In this unit students are introduced to the key skills they will be expected to develop over the course of KS3. This supports the transition to secondary History. They will focus on chronology, bias and the use of historical sources, archaeological evidence/artefacts, reconstructions and aerial photography.
Study of human activity through the recovery and analysis of material culture.
Evidence from the time for example, diary, letter, photograph.
Evidence that is produced after the event. For example a textbook.
Order of events in time order.
The quality and trustworthiness of a piece of evidence.
The quality or fact of a piece of evidence.
The Individual will understand the world they live in and how artefacts tell us about the past.
Students will consider how history contributes to behaviours of society.
Students will look at the story of William Duke of Normandy. They will learn about how he became king in 1066 and what methods he used to secure the throne for himself and his successors. They will also study the development of castles.
Reasons for an event.
Anglo Saxon Parliament.
The system of society that gave William control.
A census carried out by William to decide the wealth of his country.
Conquering a country, William conquered England.
Persistently carry our attacks on the North.
First Norman castles made from wood.
Square keep castle made from stone.
Developed castle with a number of outer walls and round towers.
Type of Catapult, uses a swinging arm to throw a projectile.
A catapult for throwing a missile.
The individual studies the causes of an event and understand the History of England.
Students will study the importance of the church in the lives of medieval people. They will examine why King Henry II wanted control of the church, the murder of Thomas Becket, the Magna Carta and the development of parliament. The causes and consequences of the crusades will also be considered (inc. the impact of Islamic culture on Britain after the Crusades).
A person who is killed because of their religious or other beliefs.
A punishment inflicted on oneself as an outward expression of repentance for wrongdoing.
The killing of a prominent person for political or religious reasons.
Paintings in Medieval Churches to show the people what it was like in Hell.
Medieval people pay one tenth of their income to the Church
A place of suffering occupied by the souls of sinners who are being cleansed to go to Heaven.
To go on a religious journey.
To be officially excluded from the Christian Church.
The chief bishop responsible for a large district.
A member of a religious community of men typically living under vows of poverty, chastity and obedience.
Students will understand how society worked in Medieval England and how society has changed over time.
Students will consider the importance of the Crusades and Islamic Culture. They will examine why the Crusades travelled to the Holy Land and the events of the Crusades. They will finish on a debate to decide who should rule Jerusalem.
A series of religious wars, lead and supported by Christians and the church.
A term for the Crusader states, French for beyond the Sea
A holy war fought against Non-Christian groups
Leader of the Muslim forces from 1187
A continuation of the Roman Empire in the Middle East in 395, who ask for the Crusaders help
The first fight for Jerusalem from 1096-1099
The area in the Middle East where the events of the Bible happened.
The pope at that time, Pope Urban II, gathered all the people and announced that they would start a crusade to capture Jerusalem.
A trip to a Holy place/ Shrine. It was believed that if you prayed at these shrines you might be forgiven for your sins and have more chance of going to heaven.
A military attack in which enemy forces surround a town or building, with the aim of compelling those inside to surrender.
Supports the spiritual development of the individual to understand a martyr and what it means to die for your beliefs.
This unit enables students to understand the origins and beliefs or our Church School.
Students will travel back in time to gain a sense of the Medieval Period. By thinking of the past happening, students will gain a deeper understanding of the social history of the Middle Ages. They will walk a dusty track leading to a plague stricken village and as a villein (living miserably in the countryside under the control of a lord), run away to a town. What will they see, hear and smell? Where will they stay? What are they going to eat? How will they test to see if they are going down with the plague? What will they experience of medieval law and order?
A widespread occurrence of an infectious disease in a community at a particular time.
A disease which is characterised by swollen lymph glands in the armpit or groin.
A disease which affects the lungs.
A contagious bacterial disease.
A person who subjects themselves to flogging for religious reasons.
Students will consider what it was to live in a time of illness and death and the impact this might have had on an individual. They will also consider the rights and responsibilities of an individual.
Students will think about the power behind groups of like minded people and what this can achieve.
Students will be studying different types of Medieval Monarchs. They will be looking at key monarchs from William the Conqueror to the War of the Roses. This unit is designed to bridge the gap between studying Medieval England through to the Tudors in Year 8. Students will work independently for some of the unit on different monarchs and create presentations to the class.
They will prepare a group presentation on different Medieval Monarchs.
A head of state, a king, queen or emperor
English royal dynasty which held the throne from the accession of Henry II in 1154 until the death of Richard III in 1485.
A branch of the English Royal family descending from House of Plantagenet
A branch of the royal family descending from House of Plantagenet - rivals with the Yorks
A line of hereditary rulers of a country
A King has royal authority from God to rule a country.
The Tudor dynasty ruled England from 1485 to 1603, beginning with Henry VII and ends with Elizabeth I.
The royal fortress built by William the Conqueror in the 1070s.
Conflict in England between the House of York and Lancaster.
To work as part of a team to prepare a presentation to the class on a Medieval Monarch.