aqa gcse history skills for key stage 3

16 Pages·2017·7.72 MB·English

Tim Jenner
Dan Townsend
1066–1700
WORKBOOK 1
AQA GCSE HISTORY SKILLS
FOR KEY STAGE 3
9781510432178.indd 1 2/21/18 3:41 PM
Contents
What this workbook is for ... 3
How this book will prepare you for GCSE 4
Key term definitions 6
1 The Norman Conquest of England, 1066–1100 7
2 Conflict between King and Church, 1066–1171 13
3 Medieval life before the Black Death, 1066–1348 18
4 King John and Magna Carta, 1199–1216 24
Assessment Task 1 30
5 The Black Death and its consequences, 1348–1381 32
6 Religion in the Tudor period, 1517–1558 41
7 The reign of Elizabeth I, 1558–1603 47
8 Causes of the English Civil War, 1628–1642 53
Assessment Task 2 59
9 The Restoration era, 1660–1685 63
10 Thematic study: The changing power of the monarch,
1066–1685 70
Assessment Task 3 76
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What this workbook is for …
You might use this workbook if:
● you want to make sure you are fully prepared for starting your GCSE course
● you want to develop your confidence in History for your work at Key Stage 3
● you want to test your understanding of what you have learned so far in Key Stage 3.
You can use it in your own time at home, in class or for homework set by your teacher.
This workbook is for anyone who is studying History at KS3 and who may go
on to study AQA GCSE History. It will help you develop the core knowledge and
the important skills needed for GCSE History. Every task is linked to a GCSE
Assessment Objective (AO).
Knowledge
AO1
Our aim is not to teach you everything you need to know. That is the role of your textbook or your
teacher. This workbook will help you to use your knowledge to develop your skills (which is the best
way of making it secure). Each key question includes a knowledge box to recap and test what you
already know and understand. There is a Key Term box to remind you of the words you need to learn for
each topic and there are definitions on page 6 in case you can’t remember.
Concepts
AO2
Historians make judgements about causation (why events happen), change (how much changes or
stays the same) and significance (the importance of events and people). These are also the foundation
for the most valuable GCSE questions. The workbook will help you explain causes or changes or
significance with confidence.
Sources
AO3
Sources are the ‘raw material’ of history. Tasks such as ‘identify the meaning of a source’ and ‘support a
view with evidence’ help you use sources and think about how useful sources are for historians.
Interpretations
AO4
Historians have different views about events and people in the past. Tasks such as ‘identify the
interpretation’ will help you to understand different viewpoints and explain why views might differ. You
will also be able to decide how much you agree or disagree with what historians say!
Communication
This workbook will help you to write better history answers. Many of the tasks in the book provide
useful key words and phrases to help you structure your writing.
Challenge questions
At the end of each unit you will find a question that is modelled on the
CHALLENGE
style of questions in AQA GCSE exams. The rest of the tasks prepare
you for these so we hope you give them a go!
Assessments
This book contains three assessments that are closely modelled on the AQA GCSE exam. The questions
are based on material from the previous units. They should build your confidence, and help track your
progress.
Answers are available at www.hoddereducation.co.uk/KS3HistoryWorkbooks/Answers
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How will the book prepare me
for GCSE History?
How will the book prepare me for GCSE History?
This workbook has been carefully structured to help develop your skills, knowledge and
How will the book prepare me for GCSE History?
confidence. At the start of the book you will be given more support as you work through
tasks, but by the end you will be doing all of the things below confidently and without
needing much help from us. The chart below gives you an idea of what you will be working
This workbook has been carefully structured to help develop your skills, knowledge and
on throughout the book. Many of these skills will be developed and revisited across several
confidence. At the start of the book you will be given more support as you work through
units, so the diagram below is just a rough guide to the structure of the book:
tasks, but by the end you will be doing all of the things below confidently and without
needing much help from us. The chart below gives you an idea of what you will be working
Skills tracker
on thrdoughout the bhook. Many of these skills will be developed and revisited across several r
n c a n
units, aso the diagramur below is just a rough guide to the structure of the book: n W o
gl h e o ti
1 Norman En Norman England 2 King and C King and Church 3 King John King John 4 Medieval lif Medieval life 5 Black Death Black Death 6 Tudor religi Tudor religion 7 Elizabeth I Elizabeth I 8 English Civil English Civil War 9 The Restora The Restoration 10 Changingpower of theMonarch 0 ChangingA ower of the 0TDm1yMonarche ipasgecnhrsdti b o aAefn 0Tqqms2ywuuipeegeesshrtsti tio ao onatnf sn Gsqs CwuySoeeEsurt iaotn Gs CySoEu
1 2 3 4 5 6 7 8 9 1p
Describing key Giving reasons Explaining events Writing explanations Planning Comparing events
Explain questions (these
Knowledge and features for events an essay and periods might focus on causes,
A01 and A02
understanding impact or significance of
Describe questions
Describing key Giving reasons Explaining events Writing explanations Planning Comparing events people or events)
Explain questions (these
KnowledgeG aentdting evfeenattsu rines Describingf othr eevents Describing the pace Giving reasons for an eEsxspalyaininga tnhde proerleio odfs Essay q u emstiigohnts f(owchuisc hon causes,
CAoOn1ceputsnderstandoirndger impact of events and extent of change significance factors over time ask you t o i mmpaakcet yoor usrignificance of
own judgement)
people or events)
Getting events in Describing the Describing the pace Giving reasons for Explaining the role of Essay questions (which
Finding correct Making your own Using sources to Thinking about how Writing about the
AO2 Concepts order impact of events and extent of change significance factors over time A03 ask you to make your
inferences inferences from back up your ideas useful sources are and usefulness of sources
How us e fouwl nis jtuhdisg seomurecnet?)
sources why they were made
Sources Compare the usefulness
Finding correct Making your own Using sources to Thinking about how Writing about the of these sources
A03
inferences inferences from back up your ideas useful sources are and usefulness of sources
Considering whether How useful is this source?
sources why they were made
AO3 SourcesUnderstanding the writings of historians Writing about Understanding you find an interpretation Compare the usefulness
Finding arguments in an interpretation interpretations more complicated convincing or A04 of these sources
Interpretations interpretations unconvincCinognsidering whet h eHrow convincing is this
interpretation?
Understanding the writings of historians Writing about Understanding you find an interpretation
Which interpretation is
Finding arguments in an interpretation interpretations more complicated convincing or A04
more convincing?
AO4 Interpretations interpretations unconvincing How convincing is this
interpretation?
Which interpretation is
more convincing?
Copyright: Sample proof material
4 AQA GCSE History skills for Key Stage 3: Workbook 1 1066–1700
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How will the book prepare me for GCSE History?
This workbook has been carefully structured to help develop your skills, knowledge and
How will the book prepare me for GCSE History?
confidence. At the start of the book you will be given more support as you work through
tasks, but by the end you will be doing all of the things below confidently and without
needing much help from us. The chart below gives you an idea of what you will be working
This workbook has been carefully structured to help develop your skills, knowledge and
on throughout the book. Many of these skills will be developed and revisited across several
confidence. At the start of the book you will be given more support as you work through
units, so the diagram below is just a rough guide to the structure of the book:
tasks, but by the end you will be doing all of the things below confidently and without
needing much help from us. The chart below gives you an idea of what you will be working
on thrdoughout the bhook. Many of these skills will be developed and revisited across several r
n c a n
units, aso the diagramur below is just a rough guide to the structure of the book: n W o
gl h e o ti
1 Norman En Norman England 2 King and C King and Church 3 King John King John 4 Medieval lif Medieval life 5 Black Death Black Death 6 Tudor religi Tudor religion 7 Elizabeth I Elizabeth I 8 English Civil English Civil War 9 The Restora The Restoration 10 Changingpower of theMonarch 0 ChangingA ower of the 0TDm1yMonarche ipasgecnhrsdti b o aAefn 0Tqqms2ywuuipeegeesshrtsti tio ao onatnf sn Gsqs CwuySoeeEsurt iaotn Gs CySoEu
1 2 3 4 5 6 7 8 9 1p
Describing key Giving reasons Explaining events Writing explanations Planning Comparing events
Explain questions (these
Knowledge and features for events an essay and periods might focus on causes,
A01 and A02
understanding impact or significance of
Describe questions
Describing key Giving reasons Explaining events Writing explanations Planning Comparing events people or events)
Explain questions (these
KnowledgeG aentdting evfeenattsu rines Describingf othr eevents Describing the pace Giving reasons for an eEsxspalyaininga tnhde proerleio odfs Essay q u emstiigohnts f(owchuisc hon causes,
Conceputsnderstandoirndger impact of events and extent of change significance factors over time ask you t o i mmpaakcet yoor usrignificance of
own judgement)
people or events)
Getting events in Describing the Describing the pace Giving reasons for Explaining the role of Essay questions (which
Finding correct Making your own Using sources to Thinking about how Writing about the
Concepts order impact of events and extent of change significance factors over time A03 ask you to make your
inferences inferences from back up your ideas useful sources are and usefulness of sources
How us e fouwl nis jtuhdisg seomurecnet?)
sources why they were made
Sources Compare the usefulness
Finding correct Making your own Using sources to Thinking about how Writing about the of these sources
A03
inferences inferences from back up your ideas useful sources are and usefulness of sources
Considering whether How useful is this source?
sources why they were made
SourcesUnderstanding the writings of historians Writing about Understanding you find an interpretation Compare the usefulness
Finding arguments in an interpretation interpretations more complicated convincing or A04 of these sources
Interpretations interpretations unconvincCinognsidering whet h eHrow convincing is this
interpretation?
Understanding the writings of historians Writing about Understanding you find an interpretation
Which interpretation is
Finding arguments in an interpretation interpretations more complicated convincing or A04
more convincing?
Interpretations interpretations unconvincing How convincing is this
interpretation?
Which interpretation is
more convincing?
Copyright: Sample proof material
5
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Key term definitions
Archbishop – Leader in the English Church. MP – A Member of Parliament.
Armada – Failed Spanish invasion of England in 1588. Natural – Opposite of supernatural. Ideas that are
based on observation and evidence.
Bad air – A medieval idea that ‘bad’ or unhealthy air
was what caused disease. Noble – A wealthy person who had a high social
status.
Baron – Powerful landowners.
Norman – Person from Normandy (the north of
Black Death – An outbreak of plague in 1349.
modern-day France) who invaded England in 1066.
Bubonic plague – The disease which was called the
Nunnery – Where nuns lived and worshipped.
Black Death in the 14th century.
Parliament – A body that advised the monarch.
Cavalry – Soldiers who fight on horseback.
Parliamentarian – A supporter of the Parliament
Civil war – War between people from the same
during the English Civil War.
country.
Peasant – A poor person who had a low social status.
Clergy – All members of the Church, including
priests, bishops and archbishops. Persecuted – When a group of people are treated
badly.
Consequence – The results of an event or action.
Pilgrimage – A journey to a holy site carried out to
Court – Where accused people are put on trial.
show dedication to God.
Crusade – A series of Holy Wars fought by European
Pope – The head of the Catholic Church in Europe.
Christians against Muslims.
Population – The people living within an area.
Divine Right – The idea that kings got their power
from God. Protestant – A follower of a form of Christianity
called Protestantism which began in 1517 as a
Earl – An important high-ranking noble.
protest against the Catholic Church.
Economic – Anything to do with money, finance or
Puritan – An extreme Protestant.
trade.
Rebellion – Resistance against people in charge.
Excommunicate – To be cut off from the Catholic
Church by the Pope. Reformation – The period in which the Protestant
church was formed in Europe in the 16th century.
Factors – Big reasons that cause change over time.
Restoration – The return of King Charles II in 1660.
Feudal – A system where lords who control land
receive work and services from peasants. Royalist – A supporter of King Charles during the
English Civil War.
Freemen – Peasants who were free to travel and find
work wherever they wanted. Saxon – Earlier settlers in England who were
conquered by the Normans in 1066.
Heretic – Someone who’s opinions go against the
teachings of the Christian Church. In medieval times Short-term – A factor which doesn’t last long.
this could often result in death.
Significance – A word used by historians to refer to
Holy Land – An area in Israel and Palestine in the the importance of an event.
Middle East which contains sites important to
Stuart – The family which ruled England between
Christians, Muslims and Jews.
1603 and 1714.
Invasion – An attack by an army that intends to take
Supernatural – Ideas based upon belief or
over or stay in the land they attack.
superstition that cannot be tested.
Long-term – A long lasting factor.
Taxation – The money paid by the people to their
Lord Protector – The title Cromwell became known ruler or government.
by when he ruled England between 1653 and 1659.
Thematic – History that looks at one idea over time.
Medieval – To do with the Middle Ages.
Villeins – Peasants who could not leave the land of
Monarch – A king or queen. their Lord without their Lord’s permission.
Monastery – Where monks lived.
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The Norman Conquest of
1

England, 1066–1100
Aims
In this unit you will:
➜ write clear explanations of why William invaded England and why the Normans won the Battle of
Hastings
➜ judge an interpretation of the impact of the Norman Conquest on England.
Prior learning
Before you begin, you need to know something about:
➜ who the Normans were
➜ what happened at the Battle of Hastings
➜ how the Normans changed England.
1.1 Why did William invade England?
KNOWLEDGE BOX AO1
KEY TERMS
Norman
Saxon England The Normans
Saxon
● Before 1066, England was ruled by ● The Normans were from Normandy
………………………… the Confessor. (in Northern …………………………). Earl
He was a Saxon king. ● They were well known for their Invasion
● He had a well-organised government fighting skills, especially fighting on Taxation
and was supported by powerful ………………………….
…………………………. ● England and Normandy (the area of
● Saxon England was very rich. France the Normans controlled) were
● In 1066, Edward died and there were closely linked by trade.
arguments over who should replace ● Normandy was ruled by William, the
him. Duke of Normandy.
● One of his earls, …………………………
Godwinson, took over as king.
KNOWLEDGE CHECK
Use the words below to fill in the gaps above:
Edward Harold earls France horses
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MATCH UP THE EXPLANATION AO2
There is more to explaining than simply listing reasons. You need to tease out (explain) why this reason
caused something to happen. For example:
Reason Explanation
England was one of the richest countries in This encouraged William to invade because he could
Europe. gain more money from taxation and make himself richer.
The left column below shows some more reasons why William invaded England in 1066. The right
column shows explanations. Match up the reasons with the correct explanations.
Reason Explanation
William had been good friends with Edward, Therefore, William believed he had a right to be king
the previous king of England. of England, and also that God was on his side because
Harold had taken the throne from him.
England was just across the sea from As a result, William knew how England worked and had
Normandy. the support of some other powerful people in England.
William believed he had been promised the This meant that England gave William an opportunity
throne of England. to be a king, which was a more respected position than
duke.
William was the Duke of Normandy, he was As a result William could easily gather his army and sail
not a king. quickly over the English Channel to attack.
CATEGORISE REASONS AO2
An important skill is to be able to group reasons together if they are similar or connected. In this task
you sort the reasons into categories.
For example, some reasons for William’s invasion can be grouped under the heading links to England.
One example of William’s links to England is already highlighted yellow.
1. Find another example of links to England and highlight this.
2. Find some reasons that link to the category William was ambitious.
William had
William had
England was been friends
been promised
very rich with the
the throne
previous King
William
William Reasons
believed
was not for William’s
God was on
a King invasion
his side
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1.2 Why did William win the Battle of
Hastings?
KNOWLEDGE BOX
KEY TERM
The Battle of Hastings Cavalry
● Before the battle, Harold Godwinson had fought a battle in the North of England
against a Viking invasion.
● When William landed in England, Harold had to head back to the South and gather
an army to fight William.
● The two sides were very evenly matched and they fought all day in a battle that
was unusually big and bloody for the time.
● By the evening, William had won and Harold was dead.
EXPLAIN REASONS AO2
The table below gives reasons why William won the Battle of Hastings.
A The wind changed in Normandy at B During the battle Harold was on C Some English soldiers chased
the perfect time for William to set foot not on horseback so he could not some of William’s Normans when
sail. move around easily to control his men. they seemed to be retreating.
D William rode over to the retreating E Harold marched straight to F William’s army was divided into
soldiers and encouraged them to Hastings when he could have waited different sections so he could attack
keep fighting. in London to build up his army. in different ways.
G William convinced his men that H When William landed, Harold had I The Normans had very skilled
God was on their side. just been fighting a battle in the cavalry (soldiers on horseback).
North of England.
Your task is to try to explain why each one helped William to win the battle. For example:
Reason Explanation
H When William landed, Harold had just been This meant that Harold had to ride with some of his
fighting a battle in the North of England. soldiers all the way from the North of England to the
South. This made the men very tired, but also meant
that Harold had to leave some of his army behind.
Now pick at least one more reason from the table above and try to explain it below.
Reason Explanation
Colour code each of the big reasons below, then colour code each reason in the table above to show
which of these big reason categories they belong to.
WILLIAM’S LEADERSHIP HAROLD’S MISTAKES WILLIAM’S LUCK
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1.3 How far did the Normans change
the government of England?
KNOWLEDGE BOX
KEY TERMS
● The Normans used a lot of the systems that already existed in Saxon England.
Feudal
● However, they also increased the power of the king and made sure that laws and
Rebellion
other systems were used in the same way across the country.
Noble
● The relationship between different social groups was still based on the feudal system.
Peasant
Land – The King took control of most of the land. He gave land to supporters but they
had to provide knights for his army in return.
Law – The Normans kept many Saxon laws but they introduced more punishments
and made the laws the same across the country.
Church – The Normans built lots of new and impressive churches. Many of the
churches you might see today were built by the Normans.
Towns – Under the Normans there was more trade with other countries and towns
grew bigger and richer.
Castles – The Normans built hundreds of castles; they used these to stop rebellions
(Saxons refusing to accept Norman rule).
DESCRIBE KEY FEATURES AO1
1 Put the four groups below into the pyramid diagram of the feudal system. Just write the name in the
correct part of the pyramid.
Nobles King Peasants Knights
2 What did each group have to give to the group above them in return for land? Write this in the boxes
next to the diagram.
King granted land to his supporters.
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