History · Year 7 · The Norman Conquest and Control · Autumn Term

Harold Godwinson's Rise and Challenges

Examining Harold Godwinson's position as Earl of Wessex, his oath to William, and his coronation as King of England.

• National Curriculum Attainment Targets
• KS3: History - The Norman Conquest
• KS3: History - Development of Church, State and Society in Medieval Britain 1066-1509

About This Topic

This topic examines the military encounter at Senlac Hill on 14 October 1066. Students go beyond the basic narrative to analyse the specific tactics used by both sides, including the Anglo-Saxon shield wall and the Norman use of cavalry and archers. The lesson also considers the significant role of luck and timing, such as the wind changing just as Harold was distracted in the North, and the impact of the 'feigned retreat' that eventually broke the English line.

In the UK curriculum, this is a core study of military history and evidence. Students learn to evaluate the Bayeux Tapestry as a piece of Norman propaganda while acknowledging its value as a visual record. This topic comes alive when students can physically model the patterns of the battle, visualising the geography of the hill and the density of the shield wall through movement and spatial reasoning.

Key Questions

1. Differentiate between Harold Godwinson's claim to the throne and those of his rivals.
2. Assess the political implications of Harold's oath to William of Normandy.
3. Justify Harold's decision to accept the crown despite potential challenges.

Learning Objectives

• Compare the competing claims to the English throne in 1066, identifying key figures and their justifications.
• Analyze the political and personal implications of Harold Godwinson's oath to William of Normandy.
• Evaluate Harold Godwinson's decision to accept the crown, considering the immediate threats he faced.
• Explain the significance of Harold's coronation in the context of Anglo-Saxon succession practices.

Before You Start

Anglo-Saxon Society and Governance

Why: Students need a basic understanding of the structure of Anglo-Saxon England, including the role of the king and powerful earls, to grasp Harold's position.

The Reign of Edward the Confessor

Why: Knowledge of Edward's death and the circumstances surrounding his lack of a clear heir is essential context for understanding the succession crisis.

Key Vocabulary

Oath	A solemn promise, often invoking a divine witness, regarding one's future action or behavior. Harold's oath to William was a significant factor in William's claim to the throne.
Succession	The action or process of inheriting a title, office, property, or the like. The English throne had complex succession rules, leading to disputes.
Earl	A high-ranking nobleman in Anglo-Saxon England, holding significant land and authority. Harold was the Earl of Wessex, one of the most powerful earldoms.
Coronation	The ceremony of crowning a monarch. Harold's coronation took place shortly after Edward the Confessor's death.
Claimant	A person or group who asserts a right to something, in this case, the English throne. William of Normandy and Harald Hardrada were other claimants besides Harold Godwinson.

Watch Out for These Misconceptions

Common Misconception

The Battle of Hastings was a quick fight that lasted an hour.

What to Teach Instead

The battle lasted nearly the entire day, which was exceptionally long for a medieval engagement. Using a timeline simulation helps students appreciate the physical exhaustion and the grit required to hold a shield wall for nine hours.

Common Misconception

Harold died from an arrow in his eye.

What to Teach Instead

The Bayeux Tapestry is ambiguous; the figure with the arrow might be Harold, or he might be the one being hacked down by a knight. Peer discussion of the tapestry's visual 'shorthand' helps students understand that historical 'facts' are often interpretations of messy evidence.

Active Learning Ideas

Simulation Game: The Shield Wall Challenge

Using masking tape on the floor to represent the ridge at Senlac Hill, students arrange themselves into a tight shield wall. They must react to 'Norman' tactical shifts (archers, cavalry, retreat) to feel how difficult it was to maintain discipline and communication during the day-long battle.

40 min·Whole Class

Gallery Walk: Decoding the Tapestry

Place large prints of key Bayeux Tapestry scenes around the room. Students move in pairs with a 'detective sheet' to find evidence of Norman bias, specific military equipment, and the mysterious death of Harold, noting where the images might be misleading.

30 min·Pairs

Inquiry Circle: The 'What If' Matrix

Groups are given different variables: 'What if the wind hadn't changed?', 'What if Harold had waited in London for reinforcements?', or 'What if the shield wall hadn't broken?'. They must use their knowledge of the battle to predict a likely alternative outcome and present it to the class.

25 min·Small Groups

Real-World Connections

• Historians specializing in medieval studies, such as those at the British Museum, analyze primary sources like the Bayeux Tapestry to reconstruct events and understand political motivations.
• Legal scholars and diplomats sometimes examine historical precedents for oaths and treaties to inform contemporary international relations and understand the weight of sworn agreements.
• Genealogists trace royal lineages and succession rights, a practice that echoes the complex claims to the throne in 1066, highlighting the enduring human interest in rightful inheritance.

Assessment Ideas

Discussion Prompt

Pose this question to small groups: 'Imagine you are an advisor to Harold in January 1066. Present three arguments for and three arguments against him accepting the crown. Which side is stronger and why?'

Quick Check

Provide students with a Venn diagram template. Ask them to label one circle 'Harold's Claim' and the other 'William's Claim.' In the overlapping section, they should write points of agreement or shared justifications. In the distinct sections, they list unique arguments for each.

Exit Ticket

Students write two sentences explaining why Harold's oath to William was politically significant, and one sentence justifying Harold's decision to be crowned king.

Frequently Asked Questions

Why did the English lose the Battle of Hastings?

It was a combination of exhaustion, bad luck, and tactical errors. The English had just marched from Yorkshire after fighting the Vikings. While their shield wall was initially impenetrable, the Norman 'feigned retreat' lured less disciplined soldiers down the hill, creating gaps that William's cavalry could exploit. Once the wall broke, the English advantage vanished.

Is the Bayeux Tapestry a reliable source?

It is a primary source, but it was commissioned by Bishop Odo, William's half-brother. It is designed to justify the invasion by showing Harold as an oath-breaker. While it accurately depicts weapons and armour, its narrative of events is carefully constructed to make William's victory look like divine justice.

How did the geography of the battlefield affect the outcome?

Harold chose the high ground on a narrow ridge, which forced the Normans to attack uphill through marshy ground. This negated the power of the Norman cavalry for most of the day. The battle only turned when the English left this defensive position, showing how crucial terrain was to medieval warfare.

What are the best hands-on strategies for teaching the Battle of Hastings?

Tactical simulations are highly effective. Having students physically occupy a 'hill' in the classroom helps them understand the defensive strength of the shield wall. Using 'living graphs' where students plot the morale of each army at different hours of the day encourages them to weigh the impact of specific events, like the rumour of William's death, rather than just reading a list of facts.