History · Year 4 · The Making of England · Summer Term

Edward the Confessor and the Succession Crisis

Exploring the events leading up to the Battle of Hastings, focusing on the contenders for the English throne.

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

About This Topic

The Battle of Hastings in 1066 is perhaps the most famous date in English history, marking the end of the Anglo-Saxon era and the start of Norman rule. For Year 4 students, this topic explores the 'succession crisis' that followed the death of Edward the Confessor and the three-way fight for the throne between Harold Godwinson, Harald Hardrada, and William of Normandy.

Students will analyse the tactics of the battle itself, the famous Anglo-Saxon 'shield wall' on Senlac Hill and how the Normans eventually broke it using 'feigned retreats' and archers. This topic aligns with the KS2 History focus on the 'Norman Conquest'. It introduces the idea of a 'turning point' where a single day changed the language, laws, and landscape of England forever. This topic benefits from active learning where students can 'read' the Bayeux Tapestry and simulate the tactical shifts of the battle.

Key Questions

1. Explain why there was a succession crisis in 1066 after Edward the Confessor's death.
2. Compare the claims of the three main contenders for the English throne.
3. Predict how different outcomes of the succession crisis might have changed English history.

Learning Objectives

• Explain the reasons for the succession crisis following Edward the Confessor's death in 1066.
• Compare the claims to the English throne made by Harold Godwinson, Harald Hardrada, and William of Normandy.
• Analyze the key events and figures leading up to the Battle of Hastings.
• Predict potential alternative historical outcomes if a different contender had won the English throne.

Before You Start

Anglo-Saxon Society and Kingship

Why: Students need a basic understanding of how Anglo-Saxon England was governed and the role of the king before exploring disputes over succession.

Viking Raids and Settlements

Why: Familiarity with Viking presence in England is important for understanding Harald Hardrada's claim and background.

Key Vocabulary

Succession Crisis	A situation where there is uncertainty or dispute over who should inherit a throne or position of power, often leading to conflict.
Contender	A person or group who is competing with others for a prize, position, or power, in this case, the English throne.
Heir	A person legally entitled to the property or rank of another on that person's death.
Claim	An assertion of a right to something, such as ownership or inheritance, in this context, the right to be king.
Witan	A council of leading men in Anglo-Saxon England, who advised the king and played a role in electing a successor.

Watch Out for These Misconceptions

Common Misconception

Harold was killed by an arrow in his eye.

What to Teach Instead

The Bayeux Tapestry is unclear; it might show him being cut down by a knight. Peer 'visual analysis' of the tapestry helps students see that historical evidence can often be interpreted in different ways.

Common Misconception

The Normans won because they were 'better' fighters.

What to Teach Instead

The Anglo-Saxons were exhausted after fighting another battle in the North just days before. Using a 'fatigue meter' on a map of 1066 helps students understand the role of timing and luck in history.

Active Learning Ideas

Inquiry Circle: The Bayeux Tapestry

In small groups, students are given sections of the tapestry. They must act as 'detectives' to find clues about the weapons used, the importance of horses, and the moment King Harold was killed. They then present their 'scene' to the class.

50 min·Small Groups

Simulation Game: The Shield Wall at Hastings

The class forms a tight shield wall at the top of a 'hill' (a designated area). A few 'Norman' students try to tempt them to break the line by pretending to run away. They discuss why the wall was so hard to beat and why breaking it was a fatal mistake.

30 min·Whole Class

Think-Pair-Share: The Three Claimants

Students are given the 'CVs' of Harold, William, and Harald Hardrada. They pair up to decide who had the strongest claim to the throne and who they would have supported if they were on the Witan in 1066.

20 min·Pairs

Real-World Connections

• Historians and historical consultants working on films or documentaries about medieval Britain, such as 'The Last Kingdom', use their knowledge of succession disputes to ensure accuracy in storytelling.
• Genealogists trace family lines and historical claims to inheritance, a process similar to how contenders in 1066 argued for their right to rule England based on lineage and promises.

Assessment Ideas

Exit Ticket

Give students three slips of paper. On the first, they write one reason why Edward the Confessor's death caused a crisis. On the second, they name one contender and their main claim. On the third, they write one question they still have about the events of 1066.

Discussion Prompt

Pose the question: 'If you were a member of the Witan in 1066, whose claim would you have supported and why?' Encourage students to use evidence from their learning about each contender's background and arguments.

Quick Check

Display images of the three main contenders (Harold, Hardrada, William). Ask students to write down the most important reason each person believed they should be king. Review their answers to identify any misconceptions about their claims.

Frequently Asked Questions

Why did the Battle of Hastings happen?

When the English King Edward the Confessor died without any children, three different men claimed they should be the next king. Harold Godwinson was chosen by the English lords, but William of Normandy and Harald Hardrada of Norway both invaded to take the throne by force.

How did the Normans win the battle?

The English had a very strong 'shield wall' on top of a hill. The Normans couldn't break it, so they pretended to run away. When some English soldiers chased them down the hill, the shield wall broke. The Norman knights then turned around and attacked the gaps, eventually winning the day.

How can active learning help students understand 1066?

By simulating the 'feigned retreat' tactic, students understand the psychological side of the battle. It's not just about who has the sharpest sword; it's about discipline and trickery. 'Reading' the Bayeux Tapestry as a collaborative investigation also teaches them how to use primary sources to reconstruct an event.

What was the Bayeux Tapestry?

It is a 70-metre-long piece of embroidery (not actually a tapestry!) that tells the story of the Norman Conquest from the Norman point of view. It was made shortly after the battle and provides us with most of the visual details we have about the soldiers, ships, and events of 1066.