DearbhlaCurtinTully

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Appendix 1

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LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:8 Time: 9:10-10:00am

Date: 28 April 2016

Learning Area: HaSS- History

Strand/Topic from the Australian Curriculum:
Continuity and change in society in one of the following
areas: crime and punishment; military and defence
systems; towns, cities and commerce (ACDSEH051)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Students Prior Knowledge:

-have an understanding of the knight/warrior role in
medieval society and key terms associated.
-have an understanding of feudalism and its terms.
-ability to work with other students in a friendly manner.
-have an understanding of traditional weaponry and
tactics (Roman style from previous years as the AngloSaxons used these).

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Define the terms associated with medieval weaponry and defence and give examples of use.
Differentiate between the military weapons, tactics and defence of the Anglo-Saxons and the Normans.
Demonstrate how these weaponry and tactics were used through role-play.
Compare and evaluate the advantages and disadvantages of two distinct styles of warfare in order to
understand an aspect change in English society.
Teachers Prior Preparation/Organisation:
Prepare Handouts of Bayeau Tapestry and artefacts, with
terms printed on them. Prepare warm up worksheet to get
students invested in activity and battle outcome.

Provision for students at educational risk:

Prepare a glossary printout of military terms for referral
for students who have English as a second language.
Use of pictorial evidence will also help in this instance.

Prepare video clips and projector for use during class.

Ensure large print on handouts for students who are

visually impaired. Ensure they are seated close to the
front of class while the video clips are playing.

Make sure the Whiteboard is clear of any writing.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Was the activity helpful to understanding cultural differences between the Normans and Anglo-Saxons?
Did the students participate equally in demonstrating their knowledge?
Could the students use the terminology accurately during the discussion and role-play?
What tasks did the students find difficult?
Where there any things that need to be followed up in the next lesson outside what has been planned?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
Were the students interested and engaged in the lesson?
Were all objectives met?

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What aspects of the lesson did the students complete? Was there an aspect that the students had difficulty with?
What could I change to make the lesson more engaging? What could I change to make the topic and/or tasks
more accessible?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
9.10

9.12

9.15

Motivation and Introduction:

1. Remind the students of the context and terms of medieval society.
What do you associate with feudalism? (elicit answers of horses, knights and
castles). This is different to what came before. Think back to the Romans.
What weaponry did they use (shield wall, round swords, no horses). So when
did this change? That is what we are going to investigate today by looking at
the Battle of Hastings.
2. Explain briefly about how Edward the Confessor had died without an
heir. William and Harold both said that Edward had promised them
the crown. Have the students complete the handouts in a think-pairshare exercise to get them invested in the outcome of the battle.
Show them the depiction of Harold swearing an oath to William, but
state that it was Williams brother that made the source. This will be
followed up in tomorrows lesson.

Resources/References
Whiteboard, Pens

Hand out on Claimants

and Opinion poll.
Extension exercise for fast
finishers, cloze exercise
and
Questionnaire they can
use on themselves, or a
friend at home later.

3. Brainstorm the answers to the poll. Students explain their choice.

Hands up who voted for William? Why? And Harold? What about Edgar? And
Harald?
Lesson Steps (Lesson content, structure, strategies & Key Questions):

9.18

4. Teacher introduces the main activity.

So the main fight ended up being between the two strongest options, Harold
and William. Were going to look at the styles of their warfare to see if we can
guess what strategies they ware going to use and if they are going to win.
1. Split the class group into six, picked by teacher to ensure there is a
variety of abilities in each group. Three groups will be the AngloSaxons, the others, the Normans. Give each group two images, each
from the two cultures. Direct students to write notes of the benefits
and disadvantages of the styles they see. If necessary, post key
questions on a powerpoint projection for students to refer to.
Remember, we have all looked at different pictures, and noticed different
things. Lets share. How are the two cultures different (axes, arrows/archers,
cavalry)? What are they used for? Why did the Anglo-Saxons stay in box
formation at first? How would horses be good or bad in battle? Why would the
Normans build wooden castles on hills? What happens if the Saxons all stick
together as one big group?

9.28

2. Have the students come together at the front of the room in two
groups, one Anglo-Saxons, one Normans. Ensure there is enough
space for separate group discussions and role-plays. Direct students
to discuss strategies for their group against the other groups weapons
and possible tactics, as from their notes. Elicit and facilitate possible
ideas, linking to critical thinking and prior knowledge of traditional

Prints of Anglo-Saxon
weaponry; Prints of
Norman weaponry;
Bayeau Tapestry Extract
printouts.

Powerpoint presentation,
Projector.

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(Roman and Viking) warfare. Teacher monitors for participation and

content knowledge.
9.30

3. Role-play the strategies, one by one in an orderly manner, each group

taking turns to act and react.
Remember we must give each group a turn to act so we can respond to the
best of our ability.

9.40

4. Getting Students to sit back in their seats, the teacher introduces the
video detailing the battle of Hastings and its result. This links in
change and continuity, cause and effect, setting up for the following
lesson.

9.48

Lesson Closure:(Review lesson objectives with students)

5. Ask key questions to individuals, randomly: What weaponry was
best? What tactic was best? What were the reasons why the AngloSaxons lost? Was there anything the Anglo-Saxons could have done
that might have allowed them to win?

9.55

Transition: (What needs to happen prior to the next lesson?)

6. Set Homework: Students need to write about how a normal AngloSaxon would take this news. This can take the form of a news report
or a diary entry. 250 words.

9.58

The Norman Conquest,

Timeline Tv
https://www.youtube.com/
watch?v=PE0RAgHr06U
Projector. Whiteboard.
Tapescript attached if
needed.

Kidblog

7. Students need to ensure any desks moved have been replaced.

Assessment: (Were the lesson objectives met? How will these be judged?)
From the terminology used during class and group discussions, the teacher
can evaluate the knowledge of medieval military and defence terms.
(Objective 1).
From the interactions of students as a group during group discussion and the
role-play, the teacher will be able to assess knowledge of different weapons of
each culture and how they could be used. (Objective 2 and 3).
From participation in the review brainstorm the teacher will be able to evaluate
who has understood the concepts from the role-play and videos, and who can
see the distinct styles and the values of each of these styles. (Objective 4).

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Source List:
Wallbanks, D. (n.d). The Coming of the Normans Worksheet. Retrieved at
schoolhistory.co.uk/year7links/1066/senwhotobeking.pdf.
Artefact Images, as requested from British Museum, London: United Kingdom.
Images taken from the Bayeau Tapestry, Reading Museum. Taken from
http://www.bayeuxtapestry.org.uk/
Knight of the 11th Century Image. Sourced from personal school notes, (2005).
Shield Wall. Advanced search through Google Images. Retrieved from
https://en.wikipedia.org/wiki/Viking_Age_arms_and_armour.
The First Castles. Through Creative Commons, image from
www.welbourneprimary.com/links/history/Castles/Castlecroft/MotteandBailey/Motre%20and
%20Bailey2.jpg.
Chater, A. (2010). [video file]. The Norman Conquest. Timeline.tv. Retrieved on Youtube
https://www.youtube.com/watch?v=PE0RAgHr06U.
Tapescript at www.timelines.tv/britPol/transcript/mod1Transcript.pdf