History · Year 4

Active learning ideas

Anglo-Saxon Justice and Law

Active learning works for this topic because it lets students step into the roles of Anglo-Saxon villagers, council members, and victims. By simulating systems like the Tithing and Wergild, they experience how justice was a shared responsibility rather than an abstract rule. Movement, discussion, and problem-solving make these ancient concepts tangible and memorable for Year 4 learners.

• National Curriculum Attainment Targets
• KS2: History - The Viking and Anglo-Saxon Struggle for England
• KS2: History - Anglo-Saxon Law and Order

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 20 min · Whole Class

Role Play: The Hue and Cry

One student 'steals' an item and runs. The teacher shouts 'Hue and Cry!', and the rest of the class must stop what they are doing to 'catch' the thief. They then discuss why this was an effective way to police a small village.

Explain how the Anglo-Saxons maintained order without a modern police force.

Facilitation Tip

For the Hue and Cry role play, assign clear roles like 'hue-cry caller,' 'villager,' and 'outlaw' to keep the action focused and inclusive.

What to look for

Give students three scenarios: one involving a minor theft, one a serious injury, and one a death. Ask them to write one sentence for each explaining how the Tithing, Wergild, or Hue and Cry might have been used to address it.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: Calculating Wergild

In small groups, students are given a 'price list' for different injuries (e.g., a lost thumb, a broken arm, a killed nobleman). They are given a crime scenario and must calculate how much 'Wergild' the offender's family must pay to the victim's family to prevent a feud.

Analyze the purpose of the 'Wergild' and how it prevented blood feuds.

Facilitation Tip

When calculating Wergild, provide a simple conversion chart (e.g., a goat = 1 shilling) so calculations remain accessible but still challenging.

What to look for

Pose the question: 'Imagine you are an Anglo-Saxon villager. Would you rather have a Tithing system or a modern police force? Explain your choice, referencing at least two Anglo-Saxon legal concepts discussed.'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Trial by Ordeal

Students learn about 'Trial by Hot Water' or 'Trial by Cake'. They pair up to discuss whether they think this was a fair way to decide if someone was guilty and why the Anglo-Saxons believed God would show them the truth.

Compare this early legal system to our modern laws, identifying similarities and differences.

Facilitation Tip

During Trial by Ordeal, ask students to pause and predict outcomes before revealing historical accounts to build critical thinking.

What to look for

Display images of a Tithing group, the Witan, and a symbolic representation of Wergild. Ask students to write the correct term next to each image and provide one key fact about its function in Anglo-Saxon society.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Approach this topic by framing Anglo-Saxon law as a 'team effort'—emphasize that every system (Tithing, Witan, Wergild) relied on cooperation. Avoid overwhelming students with details; focus on one concept at a time and connect it to their own experiences of rules and fairness. Research shows that students grasp abstract ideas better when they connect them to familiar contexts, like playground conflicts or group projects.

Successful learning looks like students using Anglo-Saxon legal terms correctly during role plays, calculating Wergild amounts with confidence, and comparing Anglo-Saxon justice to modern systems thoughtfully. They should explain why communities needed these systems and how they prevented conflicts from escalating.

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Watch Out for These Misconceptions

• During the Collaborative Investigation: Calculating Wergild activity, watch for students who assume Wergild was just another way to be violent.

  Use the Wergild calculation sheets to redirect them: have them compare the cost of an injury with the cost of an animal, pointing out that paying money stopped cycles of revenge.

• During the Role Play: The Hue and Cry activity, watch for students who think the King made all the decisions alone.

  Use the role-play to highlight the Witan’s role: assign a student to play the 'King’s Advisor' who must consult with the 'Witan' before acting, showing shared decision-making.

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Methods used in this brief

• Role Play
• Inquiry Circle
• Think-Pair-Share