| A one page worksheet that requires pupils to examine the justification of William's claim to the throne - did he have the right to invade? | ||
| submitted by Mr D. Moorhouse | ||
| Clear and straightforward information helping pupils find out about the claimants after Edward the Confessor died. Includes sorting exercise. | ||
| submitted by Mr Hodgekiss | ||
| 3 page resource offering a detailed summary of the claims to the throne, following by cloze exercise and creation of a line of succession. | ||
| submitted by Mr Singh | ||
| PowerPoint presentation ideal for use with a digital projector. Presents the information and arguments for the claimants to the throne in 1066. | ||
| submitted by Ms Crossley | ||
| Looking at the claimants to the throne in a 'Blind Date' format - entertaining way of examining the different issues and claims. | ||
| submitted by Mr Young | ||
| Worksheet to accompany the above presentation that asks pupils to complete their thoughts on who should be King. | ||
| submitted by Mr Young | ||
| A worksheet suitable for SEN pupils. Explains and guides pupils through the claims and rights to the throne of England. | ||
| submitted by Mr D. Wallbanks | ||
| Worksheet offering key points about each contender encouraging pupils to investigate advantages and disadvantages for each. | ||
| submitted by Miss Wilkes | ||
| Clear information to read together with comprehension and writing task - who could be King in 1066? | ||
| submitted by Miss Boughey | ||
| Worksheet providing the starting point to a group presentation / argument on who should become the King of England. | ||
| submitted by Miss Boughey | ||
| The claimants to the throne on the 'hustings'. Instructions and guidance on how to prepare an effective speech, including ways of increasing the candidate's popularity. See forum discussion about this resource. | ||
| submitted by Mr Higgins | ||
| Worksheet that puts pupils in the place of the Witan. They have to evaluate previously studied evidence and fill in a table to help decide who should become King. | ||
| submitted by Miss Boughey | ||
| A worksheet that helps pupils work out what happened during 1066. Using textbooks or other sources of information, pupils are required to complete the tasks set. | ||
| Same as above, but for lower ability pupils. | ||
| PowerPoint presentation telling the story of the Battle of Hastings. Ideal for use in class with a projector or individually in a PC classroom. | ||
| submitted by Mr Huggins | ||
| One page worksheet with a summary of the Battle of Hastings accompanied by comprehension and writing tasks. | ||
| submitted by Ms Fitzgerald | ||
| Battle of Hastings ordering exercise. Set of cards to be cut (and perhaps laminated) that require students to sequence events of 1066. | ||
| submitted by Mr S. Drew, Passmores School |
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| Homework sheet relating to the previous resource, providing a report writing frame to use. Also includes the answers to the ordering exercise. | ||
| submitted by Mr S. Drew, Passmores School |
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| Sheet containing information about the battle. When photocopied onto card and cut up, forms and sequencing activity for pupils. | ||
| submitted by Mrs Tasker | ||
| History and Literacy task where pupils are guided to create an autobiographical entry as if they were one of William's soldiers. | ||
| submitted by Miss Boughey www.weatherheadhistory.ik.org |
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| A worksheet that prepares pupils for an extended piece of writing. Questions help pupils organise their initial notes. | ||
| submitted by Mr G. Miller | ||
| Overview exercise which helps pupils create their own extended piece of writing exploring the reasons why William won in 1066. | ||
| submitted by Mrs Buxton | ||
| A one page worksheet that asks pupils identify change resulting from the Norman Conquest, separating short and long term changes. | ||
| submitted by Mr D. Moorhouse | ||
| A revision wordsearch testing knowledge about 1066 and the Norman Conquest. | ||
| Biography of William the Conqueror together with sources and analysis questions. Covers William's entire life. | ||
| submitted by Mr Yelland | ||
| Worksheet where pupils have to categorise and rank William's problems, suggest solutions and then match up William's own solutions. | ||
| submitted by Miss Boughey | ||
| Presented in a magazine format, this worksheet provides requests for help from William, his treasurer and his nobles. Using help given, pupils need to suggest answers to his problems! | ||
| submitted by Ms Surawy | ||
| To accompany the above worksheet, this is a blank frame for pupils to create their own magazine-style answer page in response to the posed problems. | ||
| submitted by Ms Surawy | ||
| Information worksheet explaining how the Feudal system worked, together with a diagram and assessment questions. | ||
| submitted by Miss Boughey | ||
| Incomplete diagram - pupils need to write add their own information to create a diagram of the Feudal system. | ||
| submitted by Ms Standing | ||
| Feudal hierarchy diagram - suitable to used via an OHP or handout. Illustrates how the Feudal system worked - could be used in conjunction with the resource below. | ||
| submitted by Miss Marshall | ||
| As Miss Marshall says: Create a hierarchy of students using king stood on a desk, lords etc in front , knights knelt up and peasants sat on floor. Students hold cards and read out original oath written on card to those above them. | ||
| submitted by Miss Marshall | ||
| Downloads: | ||
| Extension task that could be used in conjunction with the above two resources. Asks pupils to write an explanation of the feudal system in role as a 'simple farmer'. | ||
| submitted by Mr S. Drew, Passmores School |
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| Downloads: | ||
| Worksheet explaining about the Domesday book, guiding pupils through information and sources. Assessment tasks included. | ||
| submitted by Mr Yelland | ||
| Downloads: | ||
| Resource for lower ability students offering brief information about the Domesday book together with comprehension questions. | ||
| submitted by Mr S. Drew | ||
| Bonus / extension activity requiring pupils to find the appropriate words - could be used as part of a test on terminology. | ||
| submitted by Mr Yelland | ||
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