1. Medieval England: the reign of Edward I, 1272-1307
Part one: Government, the rights of king and people

2. Medieval England: the reign of Edward I, INTRODUCTION: What was the role of a Medieval king? Consider the role of a medieval king and how Edward filled this role Explain how feudal system worked and the role everyone played Evaluate the effectiveness of the system and whether it could lead to problems

3. What did people expect of a medieval king?
STARTER:
In pairs, come up with a list of the qualities and talents you would expect from a medieval king
You need to think of as many as you can in 2 minutes
Memorise them for 1 minute
Play the memory game in your pairs – close your book and take it in turns to state a quality
The first person to repeat a quality or to hesitate loses!

4. What kind of a king will Edward be?
Stick in a copy of Edward’s portrait and copy diagram
Page 5
As you read through the following slides, complete your diagram with any notes showing the kind of king that Edward was.

7. This unit focuses on the reign of Edward I
1239 Born
Ascended to the throne (i.e. became king) aged 33
1307 Died – aged 68
This unit focuses on the reign of Edward I

8. Name: King Edward I Longshanks (height 1
Name: King Edward I Longshanks (height 1.88m or 6 ft 2”) Born: June 17, 1239 at Westminster Parents: Henry III and Eleanor of Provence House of: Plantagenet Ascended to the throne: November 20, 1272 aged 33 years Crowned: August 19, 1274 at Westminster Abbey Married: (1) Eleanor, Daughter of Ferdinand III of Castile, (2) Margaret, Daughter of Philip III of France Children: Six sons including Edward II and twelve daughters Died: July 7, 1307 at Burgh-by-Sands, Nr Carlisle, Cumbria, aged 68 years, and 19 days Buried at: Westminster Abbey Reigned for: 34 years, 7 months, and 14 days Succeeded by: his son Edward II

9. Who found out that he was related to Edward I in last year’s episode of Who Do You Think You Are?

10. That’s right! Eastenders’ Danny Dyer a.k.a. Mick Carter – who knew?!

11. A English king best known for his campaigns to subdue Wales and Scotland, Edward was also responsible for significant legal and administrative reform in England.
Edward was born in June 1239 at Westminster, the son of Henry III. In 1254, he married Eleanor of Castile. Edward's early adulthood took place against a backdrop of civil strife between his father and rebel barons.
Edward was himself held captive by rebel leader Simon de Montfort before escaping and leading royalist forces to victory at the Battle of Evesham in August 1265, where de Montfort was killed.

12. In 1270, Edward left England to join the Eighth Crusade
In 1270, Edward left England to join the Eighth Crusade. His father died in 1272 and Edward returned to London, arriving in August He was determined to enforce his primacy in the British Isles.
The first part of his reign was dominated by his campaigns in Wales. He invaded in 1277, defeated the Welsh leader, Llywelyn ap Gruffyd and built a ring of castles to enforce his authority.
When his rule provoked rebellion, he invaded again. Gruffyd was killed in battle in 1282 and his brother David executed, ending Welsh hopes of independence. Wales was brought into the English legal and administrative framework and in 1301 Edward's son was proclaimed prince of Wales - a tradition that persists to this day.

13. At home, Edward was responsible for a variety of legal and administrative reforms, asserting the rights of the Crown, promoting the uniform administration of justice and codifying the legal system.
His military campaigns necessitated increases in taxation which in turn required more regular meetings of parliament - by the end of Edward's reign, these had become an established feature of political life.
The desire for financial gain contributed to Edward's expulsion of Jews from England in 1290.

14. In 1292, Edward was asked to arbitrate in a succession dispute in Scotland and nominated John Balliol as king. Balliol duly swore allegiance to Edward, but Edward's demands pushed the Scots into an alliance with France.
Edward invaded and conquered Scotland. Opposition gathered around William Wallace, but he was captured by the English and executed in In 1306, the Scottish nobleman Robert the Bruce rebelled.
Edward was on his way to fight Bruce when he died, on 7 July 1307.
Source:

15. Year
Event
1272
Edward learns that he has succeeded to the throne on his way home from the Crusade
1274
Edward is crowned in Westminster Abbey
1282
Edward invades North Wales and defeats Llewellyn ap Gruffydd the last ruler of an independent Wales
1284
Independence of the Welsh is ended by the Statute of Rhuddlan
1290
Edward's wife Eleanor dies at Harby in Nottinghamshire. Her body is brought back to London and a cross erected at each stop along the journey - Geddington, Hardingston, Waltham, and the most famous at Charing Cross.
1292
Edward chooses John Balliol to be the new King of Scotland
1295
Model Parliament is summoned
John Balliol reneges on his allegiance to Edward and signs alliance with King Philip IV of France
1296
Edward invades Scotland, defeats the Scots at Dunbar and deposes Balliol. He then takes over the throne of Scotland and removes the Stone of Scone to Westminster.
1297
Scots rise against English rule and, led by William Wallace, defeat Edward at the Battle of Stirling Bridge
1298
Edward invades Scotland again and defeats William Wallace at the Battle of Falkirk
1299
Edward marries Margaret of France
1301
Edward makes his son Prince of Wales, a title conferred on every first born son of the monarchy ever since.
1305
William Wallace is executed in London.
1306
Robert Bruce is crowned King of Scotland
1307
Edward attempts to invade Scotland again, but dies on his way north

16. p8 – 9 & p
Add the following key words to your glossary (back of exercise book) convalescence, feudal system, obligations, castles, villeins, trade, low countries, guilds, apprentices

17. The Feudal Pyramid

20. KING EDWARD

22. Plenary: Now make a copy of Figure 1 from p8 of the textbook
Plenary: Now make a copy of Figure 1 from p8 of the textbook. Annotate on any additional notes from your role-play to explain the importance of the Feudal System and land to Edward. How effective was the system and how could it lead to problems?

23. HOMEWORK: Read, Highlight and Annotate (R, H, A) THIS INTERPRETATION OF EDWARD I – underline any words you did not understand, look up their definitions and annotate on.
The Death of Edward I of England by Richard Cavendish, History Today, Vol 57, 7 July 2007
Edward Longshanks died on 7th July 1307.
The son of a weakling father and in turn the father of a weakling son, Edward I was one of the most formidable and effective of all English kings. Standing six foot two inches tall, he had an impressive presence and a ferocious temper, and contemporaries apparently had no difficulty in believing the story that one unfortunate man died of sheer fright in his presence. He had been named Edward by his pious father, Henry III, in honour of Edward the Confessor, but there turned out to be little resemblance.
The new Edward conquered Wales, came close to conquering Scotland and set the institution of Parliament firmly on track. For the great majority of his English subjects he was an excellent king because he kept good order and would not tolerate injustice. He also fathered some seventeen children by his two wives. As he grew older, his temper grew more savage and his second wife, Margaret of France, had to try to protect the children from their father’s anger.
In 1290 Edward was recognized as overlord of Scotland when he was called in to decide who should succeed to the vacant Scottish throne. He pronounced in favour of John Balliol, whom he treated as his puppet. When Balliol objected, Edward invaded Scotland in 1296, put Balliol in the Tower of London and put the Scots under English rule, but he faced one rebellion after another for the next ten years. In 1306 Robert Bruce took up the cause of Scottish independence and was crowned King of Scots at Scone.

24. When the news reached Edward, who was now in his middle sixties, he burst into a violent fury and resolved to finish matters with the Scots once and for all. His army was ordered to muster at Carlisle in July. Still vigorous in mind, the King’s body was wearing out and he was not capable of riding. Carried north by horse-litter, he made his headquarters at Lanercost Priory, near Carlisle, while his armies ravaged Scotland and drove Bruce in flight, but Bruce returned to action the following summer. Meanwhile there had been a quarrel between the King and his son and heir, the future Edward II, over the latter’s partiality for his favourite Piers Gaveston. The old King turned on his son and seized him by the hair, calling him ‘whoreson mis­begotten boy’ and tearing handfuls of his hair out.
Edward was suffering badly from dysentery and his opponents were anticipating his end. A supposed prophecy of Merlin was in circulation, that after his death the Scots and the Welsh would unite and have things as they wished. A defiant Edward decided that he must take the field himself. He mounted his warhorse and led his army north, but he could manage to ride only two miles a day and when he reached the village of Burgh-on-Sands, not far from Carlisle, he had to take to his bed.
It was said that he realized he was dying and sent word to his son to have his embalmed body carried with the army into Scotland so that even in death he could still lead his men. The suggestion was not carried out.
About noon on July 7th, when his servants came to lift him up so that he could eat, the king died in their arms. He was sixty-eight.
His body was sent to London and interred in Westminster Abbey in October in a plain grey marble tomb, with an inscription calling him ‘the Hammer of the Scots’. As indeed he was, but in the end the anvil had worn down the hammer.

25. Henry III’s legacy: What sort of man was Edward Longshanks
Henry III’s legacy: What sort of man was Edward Longshanks? Describe the life of Edward before he became king Explain what sort of man he was Evaluate the impact of his father’s reign on England

26. How successful was Henry in re-establishing royal authority?p
Match the images with the sub-headings in the textbook
Henry III’s Legacy:
How successful was Henry in
re-establishing royal authority?
What are the similarities and differences between Henry III and Edward I?
Research and create a pen-portrait of Henry III and Edward I.
Make a timeline of the key events of Edward’s life until he became king.
Create a ‘living graph’ showing the highs and lows of Henry and Edward’s relationship. OR
Create a table showing the key events of Edward’s life until he became king. Place the dates and events in a centre column, have Edward’s reaction to them on one side and Henry’s on the other.
Henry III’s legacy: the relationship between Edward and his father, Henry III; the problems faced on
Edward I’s accession; relations with the nobility; Edward I’s character as a king.

27. How successful was Henry in re-establishing royal authority?
Wales in 1267 p
Now create a
spider diagram
using pages 10-11
Simon de Montfort
& the barons
Henry III’s Legacy:
How successful was Henry in
re-establishing royal authority?
Parliament & taxes –
Edward I Penny
What are the similarities and differences between Henry III and Edward I?
Research and create a pen-portrait of Henry III and Edward I.
Make a timeline of the key events of Edward’s life until he became king.
Create a ‘living graph’ showing the highs and lows of Henry and Edward’s relationship. OR
Create a table showing the key events of Edward’s life until he became king. Place the dates and events in a centre column, have Edward’s reaction to them on one side and Henry’s on the other.
Henry III’s legacy: the relationship between Edward and his father, Henry III; the problems faced on
Edward I’s accession; relations with the nobility; Edward I’s character as a king.
Edward I & the 9th Crusade
Succession - Edward I’s Coronation

28. What are the similarities and differences between Henry III and Edward I?
Research and create a pen-portrait of Henry III and Edward I.
Make a timeline of the key events of Edward’s life until he became king.
Create a ‘living graph’ showing the highs and lows of Henry and Edward’s relationship. OR
Create a table showing the key events of Edward’s life until he became king. Place the dates and events in a centre column, have Edward’s reaction to them on one side and Henry’s on the other.
Henry III’s legacy: the relationship between Edward and his father, Henry III; the problems faced on
Edward I’s accession; relations with the nobility; Edward I’s character as a king.

29. Focus Task – How well prepared was Edward to be king? Part 1
Not well prepared
Copy & complete the table

30. Focus Task – How well prepared was Edward to be king?
Complete Part 2
Plenary – Copy out
Topic Summary box: Henry III’s Legacy.
Check that your notes cover all of these points.
Check you have added the key terms redemption, lay members, grievances and retinue to your glossary
Teacher – Show dynamic-learning Focus Task on page 13 here

31.
King Edward I – Longshanks – 1/3

32. Henry III’s legacy: What problems did Edward face when he became king
Henry III’s legacy: What problems did Edward face when he became king? Describe the problems Edward I faced when he became king Explain how Henry III’s mistakes might influence how Edward dealt with these problems Assess why Edward was keen to be a different kind of king from his father

33. Oxford Textbook – p79 Diagram – The New King’s Problems
Photocopy
Complete activity 3 in the ‘Work’ task box using diagram
p82 Map showing Scotland, Wales & Gascony
Students annotate using shared A3 copies of Oxford p82-83

35. Henry III’s legacy: How did Edward I deal with the nobility
Henry III’s legacy: How did Edward I deal with the nobility? Examine who the barons were and what their role was Describe how Edward dealt with the barons Explain why his methods proved effective

36. The development of government, rights and justice: what were the Hundred Rolls? State the reason for the Hundred Rolls investigations Analyse the results to learn about medieval England Investigate the findings of the Hundred Rolls

37. The development of government, rights and justice: the importance of land Describe how land ownership worked under the feudal system Explain how the system changed under Edward I Evaluate the impact of Edward’s changes on the feudal system

39. Villeins were completely under the power of the lord of the manor
Villeins were completely under the power of the lord of the manor.  In return for their land they had to give him part of their crops and work without pay on the lord's land.
A villein also had to pay a merchet (so his daughter could marry), and supply free food when the lord's steward arrived to collect the crops.  He had to pay the lord of the manor before he could grind corn, brew ale, bake bread, gather wood or sell his animals.  He could not fish or hunt except on the Common.
A villein owned 'nothing but his own stomach' and was his master's possession.  When a villein died, the lord of the manor took a tax called heriot (which included his animals, clothes, pots and possessions) and the Church took a tax called a mortuary.
He could not leave the manor without permission. If he did leave, the lord's men hunted him down.

40. The development of government, rights and justice: why was Robert Burnell an important figure in Edward’s government? Describe the roll of Robert Burnell in Edward’s government Explain Parliament’s role in Edward’s government Evaluate the roll of Burnell and the role of Parliament

41. 1295:  The Model Parliament
King Edward I ( ) asked commoners (knights and rich townspeople), as well as barons, to attend Parliament.  They met in the 'House of Commons'.  The barons and bishops met in the 'House of Lords'.  The king decided when Parliament would meet, and he could still ignore Parliament's advice.
Use textbook ‘The Medieval World’ p to label and annotate each of the people present at Edward I’s parliaments

42. In the Picture:
1.  The King is seated in the throne in the centre. 
To his right are:
2. the Chancellor and the two Archbishops. 
On his left are:
3. two officers on the royal household (in black)
4. the Garter King of Arms (wearing the colourful tabard of a herald), with
5. the two leading noblemen of the realm (the Duke of Norfolk is holding his baton as Earl Marshal) in their red robes just in front of them. 
6. The bishops and abbots are seated on the left, with
7. the nobles on the right.
The four woolsacks in the middle are a symbol of the wool trade; the officers of the Parliament sit there:
8. two Chief Justices, 
9. the judges and Serjeants of the law, behind whom kneel
10. two clerks with their quills and inkpots.
At the bar of the House (at the bottom of the picture) stands:
11. the Speaker of the House of Commons.

43. Medieval England: the reign of Edward I, 1272-1307
Part two: Life in Medieval England

44. Trade, towns and villages: the development of towns under Edward I Describe life in a medieval town Compare town and country life Explain how and why towns developed

48. Dirty Old Town – List of Scenes
Places of note
1 The market square,
2 which is cobbled.
3 Narrow streets leading off the square; they are just muddy tracks with
4 a central gutter, full of filth.
5 The surface of the streets is torn up and broken.
6 The church, which is the only stone building (apart from the castle).
7 The town walls.
8 The houses are half-timbered,
9 with oversailing (the upper storey juts out over the one below)
10 and small-paned windows
11 with sliding shutters.
12 One house is being built.
13 Shops — look for the baker and the shoemaker;

49. 14 they have huge signs (loaf, shoe),
15 with a counter, open to the street.
16 An ale house, with a large bush (bunch of branches) outside;
17 there are also a large number of barrels outside, blocking the traffic.
18 Some stalls (e.g., draper).
19 A butcher's shop; the blood runs down the gutter into the stream.
20 The butcher has a huge pair of weighing scales.
21 A dyer, emptying his vats into the stream.
22 A blacksmith's yard (called the Woodyard' — note the piles of wood
around) with a smithy.
23 Lots of smoke from chimneys (burning wood, not coal — so the smoke
is white, not black) and the blacksmith's.
24 Dung heaps and rubbish heaps outside houses and in the streets.
25 The public well in the square; the water is filthy, but a woman is filling
a bucket from it.
26 A filthy stream, full of garbage and dung – people are urinating and
being sick into it, a woman is doing her washing in it and a poor woman
is taking water from it.
27 The public baths ('stewes'), which are places of immorality.
28 One wall in poor repair is falling down on the children playing beside it.
29 In the background, note the windmills.

50. Things happening
30 People are emptying urine and throwing rubbish into the streets from
upstairs windows.
31 There is a lot of traffic,
32 with some packhorses and
33 a few hand-carts.
34 Country people are driving sheep through the market place.
35 A cart axle has broken, and the cart has toppled over, crushing a
woman. The cart had three horses. The carter is running away, frightened that he will be killed or beaten up.
36 Two men on horseback are passing too near to a woman carrying a
baby; a man is shouting at one of the riders, who is about to stab him
with a long knife.
37 Three men (two shopkeepers and a street-seller) are quarrelling about
a pile of eel-skins that the street-seller has dropped outside a shop;
one of the shopkeepers is giving the eel-seller a fatal blow on the ear
with his fist.

51. 38 Half a dozen men are quarrelling over a basket of apples;
one is hitting another with a quarterstaff.
39 A thief has been spotted and is running away – a hue and cry has been
raised 'by horn and by voice', and a man is running after him
(he has drawn his knife).
40 A gang of boys are rolling a barrel full of stones down the street
`to the great terror of the neighbours'.
41 A set of open privies has been built OVER the thoroughfare,
and the excrement is falling onto the heads of the passers-by.
42 A ‘gongfermer’ is digging the excrement out of a cesspit and loading it
into a cart.
43 A wealthy woman has fallen off a sedan chair into the mud, to the
amusement of the passers-by.
44 A church procession to ward off the plague is passing down the street.
45 Pretty girls are hanging out of upstairs windows, watching the
proceedings.
46 A plague cart is collecting dead bodies.
47 Some people are carrying a coffin.
48 Outside the town, carts take bodies to huge pits.

52. People and animals
49 Beggars.
50 A man in the pillory/stocks: people are throwing rotten vegetables at him.
51 Rich people – 'delectable lusty ladies bright, famous bishops in habits
clerical, and merchants of substance and might'.
52 Many of the rich people are holding oranges or posies over their noses
(because the poor people smell).
53 A street-seller calling out his wares.
54 Pigs eating the refuse in the street.
55 Dogs roaming the streets.
56 Outside some houses a woman is spinning.
57 Children playing games – e.g., swinging on a tree, stoning the crows
(and breaking the church windows).
58 A town crier shouting out announcements ('oyez').
59 Many drunken people.

53. National Archives Medieval Village of Chertsey
John D Clare Life in a Medieval Town
Timelines.tv The Medieval Town

54. Trade, towns and villages: why was wooI so important in medieval England? Explore the development of the wool trade Consider why Edward encouraged its development Explain how Edward encouraged the development of the wool trade in England

55. In the Middle Ages, the English wool trade boomed; wool from English sheep, reared on rich English grass, was of high quality and much in demand in Europe.  England's wealth was based on the wool trade
The Woolsack is where the Lord Speaker in the House of Lords sits and resembles a large square cushion covered in red cloth. In 1938 it was re-stuffed with a blend of wool from Britain and the other wool producing nations of the Commonwealth. The woolsack is thought to have been introduced in the 14th century to reflect the economic importance of the wool trade in England.

56. Trade, towns and villages: Historic environment – Fortified Manor Houses Describe the features of medieval fortified manor houses Explain how they demonstrate the prosperity (wealth) of the owner Explore how a specific house, Stokesay Castle, shows the wealth brought to England by trade

57. Nb Stokesay Resource Pack to be included here when available from AQA
Timelines.tv The Medieval Manor
Nb Stokesay Resource Pack to be included here when available from AQA

58. Trade, towns and villages: How did Edward fund his government
Trade, towns and villages: How did Edward fund his government? Consider why Edward needed to raise funds Describe some of the ways Edward funded his government Explain how re-coinage and his deals with Italian bankers helped

59. Trade, towns and villages: Why did Edward force all of the Jews to leave England? State the importance of Jews in Medieval England Describe the changing policies toward Jews Explain the reasons for the statute of the Jewry and the Edict of Expulsion

60. A 14th Century miniature of Jewish moneylenders

61. http://www. nationalarchives. gov

62. Education and learning: Edward and the Church Describe Edward’s relationship with the Church Explain how disagreements came about Assess whether Edward’s relationship with the Church was largely positive or negative

63. The main job of the Church was to get people to heaven
The main job of the Church was to get people to heaven.  The priest baptised babies, married young couples, heard confession, gave the last rites to the dying and buried the dead.  He gave people the body of Christ (the bread) at the service of the Mass.  Women who had given birth were made to attend a service to make them 'clean'.
But the Church did much more than simply hold services.  Monasteries and nunneries cared for the old and the sick.  They gave alms (money) to poor people, and looked after travellers (often free of charge).
In the Middle Ages, monks were among the few people who could read and write.  They were important people.  They taught the children of the rich.  They copied books and drew up legal documents.
Poor people went to the priest for advice on their personal problems.  Abbots and bishops acted as advisers to the king.

64. Few people attacked clerics (churchmen) because they thought God would be angry.  As a result, churches and monasteries were safe places.  People went there for protection.  Criminals could go to a church and claim 'sanctuary' – they could not be arrested.  Monasteries and nunneries sometimes acted as banks, and looked after people's money for them.
The Church also helped to entertain people.  Church festivals and saints' days were 'holy days', when everybody went to church in the morning – and spent the rest of the day enjoying themselves.  Often, the Church held processions, and put on 'miracle plays' which were stories from the Bible acted out in public.
The medieval Church had other functions: for instance:
•  almost all statesmen and diplomats were clerics;
•  many medieval doctors were monks;
•  the village's fire-fighting equipment was often kept in the parish church;
•  as the only person who could read, the priest was the source of most of the current news;
•  the priest was often the person chosen to read out new laws to the villagers.  

65. A painting of hell, from the Duc de Berry's Les Très Riches Heures (1416)
How literally were paintings like this meant to be taken? There is no doubt that medieval painters enjoyed painting hell because it gave their imaginations a chance to run riot!  However, many ordinary medieval people, seeing paintings like these on the wall of their churches, simply accepted that this was awaited them in the afterlife if they did not get the forgiveness of the Church.

67. Education and learning: how did universities & thinking develop during Edward’s reign? Describe medieval universities Examine the role played by universities in England & the importance of the work of two medieval thinkers Evaluate the importance of Oxford and Cambridge to the reign of Edward I

68. The development of the legal system: How did the medieval legal system handle crime and punishment? Describe the system of justice & the crimes and punishments of medieval England Examine the work of Henry de Bracton & the reasons behind these punishments Assess why Edward might have wanted to change the system & the medieval approach to punishment

69. National Archives Crime & Punishment

70. The development of the legal system: What did the Statutes of Gloucester and Winchester change? State the changes Edward made to law and order Examine the reason for these changes Evaluate the impact of the changes

71. Edward I’s military campaigns in Wales and Scotland: What was a medieval battle really like? State the features of a medieval battle Examine the weapons and tactics used Explain why kings wanted to avoid battle

72. In times of peace, knights enjoyed feasting and hunting, but their main job was to fight in the king's army. 
During much of the Middle Ages, England was at war with its neighbours.
English people often portray the English kings of this time as heroic warriors.
To the Irish, Welsh, Scots and French, it must have seemed that they were nasty trouble-makers!
 This map shows England and its neighbours in about the year 1300

73. Beseiged!
Sequence the illustrations showing parts of a siege into order and match with their correct descriptions.
Follow the tasks at the website
Complete for homework
Need to print out sources

74. 1)
An army prepares to set off to war. 

75. 2)
An army camp during a siege. 
The baggage wagons are on the outside.
The foot-soldiers' tents are in the inside ring, and the knights' tents in the centre.
Notice the guarded gate on the left, and the bar and gambling tables on the right.

76. 3)
An army would first try to take a castle by surprise, making a rush on the gate.
What different things are they doing to try to capture the castle?
What are the defenders doing?

77. 4)
The siege.
What are the attackers doing?
Notice the siege tower on the left.
How are the archers protecting themselves from arrows being fired by the defenders on the walls?
What are the defenders doing?

78. 5)
As the siege went on, the defenders would become hungry and they often became ill.  They would make surprise attacks from the castle, called sorties.
Notice at the top of the picture the trebuchet, a large machine for throwing rocks at the castle walls.

79. 6)
'Once more unto the breach, dear friends,' shouts King Henry in Shakespeare's play.
A breach was a gap in the castle walls made by the attackers.  The attackers then rushed into the breach to try to take the castle.  You can see in the picture what happened next.

80. 7)
The attackers have defeated the defenders.  What are they doing now?

81. 8)
To save their city from further destruction, the townspeople could surrender.  If the defenders did not surrender, the attackers had the right to kill every man, woman and child.
When Edward III beseiged Calis in 1387, he offered to spare the town if its burghers (leaders) surrendered.  He demanded that they present themselves to him wearing nothing but their shifts, with nooses round their necks, carrying the keys to the city and castle.

82. Edward I’s military campaigns in Wales and Scotland: How successful were Edward’s wars in Wales? Describe Edward’s welsh campaigns Explain the key events of the invasion and colonisation of Wales Assess the success of Edward’s policies in Wales

83. Wales
Llewelyn ap Gruffudd, the ruler of Gwynedd, was the grandson of Llewelyn the Great – who had given King John so much trouble.  Llewelyn started to cull himself the Prince of Wales.
In 1277, King Edward I invaded and conquered Gwynedd.  He built a number of strong castles such as Beaumaris Castle.
Llewelyn was killed in 1282.  He is known as 'Llewelyn the Last'.

84. English propaganda:
This painting from the 1930s glamorises a famous story from Welsh history. 
Edward I promised the Welsh a prince of their own, who would be born in Wales and would not be able to speak English.  In 1284, while Edward I was in Wales, his son Edward was born.  According to legend, the king showed the baby to the people. 'Here is your prince,' he said.  'He was born in Wales and can speak no English.'  Even today, the heir to the throne is called the Prince of Wales.
In reality, Edward was not declared Prince of Wales until 1301.  He had spent little of his childhood in Wales.

86. The conquest of Wales by Edward I 1277 - 1283

87. Edward I’s military campaigns in Wales and Scotland: Historic Environment – Medieval Castles Describe the features of medieval castles Examine what made a castle effective Relate your knowledge to a specific site: Caernarfon Castle

88. When the Norman barons arrived in England, there were only about 180 of them!   By contrast, there were maybe two or three million Saxons ... itching to kill them and get rid of them.
Beaumaris Castle in Wales as it is today
Consequently, one of the first things every baron did when they took over their lands was to build a castle – cheap-and-cheerful at first but, as the centuries went by, of ever-greater sophistication and complexity.

89. Development of the Castle
Stone
Keep
Motte and Bailey
Curtain Walls
Concentric Castle

91. Edward I's castles in Wales were the best of all
Edward I's castles in Wales were the best of all.  They were 'concentric castles', with a central courtyard surrounded by more than one wall.  The inner walls were higher than the outer walls, so defenders could fire down on attackers even if the outer wall had fallen. 
The gateway was the most heavily-defended, by a building called a 'barbican'.
The towers are round; round towers are better than square ones because any stones fired at them tend to deflect.
Conwy
Castle

92. Caernarfon Castle

93. Edward I’s military campaigns in Wales and Scotland: The Great Cause – why did relations between England and Scotland get so bad? Explore the reasons for England and Scotland’s poor relations from the 1290s Explain why the countries ended up at war Evaluate the long term consequences of the events of 1296

94. Edward I’s military campaigns in Wales and Scotland: The Historic Environment – The Battle of Stirling Bridge State the events and outcome of the Battle of Stirling Bridge Describe what made medieval battles unpredictable Assess how far the Battle of Stirling Bridge reflects this

95. Edward I’s military campaigns in Wales and Scotland: Did Edward I deserve his reputation as the ‘Hammer of the Scots’? State the events of the Battle of Falkirk Explore the reasons for the English victory Assess what Falkirk tells us about medieval battles

96. Scotland
King Edward I also tried to conquer Scotland.  In 1296, he invaded.  The Scots resisted.  They were led by William Wallace.
Wallace was captured and executed, but in 1306 another Scot, Robert Bruce, claimed the Scottish crown.  He was defeated many times, but he kept on trying.
In 1307, Edward I died.  On his grave were written the words: 'Edward, the Hammer of the Scots.'   But his son Edward II was not as strong, and Bruce totally defeated him at the battle of Bannockburn (1314).
In 1320, the Scots published The Declaration of Arbroath.  It said: "As long as 100 men remain alive, we shall never accept English rule.  It is not for glory or riches that we are fighting, but for freedom."

97. Edward I’s military campaigns in Wales and Scotland: Was William Wallace a hero or a traitor? Explore the life and career of William Wallace Compare and contrast different opinions about him Explain why different opinions about him exist

98. Modern
Anti-English propaganda:
The Hollywood film Braveheart (1995) tells the story of Wallace, but it is full of historical errors!

99. Conclusion: The death of the king – How should we remember Edward I
Conclusion: The death of the king – How should we remember Edward I? Explore the death and legacy of Edward I Explain the different points of view about Edward I Assess how Edward I should be remembered

100. For example, why did the people in the Middle Ages punish so severely individuals who committed felony. Back then, those who were found guilty of high treason (crime against the king and his family) were sentenced to be drawn, hanged, and quartered publicly, i.e. they were hanged publicly until they were almost dead, their entrails (lamang-loob) were removed and burned while they were still alive, and then their bodies were chopped into pieces like chickens. Is it because people back then lacked morals? Was it because they were less intelligent than we are? Or is it only because their moral code were different from ours, and that what we find disgusting and offensive were not necessarily so to them. An understanding of the concept of empathy would enable students to respect differences in beliefs, attitudes, and behavior among people, not as a matter of charity, but in recognition of the fact that the human code of conduct, like everything else, is a product of historical conditioning.

102. Jerusalem was the Holy City of the Christian religion, but it was part of the Turkish empire, and the Turks were Muslims.
In 1095, the Pope asked the people of Europe to go on a crusade to conquer the Holy Land for Christianity.  Over the next four hundred years, thousands of Christians went to fight the Muslims:
1096
1st Crusade
An army of peasants, led by Peter the Hermit, set off to the Holy Land.  The army was massacred by the Turks.
An army of knights captured Jerusalem (1099).  The crusaders massacred the Muslims.
2nd Crusade
King Louis VII of France tried to capture more of the Holy Land.  The crusaders' army was defeated at Damascus.
1187
Saladin, the new Muslim leader, recaptured Jerusalem.
3rd Crusade
Led by King Richard I of England ('Richard the Lionheart'), the crusaders captured the port of Acre, but failed to take Jerusalem.  On his way home, Richard was imprisoned and held to ransom.
1202
4th Crusade
The crusaders ran out of money, so they destroyed the Christian city of Constantinople instead of going to Jerusalem.
1212
Children's Crusade
Led by Stephen of Cloyes, a 12-year-old shepherd-boy, the children walked to Marseilles in France.  Two merchants (called Iron Hugh and William the Pig) offered to take them to the Holy Land  Instead, they sailed to North Africa, and sold the children as slaves.
5th, 6th and 7th Crusades
There were many small expeditions, but they all failed.
The Turks recaptured the Holy Land.  Acre, the last crusader castle, fell in 1291.
1396
The Last Crusade
An army of Hungarian and French knights was massacred.
1453
The Turks captured Constantinople.  All Christian influence in the Middle East was ended.

105.
Hull???

106. Medieval England - the reign of Edward I, 1272–1307
This option allows students to study in depth Medieval England and the reign of Edward I. The depth
study will focus on the major events of the reign of Edward considered from economic, religious,
political, social and cultural standpoint, and arising contemporary and historical controversies.
Part one: Government, the rights of King and people
•• Henry III’s legacy: the relationship between Edward and his father, Henry III; the problems faced on
Edward I’s accession; relations with the nobility; Edward I’s character as a king.
•• Development of government, rights and justice: the Hundred Rolls; Robert Burnell; Statutes of
Westminster; Statutes of Mortmain; ‘Quo Warranto’ Inquiries; parliaments; ‘The Model Parliament’
(1295).
Part two: Life in Medieval England
•• Trade, towns and villages: agriculture and the wool trade; royal finance and taxation; wool tax;
Statute of Merchants; Italian bankers; re-coinage; expulsion of the Jews in 1290.
•• Education and learning: the medieval Church, universities, Roger Bacon, Duns Scotus.
•• The development of the legal system: laws; courts; trials; crimes; criminals and punishments;
Statutes of Gloucester 1278 and Winchester 1285.
Part three: Edward I’s military campaigns in Wales and Scotland
•• Medieval warfare, tactics and technology: siege warfare, battlefield use of cavalry, infantry, weapons
and armour.
•• The invasion and colonisation of Wales: Edward’s Welsh Wars in 1277 and 1282–1283; Statute of
Rhuddlan; castle building; costs and consequences.
•• The relations with Scotland: ‘the Great Cause’; issue of Scottish succession, Balliol and Bruce;
Scottish campaigns; William Wallace and the First War of Scottish Independence from 1297 to the
death of Edward I; the reputation of Edward I as ‘Hammer of the Scots’.
Part four: The historic environment of Medieval England
The historic environment is 10% of the overall course, which equates to approximately 12 hours out of
120 guided learning hours.
Students will be examined on a specific site in depth. This site will be as specified and will be changed
annually. The site will relate to the content of the rest of this depth study. It is intended that study of
different historic environments will enrich students’ understanding of Medieval England during the reign
of Edward I.