History · Year 5 · The Final Struggle and the End of an Era · Summer Term

Harold Godwinson: The Last Anglo-Saxon King

Students will examine the rise of Harold Godwinson and his claim to the English throne.

• National Curriculum Attainment Targets
• KS2: History - Viking and Anglo-Saxon struggle for the Kingdom of England
• KS2: History - Significant Individuals

About This Topic

The year 1066 is the most famous date in English history, featuring three massive battles that decided the fate of the nation. This topic follows the chronological journey from the Battle of Fulford Gate and the Battle of Stamford Bridge in the north, to the final, decisive Battle of Hastings in the south. For Year 5 students, this is a masterclass in military strategy, endurance, and the role of 'luck' in history.

Students examine the Bayeux Tapestry as a primary source to understand the events from the Norman perspective. They also explore the incredible feat of Harold Godwinson's army, which marched 200 miles in four days to defeat the Vikings, only to have to march all the way back to face the Normans. This connects to National Curriculum targets for military history and chronological understanding. This topic comes alive when students can map the troop movements and simulate the tactical decisions made by Harold and William.

Key Questions

1. Explain how Harold Godwinson became such a powerful figure in England.
2. Analyze the strengths and weaknesses of Harold's claim to the throne.
3. Predict the challenges Harold would face as king in 1066.

Learning Objectives

• Explain the key events and figures that contributed to Harold Godwinson's rise to power in Anglo-Saxon England.
• Analyze the competing claims to the English throne in 1066, evaluating the strengths and weaknesses of Harold Godwinson's position.
• Compare the military challenges faced by Harold Godwinson in 1066, specifically the invasions from Norway and Normandy.
• Predict the immediate and long-term consequences of Harold Godwinson's reign and the Battle of Hastings.

Before You Start

Anglo-Saxon Society and Governance

Why: Students need a basic understanding of how Anglo-Saxon England was structured, including the role of kings and nobles, to grasp Harold's position.

Viking Invasions of Britain

Why: Familiarity with the context of Viking activity and their impact on England is essential for understanding the threats Harold faced.

Key Vocabulary

Witan	A council of leading men in Anglo-Saxon England, including nobles and church leaders, who advised the king and sometimes elected a new one.
Claimant	A person who asserts a right to a throne or title, especially when it is disputed by others.
Succession	The action or process of inheriting a title, office, property, or throne.
Earl	A high-ranking nobleman in Anglo-Saxon England, often ruling a large territory.

Watch Out for These Misconceptions

Common Misconception

The Battle of Hastings was the only fight in 1066.

What to Teach Instead

There were two other huge battles! Harold first had to defeat a massive Viking invasion led by Harald Hardrada at Stamford Bridge. A '1066 timeline' activity helps students see that Harold's army was already tired and depleted before they even met the Normans.

Common Misconception

The Normans won easily because they were better soldiers.

What to Teach Instead

The battle lasted all day, which was very unusual for the time, most battles were over in an hour. It was very close, and if Harold hadn't been killed, the Saxons might have won. Peer discussion about 'turning points' helps students understand that history could have easily gone the other way.

Active Learning Ideas

Inquiry Circle: The Bayeux Tapestry

Provide groups with sections of the tapestry. They must 'read' the images to find clues about the battle: What weapons are they using? How can you tell the difference between a Norman and a Saxon? What happened to King Harold? They then create their own 'missing' panel for the tapestry.

50 min·Small Groups

Simulation Game: The Great March

On a large map of England, students move 'army' counters from London to York (Stamford Bridge) and then back down to Hastings. They must calculate the time taken and the 'exhaustion level' of the troops, discussing how this physical challenge affected the final battle at Hastings.

40 min·Small Groups

Formal Debate: Why did William win?

Students are given four factors: The exhaustion of Harold's army, William's use of archers and cavalry, the 'fake retreat' tactic, and Harold's death. They must debate which factor was the most important, using evidence from the battle to support their argument.

45 min·Whole Class

Real-World Connections

• Historians specializing in medieval studies use primary sources like the Bayeux Tapestry and written chronicles to reconstruct past events, similar to how forensic scientists analyze evidence to understand a crime scene.
• Political analysts today examine the legitimacy of leaders and the stability of governments, drawing parallels to the succession disputes and power struggles that characterized Anglo-Saxon England.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are a member of the Witan in 1066. Who would you support for the throne and why?' Encourage students to reference Harold's past actions and the claims of others to justify their choice.

Quick Check

Provide students with a short list of statements about Harold Godwinson's rise to power. Ask them to identify each statement as true or false and provide a brief explanation for their answer, referencing specific historical details.

Exit Ticket

Ask students to write down two strengths and two weaknesses of Harold Godwinson's claim to the throne in 1066 on an index card. This checks their understanding of the competing claims and Harold's position.

Frequently Asked Questions

How did King Harold die?

The most famous story, shown in the Bayeux Tapestry, is that he was hit in the eye with an arrow. However, some historians think he was actually hacked to death by a group of Norman knights. Either way, his death was the turning point because once the leader was gone, the Anglo-Saxon army lost heart and began to flee.

What was the 'fake retreat' tactic?

During the Battle of Hastings, the Norman cavalry pretended to run away in fear. Some of the Anglo-Saxons broke their strong shield wall to chase them down the hill. Once they were out in the open, the Normans turned around and slaughtered them. This happened several times until the shield wall was too weak to hold.

How can active learning help students understand the battles of 1066?

Active learning, like the 'Great March' simulation, helps students understand the *logistics* of war. By physically moving the pieces and seeing the distances involved, they realize that Harold's army performed a near-miracle just by getting to Hastings. It makes the battle feel like a human struggle of endurance rather than just a list of names and dates.

Why is the Battle of Stamford Bridge important?

It is often called the 'end of the Viking Age' in England. Harold Godwinson's victory was so total that the Vikings, who had arrived in 300 ships, only needed 24 ships to take the survivors home. It proved that the Anglo-Saxons were still a great military power, even if they lost to the Normans a few weeks later.