AfL peer assessment according to levels.

8 6. How do you write an essay? 4.To write a paragraph using one example. 5.To write a paragraph explaining events and using examples 6. To write paragraphs explaining, using examples, and linking. How do you write an essay? Students need to think of some quick responses! Next students are to look at the material they have gathered on William's victory Practice writing paragraphs of the essay. Students are to peer and self assess to see if they are on track for their level. Use of the PEE structure and essay draft. Assessment writing frames. 2 Stars/1 Wish Literacy structure or essays and written work AfL model answers. Get students to consider what they could improve upon. To be able to use an example To be able to use examples and explain To be able to use examples, explain, and link.

9 Completion of assessment Writing of assessment. 2 Stars/1 Wish 7. Essay write up This is an assessment and will be marked according to levels.

10 8. What problems did William face and why? Empathy Investigation 4 Describe the problems William faced. 5 Explain why these were concerns for him. 6 Evaluate how effectively William dealt with these issues. Starter - What problems could a new King face? Students are to discuss and make a decision. Problems and solutions students are to work in pairs and decide which problem is matched with which solution. Think, pair, share what evidence do you have to justify your pairing? Prioritise which is the most important problem that William faced? Can you explain why? ABCD structured discussion. Four statements are given and students need to select one, discuss, and stick by their point. Afl- group, oral discussion. Plenary what was William s most important problem? Ppt, Problem/solution cards ABCD cards for structured discussion. 2 Stars/1 Wish To describe the problems William faced To explain why these were problems for him To evaluate and judge how effectively he dealt with these issues. Citizenship what are the difficulties of being in charge? How can a country be ruled peacefully? BV: Individual liberty, rule of law, tolerance

11 9. Castles what were they and what were the problems? Identification Evaluation 4 describe what castles were like 5 explain what castles were useful for and their purpose 6 evaluate if castles really fulfilled what William wanted. Starter re-cap on previous lesson: What problems did William have, and what solutions? Why do you think castles might be seen as the best solution? What can you see on a picture of a Motte and Bailey castle? Students need to identify what they think could be a problem and what isn't. AfL think, pair, share! Students are to have drawings of a Motte and Bailey castle. They need to work in pairs to label it, and discuss. Swap and see what they have identified correctly. AfL peer assessment. Strengths and weaknesses students need to work out what they were. Extn: What do you think would be the most important strengths and weaknesses? Ppt, Pictures of a motte and bailey castle Discussion and consideration of problems. 2 stars/1 wish: Describe what castles were like Explain what castles were for and their purpose Evaluate if castles really fulfilled what William wanted. Citizenship what is defence? How can a country defend itself? BV: Individual liberty, rule of law, tolerance Plenary - Write an advert for a castle who do you think would buy it?

12 10. What was the Feudal system and why was it used? Evaluation 4- To describe what the feudal system was 5 to explain how it impacted on people 6 to evaluate how effective it was Discuss what problems William would face building on the previous lesson. Then consider this which would be the best way to control the country? Feudal system apply it to the school. Who is at the top? Where would everyone else be? Stick the diagram in books. Students are then to write a report saying how it works, what it does, and why it has been put in place. AfL- peer assessment. Plenary who was who in the Feudal system? Powerpoint Diagram Cards 2 Stars/1 Wish Describe what the Feudal system is Explain how the Feudal system works and how it impacted on people. Evaluate how effective it was. Citizenship what is Society? Has it governed? Is it fair? BV: Democracy, rule of law, tolerance, individual liberty

13 11. What was the Domesday book? Evaluation 4- Describe the Domesday book 5 Explain what the Domesday book was 6 How important was the Domesday book? Watch the clip about the Domesday book Q and A starter. Think about the book what were the key reasons for the Book? Evaluation using sources what does the Domesday book tell us about William? How useful is it as a source about William? Discuss. PEE paragraph Write a paragraph explaining how the Domesday book worked, and why. Make sure you put in examples. Consider how effective it was level 6 extension. Powerpoint PEE writing frame 2 Stars/1 Wish Describe what the Domesday book is Explain what the Domesday book was Evaluate how effective it was Citizenship How do we guage what people have? Does this make a fairer society? BV: Rule of law tolerance individual liberty AfL peer assessment of PEE paragraphs. Interview with William work in pairs. What questions would you ask? What answers do you think William would give? And why?