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Download AS and A level History Route A topic booklet - Edexcel
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Pearson Edexcel AS and A Level in History TOPIC BOOKLET Route A: Conquest, control and resistance in the medieval world Route A: Conquest, control and resistance in the medieval world This topic booklet has been written to support teachers delivering Route A of the 2015 AS and A level History specifications. We’re providing it in Word so that it’s easy for you to take extracts or sections from it and adapt them or give them to students. For the route as a whole and for each topic within it, we’ve provided an overview which helps to provide contextual background and explain why we think these are fascinating topics to study. These overviews could be used, for example, in open evening materials or be given to students at the start of the course. You’ll also find a student timeline, which can be given to students for them to add to and adapt, a list of resources for students and for teachers, and – where possible – information about overlap between these topics and the 2008 specification. For more detail about planning, look out for the Getting Started guide, Course planner and schemes of work. Contents Route A: Conquest, control and resistance in the medieval world 1 Conquest, control and resistance in the medieval world 1 Overview Route A student timeline Paper 1, Option 1A: The crusades, c1095–1204 Overview Content guidance Themes Historical interpretations: What explains the failure of the Fourth Crusade? Mapping to 2008 specification Resources and references 1 2 6 6 7 7 8 8 9 Paper 2, Option 2A.1: Anglo-Saxon England and the AngloNorman Kingdom, c1053–1106 14 Overview Content guidance Mapping to 2008 specification Resources and references 14 15 17 21 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 24 Overview Content guidance Mapping to 2008 specification Resources and references 24 25 26 30 Conquest, control and resistance in the medieval world Conquest, control and resistance in the medieval world Overview This route investigates aspects of life in England and Europe in the eleventh and twelfth centuries. Although this period may seem remote from the experiences of people today, there are many features of the medieval world that still resonate in our times. Europe in 1100 was a brutal and aggressive world, where violence was a common feature of everyday life and of relations between states. Life was brutish and short for all classes of people. While today’s students may live to be 100 or more, life expectancy in 1100 was just 33 years. There were attempts to temper violence, especially among nobles and knights, with the growing concept of chivalry, a moral code which embraced personal bravery as well as honour and the protection of the weak. Chivalry grew in importance in medieval Europe and helped restrain the natural tendency for warfare between states. Paradoxically, this was also an age of intense religious beliefs. With life expectancy so short, people were deeply concerned about their afterlife. Churches were decorated with doom paintings illustrating the last judgement and the dramatic contrast between heaven and hell. It was hardly surprising, therefore, that, when Urban II promised the remission of all sins for those who went on what became the First Crusade, his call was answered by thousands of people, rich and poor. Medieval Christianity exercised a powerful hold over the lives of most people, and the authority of the papacy reached new heights under popes such as Gregory VII (1073–85) and, especially, Innocent III (1198–1216). Both popes asserted the primacy of the papacy over secular rulers: Innocent III attempted to ensure this universal authority by organising the Fourth Crusade. Opposition to papal pretensions, however, was widespread. Henry II of England, for example, was determined to assert his power and control over both church and state in England, leading to a long conflict with both Thomas Becket and the papacy. Maps of twelfth-century Europe show a patchwork of states, with only a few kingdoms such as England covering the territory which we recognise today. England had united in the tenth century and was a prosperous and well-governed state. The administration of the kingdom and the rule of law were well established, and the stable currency encouraged internal and foreign trade. It was an attractive prize for any warrior king and helps explain not only William of Normandy’s determination to invade in 1066, but also his decision to leave most Anglo-Saxon forms of government intact. As the nature of kingship changed over time, Henry II carried out a wide reform programme from 1154. His restructuring of the legal, financial and government systems was so successful that, when his son Richard I was away on the Third Crusade, England remained well governed in his absence. In this route, students study: The crusades, c1095–1204 and either Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 or England and the Angevin Empire in the reign of Henry II, 1154–89. Each of these is covered in turn in the sections that follow. © Pearson Education Ltd 2014 1 Conquest, control and resistance in the medieval world Route A student timeline The timeline below could be given to students, and could be further edited and added to by them. Inclusion of dates and events in this timeline should not be taken as an indication that these are prescribed or that students must know them all: the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. With the Paper 1 crusades dates alongside dates for the two Paper 2 options, the timeline is designed to help students make links between the topics they are studying. Although each student will study only one of the Paper 2 options, this will also provide some context for the period before or after the one they study. Students may find it useful to colour-code events, for example highlighting the different Paper 1 themes in different colours. Crusades (Paper 1) 1053 1055 1057 1063 1064–65 1065 1066 1067 1068 1069 1070 1072 1075 1076 1077 2 England and the continental fiefs (Paper 2) Death of Earl Godwin Harold Godwinson became Earl of Wessex Tostig Godwinson became Earl of Northumbria Edward Ironside and Edgar the Atheling returned from exile Conquest of Maine by Duke William of Normandy Defeat of Welsh prince Gruffydd ap Llewelyn by Harold Godwinson Harold Godwinson swore fealty to Duke William of Normandy Tostig exiled Death of Edward the Confessor Harold Godwinson’s coronation Harald Hardrada and Tostig landed in northern England The battles of Gate Fulford and Stamford Bridge William of Normandy landed in southern England The Battle of Hastings Rising of Eadric the Wild South-West Rebellion Northern Rebellion Attempted Viking invasion Harrying of the North East Anglian Rebellion Attempted Viking invasion Deposition of Stigand Appointment of Lanfranc as Archbishop of Canterbury Malcolm of Scotland recognised William as King of England Council of Winchester established the primacy of Canterbury Revolt of the Norman earls Attempted Viking invasion Execution of Waltheof William defeated by King Philip of France at the siege of Dol Robert Curthose’s campaigns in Normandy against his father William I © Pearson Education Ltd 2014 Conquest, control and resistance in the medieval world Crusades (Paper 1) 1086 1087 1088 1089 1091 1093 Pope Urban II’s speech at the church council at Clermont calling for a crusade to rescue the Holy Land from the Seljuk Turks 1095 People’s Crusade led by Peter the Hermit The siege of Nicaea Baldwin’s conquest of Edessa Bohemund’s seizure of Antioch Defeat of Kerbogha’s forces at Antioch Fall of Jerusalem 1099 Baldwin I crowned King of Jerusalem 1095–96 1097 1098 1099 1100 1101 Capture of Acre 1102 1105 1104 1106 Papal protection and approval for the Knights Hospitaller Death of Bohemond Accession of Baldwin II, King of Jerusalem Foundation of the Knights Templar Venetian expedition to the Holy Land Council of Troyes: The Templars given official church approval for their religious rule Fulk, Count of Anjou and Melisende crowned as joint rulers of the kingdom of Jerusalem Seizure of Edessa by Zengi 1112 Pope Eugenius III issued the papal bull launching the Second Crusade 1145 © Pearson Education Ltd 2014 England and the continental fiefs (Paper 2) Domesday Survey Death of William I Accession of William II (Rufus) as king of England Robert Curthose became Duke of Normandy Revolt of the barons against William Rufus Death of Lanfranc William Rufus’ invasion of Normandy Appointment of Anselm as Archbishop of Canterbury Defeat of Malcolm, king of the Scots at Alnwick Council at Rockingham William Rufus’ recognition of Pope Urban II William Rufus’ invasion of north Wales Robert Curthose’s decision to go on crusade: settlement with William Rufus Robert Curthose departed Normandy on crusade William Rufus’ campaigns in Normandy against the French William Rufus’ victory in Normandy Death of William Rufus Coronation of Henry I The Coronation Charter issued Robert Curthose’s return to Normandy Settlement at Winchester: Henry I and Robert Curthose renounced claims to each other’s territories Start of the investiture controversy Defeat of Robert of Bellême: Bellême deprived of English possessions Henry I’s invasion of Normandy Tinchebrai: Anglo-Norman kingdom restored under Henry I Investiture controversy settled 1118 1123–24 1129 1131 1144 3 Conquest, control and resistance in the medieval world Crusades (Paper 1) Conrad III of Germany and Louis VII of France depart on crusade Crusaders defeated at Damascus: end of the Second Crusade Nur ad-Din’s victory in the Battle of Inhab: death of Prince Raymond Order of the Temple entrusted with the defence of Gaza King Baldwin III of Jerusalem took control of Tripoli Capture of Ascalon by the forces of King Baldwin III Nur ad-Din captures Damascus England and the continental fiefs (Paper 2) 1147 1148 1149 1152 1153 1154 1157 1158 1160 1162 1163 1164 1166 Saladin became vizier of Egypt 1169 1170 1171 1172 1173 Death of Nur ad-Din Saladin seized Damascus Baldwin IV, the ‘leper king’, crowned King of Jerusalem Pilgrimage of Count Philip of Flanders 4 Treaty of Winchester: Henry Plantagenet recognised as heir to the throne of England Coronation of Henry II Owain of Gwynedd paid homage to Henry II Reform of the coinage Betrothal of Henry, the Young King to Margaret of France: takeover of the Vexin Richard fitzNigel appointed treasurer at the Exchequer Thomas Becket appointed as Archbishop of Canterbury Expedition to Wales Constitutions of Clarendon Becket went into exile Assize of Clarendon Cartae Baronum Peace of Montmirail: Henry II paid homage to Louis VII of France for his continental possessions Breton barons paid homage to Prince Geoffrey as heir to Brittany Inquest of Sheriffs Death of Owain of Gwynedd: Henry recognised the lords of Gwynedd and Deheuberth as subordinate kings Coronation of the Young King Becket’s return from exile Murder of Becket in Canterbury Cathedral Invasion of Ireland: Irish kings paid homage to Henry Prince Richard invested as Duke of Aquitaine Agreement at Avranches: Henry II reconciled to the church after the murder of Becket The Great Rebellion against Henry, led by members of his family 1174 Capture of William the Lion, king of Scotland at Alnwick Henry’s penance at Canterbury 1176 Assizes of Northampton Novel disseisin and mort d’ancestor Settlement with the church: abandoned plan to try clerical felons in royal courts 1177 1179 Establishment of the ‘grand assize’ © Pearson Education Ltd 2014 Conquest, control and resistance in the medieval world Crusades (Paper 1) Succession crisis in the kingdom of Jerusalem Raymond of Tripoli’s truce with Saladin Battle of Hattin Fall of Jerusalem to Saladin Pope Gregory VIII issued the papal bull calling for a Third Crusade Frederick Barbarossa, Holy Roman Empire, drowned Richard I of England and Philip Augustus departed on crusade Richard I captured Cyprus Richard I and Philip Augustus captured Acre Philip Augustus abandoned the crusade and returned to France Richard I defeated Saladin in the Battle of Arsuf Saladin defeated at Jaffa Treaty of Jaffa ended the Third Crusade: Christian access to Jerusalem Richard I departed the Holy Land Innocent III called for a Fourth Crusade Count Thibaut of Champagne, Count Louis of Blois and Count Baldwin planned the crusade Crusaders asked the Doge of Venice to supply food and transport for 33,500 crusaders Death of Count Thibaut deprived crusade of its most effective leader August: crusaders stranded outside Venice unable to pay the Doge their debts October: crusaders departed Venice for Zara November: crusaders attacked and returned Zara to Venetian rule Pope Innocent III excommunicated the crusaders Prince Alexius invited the crusaders to Byzantium to restore his father’s throne Crusaders ignored Pope Innocent III’s warning not to interfere in Byzantium Crusaders restored Isaac II to the throne Murder of Isaac II and Prince Alexius Sack of Constantinople © Pearson Education Ltd 2014 1180 1183 1185 England and the continental fiefs (Paper 2) Comprehensive reform of the currency Death of Henry, the Young King 1186 1187 Death of Geoffrey Revolt in Aquitaine Phillip Augustus’ invasion of Anjou 1189 Phillip Augustus and Richard invade Maine and Anjou Death of Henry II 1190 1191 1192 1198 1200 1201 1202 1203 1204 5 Paper 1, Option 1A: The crusades, c1095–1204 Paper 1, Option 1A: The crusades, c1095–1204 Overview Paper 1 allows students to investigate the history of the early crusades, from the First Crusade in the years 1095–1102 to the end of the disastrous Fourth Crusade in 1204. Although the concept of crusading is part of the modern-day mindset, the term ‘crusade’ is a recent invention unknown to the original crusaders. Its meaning today has been debased to refer to any apparently good cause; for example, Eisenhower called D-Day in 1944 the beginning of a ‘great crusade’. In the medieval world, those who travelled to Jerusalem to recover the city for the Christian world were described simply as going on a ‘journey’ or ‘pilgrimage’. Crusades were only known as wars of the cross because Pope Urban II gave crosses to those who promised to fight the First Crusade. Urban II’s call for the First Crusade galvanised most of Europe’s Christians, whether rulers of states, fighting knights or simple peasants. The great attraction for most people was the promise of a plenary indulgence, meaning that on a crusader’s death he or she would bypass purgatory and be taken directly to heaven. For medieval folk, for whom heaven, purgatory and hell were very real indeed, this was a prize worth having. Medieval Europe saw no contradiction between the church as an institution charged with saving souls and the papal proclamation of a holy war. In the fourth and fifth centuries, St. Augustine had developed the concept of a ‘just war’, asserting that Christians could fight in battle if the cause was just; and this idea was further developed in the thirteenth century by St. Thomas Aquinas. Set against the Christian theory of the just war was the idea of jihad, expounded in the Islamic world from the early twelfth century. The greater jihad was the personal struggle to fulfil one’s religious duties, while the lesser jihad was the struggle, peacefully or by force, against Islam’s enemies. This idea was well developed by the time of Saladin and the Third Crusade. The first three crusades led to the capture of Jerusalem and the establishing of the crusading states of Outremer. The divisions between the Muslim Sunnis and Shias meant that Muslim forces were unable to provide an effective challenge to the First Crusade. However, growing Muslim power under Nur ad-Din, and especially under Saladin, weakened the effectiveness of the Third Crusade. The Fourth Crusade, the subject of the historical interpretation in this topic, ended, not in the Near East, but with the sack of the ancient city of Constantinople. For many people in the Near East today, the crusades are as alive and as relevant as they were in Europe 900 years ago. Saddam Hussein issued propaganda posters showing him standing next to Saladin. President George W Bush’s unfortunate description of the ‘war on terror’ as a crusade was seized on by Osama bin Laden as proof of the west’s real intentions towards the Islamic world. It is for these reasons that the crusades remain a fascinating, and an important, historical period worthy of study. The option is divided into the following four themes, though students need to appreciate the linkages between themes, as questions may target the content of more than one. Theme Theme Theme Theme 1 2 3 4 Reasons for the crusades, 1095–1192 Leadership of the crusades, 1095–1192 The crusader states of Outremer, 1100–92 The changing Muslim response to the crusades, 1095–1192 The historical interpretations focus is: What explains the failure of the Fourth Crusade? 6 © Pearson Education Ltd 2014 Paper 1, Option 1A: The crusades, c1095–1204 Whether the content for Paper 1 is taught mainly chronologically or primarily through themes will be the decision of individual teachers. However, whatever the approach taken to teaching, it will be important that students develop a secure grasp of the chronology. At the start of this booklet is a timeline for Route A that can be given to students for them to use and amend. Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Themes The four themes identified require students to have an overview of the nature and leadership of the first three crusades, and the reasons for the successes and failures of the crusading forces. Students need to have knowledge of the specified themes and to be able to analyse and evaluate cause, consequence, key features and change, and make comparisons over and within the period studied in dealing with factors which brought about change. Theme 1: Reasons for the crusades, 1095–1192 In studying Theme 1, students need to understand the different motives which persuaded medieval rulers, nobles and ordinary people to undertake crusades in the Near East. They need to understand the changing reasons for each of the first three crusades and the links between religious and political motives. They should understand the changing concept of knighthood, and the principles which informed the nature of chivalry. They should understand why successive popes called for crusades, and their ambition of establishing papal primacy over secular rulers. Theme 2: Leadership of the crusades, 1095–1192 In studying Theme 2, students need to be aware of the leadership of each crusade, the tensions and divisions which emerged between them, and the impact which these divisions had on the outcome of each crusade. They should understand the existing European rivalries between different leaders, and the impact which these had on the course of the crusades. They should examine the extent to which divisions among the leadership led to changing priorities for each crusade. Theme 3: The crusader states of Outremer, 1100–1192 In studying Theme 3, students need to be aware of the geography of the four crusader states which comprised Outremer, and the political, military and religious reasons for the primacy of the kingdom of Jerusalem. In considering patterns of settlement, students should understand that settlement led to farming and trade, the growing integration of European and Muslim communities, and the absence of forced conversions to Christianity. They should examine the reasons for the growing instability within the ruling elite after the death of Baldwin II, and the serious threat to the stability of the crusader states following the death of Baldwin IV in 1185. © Pearson Education Ltd 2014 7 Paper 1, Option 1A: The crusades, c1095–1204 Theme 4: The changing Muslim response to the crusades, 1095–1192 In studying Theme 4, students should examine the reasons for Muslim failure during the First Crusade and the growing military and political unity in the Muslim Near East thereafter. They should examine the significance of the fall of Edessa to Zingi in 1144, and the nature of the threat posed to the crusader states by Nur adDin. They should examine the growth of Saladin’s political control over Egypt and Syria, the importance of the fall of Jerusalem in 1187, and the reasons for Saladin’s successes against the forces of the Third Crusade. Historical interpretations: What explains the failure of the Fourth Crusade? The four issues identified in the specification highlight key aspects of the debate. This topic focuses on the conditional and contingent factors which led to the outcome of the Fourth Crusade. Students will need to examine Innocent III’s plans for the crusade, the reasons for his appeal to the nobles rather than to the European rulers, and his determination that the crusade would be led by the papacy. They should examine the size of the original crusading force, and the reasons why numbers dwindled during the course of their expedition. Students will be aware of the decisions made by the crusades’ leaders, and the significance of the death of Thibault of Champagne. They should understand the significance for the future course of the crusade of the financial agreement struck with the city of Venice, and the effects of the decision to accept the Doge Enrico Dandolo’s proposals. Students should examine the intervention of Prince Alexius, his inability to keep his promises, the subsequent sack of Constantinople and the collapse of the crusade. Mapping to 2008 specification There is no direct content overlap with any topics from the examined units in the 2008 specification. There is overlap between this option and the following Unit 4 coursework programme: CW5: Crusading Europe, 1095–1204 Focus: The changing nature and purpose of crusading and the ways in which the concept of knighthood altered. 8 ● Christians and Muslims. ● Clermont and the First Crusade. ● The establishment and defence of Outremer. ● The significance of Salah al-Din. © Pearson Education Ltd 2014 Paper 1, Option 1A: The crusades, c1095–1204 Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, when new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources – and others – may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. Resource Type For students and/or teachers? Toby Purser, The First Crusade and the Crusader States 1073–1130 (Heinemann, 2010) Textbook For students. Written for a unit in the OCR 2008 specification. Michael Riley and Jamie Byrom, The Crusades (Enquiring History) (Hodder, 2013) Textbook Written for A-level students. Includes many very useful sources. Jonathan Phillips, The Crusades 1095– 1204 (Routledge, 2014) Textbook For students. This updated version of the textbook in the Seminar Studies series includes the Fourth Crusade. David Nicolle, Essential Histories: The Crusades (Osprey Press, 2001) Textbook Accessible for students. Thomas Asbridge, The First Crusade: A New History. The Roots of Conflict Between Christianity & Islam (Oxford University Press, 2005) Academic For teachers and students who enjoy researching in depth. Thomas Asbridge, The Crusades (Simon and Schuster, 2012) Academic Accessible for students. Detailed text covering the whole period. C Hillenbrand, The Crusades: Islamic Perspectives (Edinburgh University Press, 1999) Academic For teachers Geoffrey Hindley, Saladin: Hero of Islam (Pen and Sword, 2010) Academic For teachers Nikolas Jaspert, The Crusades. A Concise History (Routledge, 2006) Academic Accessible for students. Peter Lock, The Routledge Companion to the Crusades (Routledge, 2006) Academic For teachers Amin Maalouf, The Crusades Through Arab Eyes (Saqi Books, 1984) Academic Accessible for students. Thomas F Madden (editor), The Crusades The Essential Readings (Wiley Blackwell, 2002) Academic A selection of essays on aspects of the crusades which will be useful to both teachers and students. © Pearson Education Ltd 2014 9 Paper 1, Option 1A: The crusades, c1095–1204 Thomas F Madden, The New Concise History of the Crusades (Rowman and Littlefield, 2005) Academic An edition especially for students has been published. Helen Nicholson (editor), Palgrave Advances in the Crusades (Palgrave Macmillan, 2005) Academic A series of essays on key themes. For teachers. David Nicolle, The Third Crusade 1191: Richard the Lionheart, Saladin and the struggle for Jerusalem (Osprey Press, 2005) Academic Accessible for students. Jonathan Phillips, The Second Crusade: Extending the Frontiers of Christendom (Yale University Press, 2010) Academic For teachers James Reston, Warriors of God: Richard the Lionheart and Saladin in the Third Crusade (Faber & Faber, 2002) Academic For teachers Jonathan Riley-Smith, The Crusades: A History (Bloomsbury, 2014) Academic Accessible for students. Jonathan Riley-Smith, The Oxford Illustrated History of the Crusades (Oxford University Press, 2001) Academic For teachers Jonathan Riley-Smith, The First Crusade and the Idea of Crusading (Continuum, 2009) Academic For teachers and students who enjoy researching in depth. Christopher Tyerman, The Crusades. A Very Short Introduction (Oxford University Press, 2005) Academic Accessible for students. Christopher Tyerman, God’s War: A New History of the Crusades (Penguin, 2007) Academic For teachers and students who enjoy researching in depth. Elizabeth Hallam (editor), Chronicles of the Crusades (Bramley, 1997) Primary sources For teachers The Battle of Hattin from a Muslim source: Primary source The Battle of Hattin from a Muslim perspective. Primary and secondary sources Eleven primary and secondary sources on the crusades. For teachers and students. Website Accessible for students. www.deremilitari.org/RESOURCES/SOU RCES/hattin2.htm Medieval Era II Crusades Sources: www.southallegheny.org/webpages/jm ccay/resources.cfm?subpage=1273893 Internet Medieval Sourcebook: The Crusades: www.fordham.edu/halsall/sbook1k.asp Urban II’s speech at the Council of Clermont, 1095: www.fordham.edu/halsall/source/urban 2-5vers.html 10 © Pearson Education Ltd 2014 Paper 1, Option 1A: The crusades, c1095–1204 History Today and History Review Marcus Bull, The Pilgrimage Origins of the First Crusade, Volume 47/3, March 1997 (£): www.historytoday.com/marcusbull/pilgrimage-origins-first-crusade Anthony Bryer, Sir Steven Runciman: The Spider, the Owl and the Historian, Volume 51/5, May 2001: www.historytoday.com/anthonybryer/sir-steven-runciman-spider-owland-historian Articles For teachers and students. The History Today website (www.historytoday.com) is very useful for accessing a range of articles on the crusades. Note that a subscription is required to read a number of the online articles (£). Peter Edbury, Chronicles of Crusade – William of Tyre, Volume 38/6, June 1988 (£): www.historytoday.com/peteredbury/chronicles-crusade-william-tyre Peter Frankopan, Crusades: The View from the East, Volume 62, 2012 (£): www.historytoday.com/peterfrankopan/crusades-view-east Norman Housley, Saladin’s triumph over the Crusader States – the Battle of Hattin, 1187, Volume 37, 1987 (£): www.historytoday.com/story/13721 Robert Irwin, Muslim Responses to the Crusades, Volume 47/4, April 1997: www.historytoday.com/robertirwin/muslim-responses-crusades Douglas James, Christians and the First Crusade, Issue 53, December 2005: www.historytoday.com/douglasjames/christians-and-first-crusade Jonathan Phillips, The Call of the Crusades, Volume 59, 2009: www.historytoday.com/jonathanphillips/call-crusades Jonathan Riley-Smith, Reading History: The Crusades, Volume 32/4, April 1982 (£): www.historytoday.com/jonathansmith/reading-history-crusades Nigel Saul, When Worlds Collide: Confronting the Crusades, Volume 47/3, March 1997: www.historytoday.com/nigelsaul/when-worlds-collide-confrontingcrusades Christopher Tyerman, The Cross and the State, Volume 56, 2006 (£): www.historytoday.com/christophertyerman/cross-and-state © Pearson Education Ltd 2014 11 Paper 1, Option 1A: The crusades, c1095–1204 BBC The Crusades: The Clash of Civilisations TV documenta ry Three episodes accessible for students and teachers. Available on YouTube. series The History Channel The Crusades: Crescent & the Cross TV documenta ry Three episodes accessible for students and teachers. Available on YouTube. series BBC Richard the Lionheart and Saladin – Holy Warriors BBC The Crusades (Pilgrims in Arms, Jerusalem, Jihad, Destruction) TV documenta ry Accessible for students and teachers. Available on YouTube. TV documenta ry series Four episodes narrated by Terry Jones. Accessible for students and teachers. Available on YouTube. What explains the failure of the Fourth Crusade? This table lists additional resources that may be useful for the historical interpretations section of this topic. Resource Type For students and/or teachers? Michael Angold, The Fourth Crusade (Routledge, 2003) Academic For teachers. Accessible for students. Jonathan Phillips, The Fourth Crusade: And the Sack of Constantinople (Pimlico, 2005) Academic Accessible for students. Donald E Queller, Fourth Crusade: The Conquest of Constantinople (Pennsylvania, 1999) Academic For teachers. Accessible for students. Roger Crowley, City of Fortune: How Venice Won and Lost a Naval Empire (Faber & Faber, 2011) Academic For teachers and students. Part 3 examines Venice’s role in the Fourth Crusade M R B Shaw (translator) Chronicles of the Crusades (Penguin, 1963) Academic For teachers. A useful source for primary material. Available second hand from some sellers. Jonathan Philips, Holy Warriors (Vintage, 2010) Academic For teachers. Includes a range of useful essays. Chapter 7 focuses on the Fourth Crusade. The Fourth Crusade: Event, Aftermath, and Perceptions: Papers from the Sixth Conference of the Society for the Study of the Crusades and the Latin East. Conference 2004. A series of papers For teachers. Extracts can be accessed through google books. 12 © Pearson Education Ltd 2014 Paper 1, Option 1A: The crusades, c1095–1204 Nicetas Choniates: The Sack of Constantinople (1204) Primary source Accessible for teachers and students. From the Crusades Medieval Source Book. Primary source For teachers Article Very accessible summary for teacher and students. Article Accessible to teachers and student and has a useful bibliography. Website For students and teachers. www.fordham.edu/halsall/source/cho niates1.asp Geoffrey de Villehardouin, Memoirs or Chronicle of the Fourth Crusade and the Conquest of Constantinople E-reader version: www.tes.co.uk/teachingresource/Memoirs-or-Chronicle-ofthe-Fourth-Crusade-and-theConquest-of-Constantinople-6221382/ Text on the Project Gutenberg site: www.gutenberg.org/ebooks/6032 History Today Jonathan Phillips, The Fourth Crusade and the Sack of Constantinople, Volume 54/5, May 2004 (£) Jonathan Harris, The Debate on the Fourth Crusade http://pure.rhul.ac.uk/portal/files/121 6326/harriscompass.pdf K Lessner, Enrico Dandolo, The Ruthless Crusader www.allempires.com/article/index.php ?q=enrico_dandolo © Pearson Education Ltd 2014 13 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053– 1106 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 Overview This topic covers the last years of Anglo-Saxon rule in England, from Harold Godwinson’s succession to the earldom of Wessex in 1053, to Henry I’s restoration of the large Anglo-Norman kingdom in 1106. Late Anglo-Saxon England was a prosperous kingdom with a stable and effective government and, unlike many continental states, its territorial boundaries were firmly established. Its economic power can be inferred from the substantial wealth accumulated by the monasteries, and from the regular patterns of trade established with European states and cities. A number of royal mints established throughout the country produced the silver penny, a stable currency thanks to frequent reissues. Markets and towns, especially southern ports, were thriving. There was a well-established social hierarchy and some impressive literature was being written. The evidence of the Staffordshire hoard, discovered in 2009, points to a secure and sophisticated society. The English monarchy did not have established lines of succession, and this led to a major crisis with the death of the childless Edward the Confessor in 1066. It is not clear whether Edward had promised the throne to Godwinson or to William of Normandy (or indeed to Harald Hardrada), but Godwinson’s accession was agreed to by the witan and he was crowned with unusual speed the day after Edward the Confessor’s death. Godwinson was forced to defend his throne against two invasions. Harald Hardrada, the feared king of Norway, had a slender claim through an earlier English king, Harthacnut, while William insisted that Edward had promised him the throne on more than one occasion. Although Godwinson was able to defeat Hardrada with ease, he found William a more skilled opponent, and was killed during the battle of Hastings in October 1066. Hastings was only a victory for William: the Norman Conquest proper began after the battle. A military state was gradually established which included a Norman aristocracy based around landholdings and the operation of the feudal system. Castles, a rare sight in Anglo-Saxon England, were built throughout the country as a symbol of Norman control and power. There was some resistance to Norman rule, but this was put down with unusual severity, especially during the Harrying of the North in 1069–70. There was little change in the institutions of state and church beyond the introduction of Norman personnel. These worked with others in Normandy to establish an Anglo-Norman kingdom which detached England from its links with Scandinavia and turned the country towards Europe. Although William’s territories were divided after his death in 1087, the Anglo-Norman kingdom had been successfully re-established by Henry I in 1106. The Norman conquest of England is a vital event in English history. It detached the country from its long-established links with the Scandinavian kingdoms and refocused it firmly towards Europe. By 1106, the Anglo-Norman kingdom was one of the most powerful in Europe. The option is divided into the following four key topics, though students need to appreciate the linkages between topics, as questions may target the content of more than one key topic. Topic 1 Late Anglo-Saxon England, c1053–66 Topic 2 The Norman conquest of England and extension of control in Wales and Scotland, 1066–93 Topic 3 State, church and society, 1066–1106 Topic 4 Normandy, 1066–1106 14 © Pearson Education Ltd 2014 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Overview The focus of this option is primarily on the extent of change and continuity over time within England and Normandy in the years c1053–1106. Students will be required to place documentary extracts in their historical context, but the knowledge they will need to have will be central to that specified in the topics. Although the unit topics are clarified separately below, students need to appreciate the linkages between them since questions, including document questions, may be set which target the content of more than one topic. For example, students might draw on elements from Topics 1 and 3 to consider the extent to which Norman rule changed government and the economy in England, or they might draw on content from topics 2 and 4 to explore the use of military power to maintain and extend Norman rule and influence. Topic 1: Late Anglo-Saxon England, c1053–66 The topic considers aspects of royal power, government and the economy in late Anglo-Saxon England. Students need to be aware of the extent of royal power and the growing political and territorial power of the Godwin siblings. Students should be aware of the state of the national economy, the country’s wealth and urbanisation, and the existence of fine coinage and efficient taxation which hinted at administrative sophistication. Students need to be aware of the significance of Hardrada’s invasion on the subsequent course of events in England in 1066. Topic 2: The Norman conquest of England and extension of control in Wales and Scotland, 1066–93 The topic covers the events from Duke William’s invasion of 1066 to the establishing of Norman power in England by 1093. In considering the rebellions of 1067–75 students need to be aware of William’s changing attitude towards rebellions over time, including his response to the Northern Rebellion of 1069–70. They should be aware of the extent of royal power exercised by William I and William II. The specification does not stipulate detailed knowledge of events in Wales and Scotland, but students need to be aware of the reasons why, and the extent to which, the Norman kings were able to establish their influence in these lands. Topic 3: State, church and society, 1066–1106 The topic covers features of change and continuity within England in the years 1066–1106, when the first three Norman kings established and consolidated their rule in England. Students should be aware of the reasons for, and extent of, change in royal power during the reigns of William and his two sons, and the extent to which Norman rule changed the lives of the English people during these years. They should be aware of changes in landholdings and the creation of a Norman aristocracy. © Pearson Education Ltd 2014 15 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053– 1106 Students should be aware of the nature and extent of Lanfranc’s reforms, including the establishment of church courts, and should understand the growing importance of the church and its leaders in affairs of state. Students should be aware of the reasons for Anselm’s difficulties with both William Rufus and Henry I, and that the controversy over investiture was an issue for many European rulers. Topic 4: Normandy, c1066–1106 The topic covers the years c1066–1106, when William and his two successors were involved in a number of conflicts in order to secure control over England and retain their lands in northern France. Students should be aware of the extent of William I’s territories, and of the military skills he displayed in maintaining and extending them. Students should be aware of the growing threat to Normandy posed by Philip I of France. They should also understand the role of family rivalries, especially the ambitions of Robert Curthose in destabilising Norman power in the years 1078– 1106. 16 © Pearson Education Ltd 2014 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 Mapping to 2008 specification There is overlap between this topic and the following topic from the 2008 specification: Unit 1, Option A, Topic A2 The Norman Conquest and its Impact on England, 1066–1135. 2015 specification Late Anglo-Saxon England, c1053– 66 © Pearson Education Ltd 2014 2008 specification Monarchy and government: the power of the English monarchy; the earldoms and shires; local government; the legal system. Bullet point 1: Centres will have covered the nature of monarchy under Edward the Confessor and the important position of regional Earls wielding great power locally. The economy of England: the system of taxation; royal mints and the silver penny; coastal towns and overseas trade; urbanisation and the growth of trading centres. Bullet point 1: Centres will have covered preconquest England’s relative wealth and urbanisation with successful commercial centres in places like London and York and the existence of fine coinage hinting at an administrative sophistication, possibly unique in western Europe. The house of Godwin: Harold Godwinson’s succession as Earl of Wessex; the power of the Godwin siblings; the campaign against the Welsh; Harold Godwinson’s embassy to Normandy; the rising against Tostig and his exile. Bullet point 1: The England of Edward and Harold: economy, society and government. Centres will have covered Harold Godwinson’s power and position, including his campaign against Llewellyn ap Gruffydd, his visit to Normandy and the rebellion against Tostig and its consequences. Early threats to Harold’s throne: Edward’s death and the claimants to the throne; the witan and the coronation; Harald Hardrada’s invasion; reasons for, and significance of, the outcome of the battles of Gate Fulford and Stamford Bridge 1066. Bullet point 1 and 2: Centres will have covered the events surrounding the death of Edward the Confessor, how Harold gained the throne in 1066 and the claims of the other claimants, the challenge Harold encountered from his brother Tostig and Harald Hardrada in autumn 1066. 17 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 The Norman conquest of England and extension of control in Wales and Scotland, 1066–93 18 William of Normandy’s invasion: William’s military experience; reasons for the Norman victory at Hastings, including the leadership skills of Harold and William, Norman and English troops and tactics. Bullet point 2: Centres will have covered William’s position as Duke of Normandy and the fighting prowess and techniques he developed there. They will have examined the conduct of William’s campaign in 1066 and why he was ultimately successful. Dealing with opposition to the Normans: the submission of the earls 1066; rebellions in the south, 1067–69; the Harrying of the North; foreign intervention and the East Anglian Rebellion; the revolt of the earls 1075. Bullet point 3: Centres will have covered the initial treatment of the earls and the rebellions between 1068 and 1075. They will have covered the Norman response to the rebellions. They are likely to have covered the revolt of the Norman earls and its consequences in 1075. Wales and Scotland: the rising of Eadric the Wild; imposing Norman control in Wales, 1067–93; Malcolm III and the Northern Rebellion; William II and Scotland, 1091–93. New content, although centres are likely to have alluded to the role of Malcolm III in the Northern Rebellion and castle building along the Welsh borders. The founding of a military state: the operation of the feudal system, tenants-in-chief and knights; the nature of land tenure; the building of castles and their impact on Norman control and royal power. Bullet point 3: Centres will have covered the extensive castle building. Bullet point 4: Anglo-Norman society: a new elite, new customs, a reformed church. Centres will have covered the extent to which a new landowning elite emerged and the changed relationship between monarch and landowner in the conquered kingdom. © Pearson Education Ltd 2014 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 State, church and society, 1066– 1106 © Pearson Education Ltd 2014 Central and local government: the king’s household and the chancery; the geld and the silver penny; the office of sheriff; codes of law and the local courts. Bullet point 4: Detail of the development of Norman government will have been covered. The end of the English aristocracy: changes in land tenure; the creation of new earldoms; a Norman aristocracy based on military and political service; the extent of Norman influence as revealed by the Domesday Survey 1086. Bullet point 4: Centres will have covered the extent to which a new landowning elite had emerged and the changed relationship between monarch and landowner in the conquered kingdom. Changes in towns and villages: towns and trading patterns; village life, royal forests and the forest laws; the gradual disappearance of slavery. Bullet point 4: Developments as the creation of extensive royal forests and new courts and forest laws to protect royal rights will have been covered. Impact on towns and trade is likely to have been covered. The English Church: the deposition of Stigand; Lanfranc’s reforms; Anselm’s conflict with William II; Henry I, Anselm and the investiture controversy; the Norman kings and the papacy. Bullet point 4: Centres will have covered the impact of the conquest on the church and the impact of ecclesiastical reforms under the archbishops of Canterbury, Lanfranc and Anselm. The role and impact of Lanfranc is likely to have been covered in more detail than that of Anselm. The investiture controversy may have been alluded to by centres. 19 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 Normandy, 1066– 1106 20 Reasons for William of Normandy’s decision to invade England in 1066: his claim to throne; the military power of Normandy; papal support for William’s claim. Bullet point 2: Centres will have covered William’s role as Duke of Normandy and its military system. They will have focused on the nature of his claim and the assistance given by the church in the light of the papacy’s quarrel with Stigand. Problems in Normandy, 1066–87: conflict in Maine, 1069–73; William’s defeat at the siege of Dol; resisting the demands of Robert Curthose, 1078–83; the division of the Anglo-Norman territories after William’s death. New content William Rufus and Robert Curthose: the position of Anglo-Norman nobles; the rebellion of 1088; William Rufus in Normandy 1091; the significance of Robert’s decision to go on crusade. New content Henry I and the restoration of the Anglo-Norman kingdom, 1100–06: the defeat of Robert of Bellême; misrule in Normandy; Henry’s campaign in Normandy and victory at Tinchebrai 1106; the significance of the restoration of the Anglo-Norman kingdom. New content © Pearson Education Ltd 2014 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, if new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources – and others – may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. Resource Type For students and/or teachers? Toby Purser, Medieval England 1042–1228 (Heineman, 2004) Textbook Written for students. Will need supplementing with more in-depth material, especially for the post conquest era. Matthew Bennett, Campaigns of the Norman Conquest (Osprey Press, 2001) Textbook For teachers and students. Useful diagrams showing the organisation of troops on the battlefield in 1066. Frank Barlow, The Feudal Kingdom of England 1042–1216 (Routledge, 1999) Academic For teachers and students. Full coverage of events before and after the conquest. Robert Bartlett, England under the Norman and Angevin Kings: 1075–1225 (Oxford University Press, 2002) Academic For teachers and students. Frank Barlow, Edward the Confessor (Yale University Press, 1997) Academic For teachers and students who enjoy indepth research using biographies. Frank Barlow, William Rufus (Yale University Press, 2000) Academic For teachers and students who enjoy indepth research using biographies. Frank Barlow, The Godwins: The Rise and Fall of a Noble Dynasty (Routledge, 2013) Academic For teachers and students. David Bates, William the Conqueror (The History Press, 2004) Academic For teachers and students who enjoy in -depth research using biographies. David Carpenter, The Penguin History of Britain: The Struggle for Mastery: Britain 1066–1284 (Penguin, 2004) Academic For teachers and students. © Pearson Education Ltd 2014 21 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053– 1106 M T Clancy, England and Its Rulers 1066–1307 (Blackwell, 2006) Academic For teachers and students. David C Douglas, William the Conqueror (Yale University Press, 1999) Academic For teachers and students who enjoy indepth research using biographies. George Garnett, The Norman Conquest: A Very Short Introduction (Oxford University Press, 2009) Academic For students. Accessible overview. Brian Golding, Conquest and Colonisation: The Normans in Britain, 1066–1100 (Palgrave Macmillan, 2013) Academic For teachers. Useful coverage of Wales and Scotland. C Warren Hollister, Henry I (Yale University Press, 2003) Academic For teachers and students who enjoy indepth research using biographies. Frank McLynn, 1066: The Year of the Three Battles (Vintage, 2011) Academic For teachers and students. Marc Morris, The Normans (Windmill Books, 2013) Academic For teachers and students. Very readable with excellent coverage of events before and after the conquest. A L Poole, From Domesday Book to Magna Carta, 1087–1216 (Oxford University Press, 1993) Academic For teachers and students. Ann Williams, The English and the Norman Conquest (Boydell Press, 1995) Academic 22 Organised thematically with good coverage of the Norman Duchy, impact on the church and towns and trade. For teachers. Covers the impact of the Normans after the conquest. © Pearson Education Ltd 2014 Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo-Norman Kingdom, c1053–1106 History Today and History Review Articles Marc Morris, Normans and Slavery: Breaking the Bonds, Volume 63, 2013 (£): www.historytoday.com/marc-morris/normansand-slavery-breaking-bonds Irene Gladwin, The Norman Sheriff, Volume 24, 1974 (£): www.historytoday.com/irene-gladwin/normansheriff R Allen Brown, The Norman Impact, Volume 36, 1986 (£): www.historytoday.com/r-allen-brown/normanimpact Antonia Gransden, 1066 and all that Revised, Volume 38, 1988 (£): www.historytoday.com/antonia-gransden/1066and-all-revised Internet Medieval Sourcebook: Norman England: For teachers and students. The History Today website (www.historytoday.co m) is very useful for accessing a range of articles on AngloSaxon England and the impact of the Norman Conquest. Note that a subscription is required to read a number of the online articles (£). Website For teachers and students. Anglo-Norman Historians: http://penelope.uchicago.edu/~grout/encyclopa edia_romana/britannia/anglosaxon/hastings/anglonorman.html Website For teachers and students. Selected primary accounts from Norman and AngloSaxon chroniclers. The Domesday Book online: Website For teachers and students. Web-based podcast For teachers. HA membership required. Documentary series Excellent coverage of key events by David Starkey. Documentary series Excellent coverage of key events examined by Simon Schama. Documentary series Excellent representation of the invasions based on the primary sources and narrated by Ian Holm. Documentary series Excellent exploration of the Normans and their impact presented by Robert Bartlett. Episode 1 has a useful account of preconquest Normandy. www.fordham.edu/Halsall/sbook1n.asp#Norma nEngland www.nationalarchives.gov.uk/domesday/ HA Podcasted History: William I to Henry VII. An HA Podcasted History featuring Professor David Bates and Professor Nicholas Vincent of the University of East Anglia, Dr Philip Morgan of Keele University et al. Channel 4 Monarchy, Series 1, Episodes 1–3 BBC History of Britain, Episode 2 Channel 4 1066, Episodes 1 and 2 BBC The Normans © Pearson Education Ltd 2014 23 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Overview This option comprises a study in depth of Henry Plantagenet, perhaps the greatest of medieval kings. Henry’s reign was of fundamental importance in restoring royal control over England after a prolonged and bloody civil war, but its greatest significance was in the creation of a united state based on the principles of equal justice for all and of the rule of law. Henry I’s son William drowned in 1120, and for the rest of his life Henry worked to ensure the succession of his daughter the Empress Matilda (Matilda’s first marriage had been to the Holy Roman Emperor). Most of the nobility swore loyalty to Matilda during Henry’s reign, but on the king’s death in 1135 many transferred their allegiance to Stephen of Blois. The civil war which followed, known as ‘nineteen long winters’, left England in ruins. In 1153 Matilda’s son Henry forced Stephen to recognise himself as heir, and he duly succeeded to the throne the following year. Henry’s achievements as king were remarkable. He restored royal authority over England, ensured peace with Wales and Scotland, and reined in over-mighty nobles. Financial reforms stabilised the currency and increased royal income substantially. But Henry’s greatest achievement was his legal reforms. Hitherto justice was dispensed by the king and his court, and was not codified effectively. Henry established permanent courts at Westminster, including the King’s Bench, and established national circuits of itinerant justices. These men carried out the general eyre, trying accused people and investigating mismanagement by local officials. Henry tried to subordinate church courts to his own, but his bitter conflict with Becket prevented this. However, the effect of Henry’s legal reforms overall was to make the law an independent and impartial feature of English government. Henry and his wife, the powerful Eleanor of Aquitaine, ruled over a vast territory which stretched down to the Pyrenees. Although given the name of the Angevin Empire by historians, it was never a single territory but a collection of states, each ruled independently by the king and queen. The nature of the empire meant Henry developed an itinerant kingship, frequently leaving England to visit his overseas territories. His reform of England’s institutions of government, including the justiciars and the office of Chancellor, meant that the country was well governed during his absences. Henry’s later years were clouded by troubles within his own family, popularly characterised as ‘the devil’s brood’. Two of his four sons died in 1183, and for the rest of his reign Henry faced strong opposition from his remaining sons Richard and John, along with his estranged wife Eleanor. Henry was defeated by a conspiracy mounted by Richard in 1189 and died unmourned shortly thereafter. Within 15 years the brothers had lost all the Angevin lands in France. Ironically, John (named ‘the worst Briton of the thirteenth century’ by the BBC History magazine) was forced to agree to Magna Carta in 1215 and thus to accept the primacy of the laws promoted by his father. The option is divided into the following four topics, though students need to appreciate the linkages between topics, as questions may target the content of more than one topic. Topic Topic Topic Topic 24 1 2 3 4 The restoration and extension of royal authority, 1154–72 Reforms in England, 1154–89 Henry II and the English church, 1154–74 Crises of the Angevin Empire, 1170–89 © Pearson Education Ltd 2014 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Overview The focus of this option is on Henry II’s rule over England and the Angevin territories overseas in the years 1154–89, and on the challenges to his rule during his reign. While the phrase ‘Angevin Empire’ is used in the title, this is recognised as being the invention of later historians and having no contemporary usage. Students will be required to place documentary extracts in their historical context, but the knowledge they will need to have will be central to that specified in the topics. Although the topics are clarified separately below, students need to appreciate the linkages between them since questions, including document questions, may be set which target the content of more than one topic. For example, students might draw on elements from Topics 1, 2 and 3 to consider Henry’s reforming activities and the extent of their success, or they might draw on content from Topics 1 and 4 to explore the changing nature of Henry’s control over the Angevin lands overseas. Topic 1: The restoration and extension of royal authority, 1154–72 The topic covers the steps taken by Henry to restore and extend royal power in the years 1154–72. Detailed knowledge of the anarchy of Stephen’s reign (1135–54) is not required, but students need to be aware of the challenges which Henry faced on his accession and the extent to which they had been met by 1172. Students need to understand the significance of Henry’s campaigns in Wales, Scotland, Ireland and the overseas lands in enhancing his power. Topic 2: Reforms in England, 1154–89 The topic covers the reforms which Henry II introduced within England in the years 1154–89. Students need to be aware of the links between the domestic reforms addressed in this topic and the changing nature of kingship under Henry. Topic 3: Henry II and the English church, 1154–74 The topic covers Henry’s attempts to reform the church. Students should be aware of the link between church reforms and other features of Henry’s reforming programme, such as legal reforms addressed in Topic 2. Students should understand the extent to which the conflict between Henry and Becket over church reforms became clouded by the bitter personal tensions between them. They need to understand the extent to which Henry achieved his reforms in the years after Becket’s death. Topic 4: Crises of the Angevin Empire, 1170–89 The topic covers the growing crisis of government within the Angevin Empire in the years 1170–89. Students need to be aware of the relations between Henry and his four sons, and the influence of Eleanor of Aquitaine in encouraging family rivalries. Detailed knowledge of the military events during the Great Rebellion of 1173–74 is not required, but students should be aware of the reasons for and extent of Henry’s triumph by 1174. They should understand the importance of the deaths of the Young King and of Geoffrey in influencing Richard’s ambitions, and of Philip Augustus’ intention to eliminate Angevin power within France. They should be aware of the reasons for and extent of the collapse of Henry’s power in 1189. © Pearson Education Ltd 2014 25 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Mapping to 2008 specification There is overlap between this topic and the following topic from the 2008 specification: Unit 1, Option A, Topic A3 The Angevin Empire, 1154–1216. 2015 specification The restoration and extension of royal authority, 1154–72 26 2008 specification England and the Angevin Empire in 1154: baronial power; declining royal revenues; the extent of Angevin lands overseas; the power of Eleanor of Aquitaine. Bullet point 1: Henry II: position and personality — the creation and expansion of the Angevin Empire. Centres will have covered the condition of England after the anarchy and Henry’s marriage to Eleanor of Aquitaine. Henry II and the nobility: the destruction of illegal castles; the weakening of baronial power; the Cartae Baronum 1166; the Inquest of Sheriffs 1170. Bullet point 2: Henry and the governance of England. Centres will have covered Henry’s assertion of power over the barons and the importance of Cartae Baronum and the Inquest of Sheriffs in the improvement of Henry’s finances and extension of authority. Wales, Scotland and Ireland: making peace in Wales; the submission of Malcolm IV; the submission of the Irish kings and bishops. New content, although centres may well have made reference to Henry’s claim to authority over the Welsh princes and the Scottish king. The Angevin lands in France: Henry’s restoration of control in Normandy; acquisition and control of Brittany; relations and conflict with Louis VII of France; the significance of the peace of Montmirail. Bullet point 1: The creation and expansion of the Angevin Empire. Centres will have covered the expansion of the empire and the methods Henry used to rule his lands. Centres will have covered the feudal relationship between the Henry II and the French king. © Pearson Education Ltd 2014 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Reforms in England, 1154–89 © Pearson Education Ltd 2014 Central institutions: the Curia Regis; the justiciars and the Chancellor; the roles of significant individuals, including Richard of Lucy, Bishop Nigel and Thomas Becket. Bullet point 2: Henry and the governance of England. Centres will have covered the development of the administration under Henry II and his choice of able officials. Financial reforms: the revival of the Danegeld; restoration of royal lands; reform of the coinage in 1158 and 1180; the importance of Richard fitzNigel; the impact of financial reforms on increasing royal income. Bullet point 2: Henry and the governance of England. Centres will have covered the range of financial measures that Henry II introduced to restore the financial position of the monarchy including the revival of taxation and the personnel at the Exchequer. Legal reforms: the Assizes of Clarendon and Northampton; the itinerant justices and the general eyre; the Court of King’s Bench; novel disseisin and mort d’ancestor; the extent of changes to the system of royal justice under Henry II and their implications for the power of the monarchy. Bullet point 2: Henry and the governance of England: the development of the legal system. Centres will have covered the full range of Henry’s legal reforms and their significance in strengthening royal authority. The changing nature of kingship: growing political and economic power of the king; relations with leading barons; the importance of the itinerant kingship on maintaining royal power in England and the Angevin Empire. Bullet points 1 and 2: Centres will have covered the development of kingship and the role and significance of itinerant kingship. They will have covered the disparate nature of the empire and the personal link that Henry provided, exercising differing degrees of effective control according to his relationships with his subordinate barons. 27 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Henry II and the English church, 1154–74 28 Henry’s problems with the church: papal influence; church courts; the church’s attitude towards moral offences; clerical interference in secular affairs. Bullet point 2: Centres will have covered Henry’s grievances with the church and his aims for reform. Becket and the king, 1162–64: reasons for Becket’s election as Archbishop of Canterbury; Henry’s demands for reform; the Constitutions of Clarendon; Becket’s attitude towards reform; conflict between king and archbishop; Becket’s flight into exile. Bullet point 2: Centres will have covered the reasons why there was tension between church and state, and the ways in which both Henry and Becket enhanced this tension after 1162. The failure to compromise, 1169–70: the failure to reach a settlement; the diplomacy of Pope Alexander III; the coronation of the Young King in June 1170; Becket’s return to England, his death and its significance, including its impact on the position of Henry II. Bullet point 2: Centres will have covered the attempts to reach a settlement, Becket’s return and the events that culminated in his murder in 1170. The settlements between king and church, 1172–76: the agreement at Avranches; relations between Henry and the pope; Henry’s penance at Canterbury in 1174; the extent of Henry’s success. New content, although centres are likely to have alluded to the relationship between Henry and the church after Becket’s death. © Pearson Education Ltd 2014 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Crises of the Angevin Empire, 1170–89 © Pearson Education Ltd 2014 Power and family rivalries: Henry’s plans for his sons’ inheritance; the division of Angevin lands between Henry’s sons; the position of Eleanor of Aquitaine. Bullet points 1 and 3: Centres will have covered the problems caused by Henry’s own family and the issues that arose though his division of the land, including the role of Eleanor in the family feuds. Causes of the Great Rebellion of 1173–74: the opposition of the English barons to Henry’s reforms; Henry’s failure to grant his sons a role in government and their flight to Paris; Eleanor’s opposition to the king. Bullet point 1: Centres will have covered the Great Rebellion as an example of the differing degree of effective control Henry had over the Angevin Empire. The defeat of the Great Rebellion: Henry’s victories in England and the Angevin lands; the expulsion of invaders from Normandy; the capture of William the Lion; the short-term impact of Henry’s victories on royal power, 1174–80. Bullet point 1: Centres will have covered the effective way in which Henry crushed the rebellion and are likely to have looked at events in England as well as on the continent. Philip Augustus and the collapse of Henry’s power, 1180–89: the deaths of the Young King and Geoffrey; Richard and John’s ambitions and treachery; the alliance of Philip and Richard against Henry; Henry’s defeat in 1189. Bullet point 3: Students should be aware of the tensions between father and son and Henry’s humiliating final defeat, appreciating the implications of family relations for the exercise of royal power. 29 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, if new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources – and others – may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. Resource Type For students and/or teachers? Toby Purser, Medieval England 1042–1228 (Heinemann, 2004) Textbook Written for students. Would need supplementing with more in-depth material, especially for the relations with Wales, Scotland and Ireland. Ann Duggan, Thomas Becket (Bloomsbury Academic, 2004) Textbook For teachers and students. An interesting and balanced argument which is well supported by the source material. Frank Barlow, The Feudal Kingdom of England 1042–1216 (Routledge, 1999) Academic For teachers and students. Martin Aurell, The Plantagenet Empire 1154–1224 (Routledge, 2007) Academic For teachers. Very useful material on financial reforms and the Exchequer. Frank Barlow, Thomas Becket (Folio Society, 2002) Academic Very readable. Mainly available as a used book. Robert Bartlett, England under the Norman and Angevin Kings: 1075–1225 (Oxford University Press, 2002) Academic For teachers and students. David Carpenter, The Penguin History of Britain: The Struggle for Mastery: Britain 1066–1284 (Penguin, 2004) Academic For teachers and students. Helen Castor, She Wolves: The Women who ruled England Before Elizabeth (Faber & Faber, 2010) Academic For teachers and students. Excellent accounts of the roles of Matilda and Eleanor of Aquitaine. M T Clancy, England and Its Rulers 1066– 1307 (Blackwell, 2006) Academic For teachers and students. John Gillingham, The Angevin Empire (Bloomsbury Academic, 2000) Academic For teachers and students. Covers key events and also has useful chapters on the geography and government of the Angevin Empire. 30 Full coverage of the events of Henry’s reign. © Pearson Education Ltd 2014 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 John Guy, Thomas Becket: Warrior, Priest, Rebel, Victim: A 900-Year-Old Story Retold (Penguin, 2013) Academic For teachers and students. An excellent account of the quarrel between Henry II and Becket and very readable. Christopher Harper-Hill (editor), Henry II New Interpretations (Boydell Press, 2007) Academic For teachers. This is quite an expensive book but does present some interesting perspectives on Henry II. Dan Jones, The Plantagenets (William Collins, 2013) Academic For teachers and students. This is a very readable book. Part II covers the reign of Henry II. A L Poole, From Domesday Book to Magna Carta, 1087–1216 (Oxford University Press, 1993) Academic For teacher and students. Organised thematically with good coverage of the Great Rebellion 1173–4. Ralph V Turner, Eleanor of Aquitaine: Queen of France, Queen of England (Yale University Press, 2009) Academic For teachers and for students who enjoy exploring characters in depth. W L Warren, Henry II (University of California Press, 1992) Academic For teachers and students. An in-depth exploration of the life of Henry II. Derek Wilson, The Plantagenets: The Kings That Made Britain (Quercus, 2014) Academic For teachers and students. The first chapter summarises the reign of Henry II. Anne Duggan, Ne in dubium: The Official Record of Henry II's Reconciliation at Avranches, 21 May 1172, English Historical Review, June 2000, Vol. 115 Issue 462 Article An account of Henry II’s agreement with the church at Avranches. Subscription may be required. Local library access may be possible (http://pdcconnection.ebscohost.com/c/a rticles/3232524/ne-dubiumofficial-record-henry-iisreconciliation-avranches-21may-1172). http://ehr.oxfordjournals.org/content/115 /462/643.full.pdf+html History Today and History Review Richard Benjamin, The Angevin Empire, Vol 36, 1986: www.historytoday.com/richardbenjamin/angevin-empire Michael Staunton, A Turbulent Reputation, Vol 57, 2007 (£): www.historytoday.com/michaelstaunton/turbulent-reputation Articles The History Today website (www.historytoday.com) is very useful for accessing a range of articles Henry II. Note that a subscription is required to read most online articles (£). J J N McGurk, Saint Thomas Becket, 1170–1970, Vol 20, 1970 (£): www.historytoday.com/jjn-mcgurk/saintthomas-becket-1170-1970 © Pearson Education Ltd 2014 31 Paper 2 Option 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 Documents from the Avalon Project http://avalon.law.yale.edu/subject_menus /medmenu.asp Website A number of documents relating to the reign of Henry II are on the Avalon site. The Constitutions of Clarendon - 1164 Website For teachers and students. Full text of the Constitutions of Clarendon. Website A selection of extracts from William of Newburg’s chronicle of Henry II’s reign. Very useful for examining the 1173–4 Great Rebellion. Website For teachers and students. TV documentary series Excellent coverage of key events examined by David Starkey. History of Britain, Episode 3 TV documentary series Excellent coverage of key events examined by Simon Schama. BBC TV She Wolves: England’s Early Queens documentary series Presented by Helen Castor. Two excellent episodes on Matilda and Eleanor of Aquitaine. BBC Drama series www.britainexpress.com/History/medieval /clarendon.htm Warfare in England and France in 1173– 74, according to William of Newburgh De Re Militari: http://deremilitari.org/2014/03/warfarein-england-and-france-in-1173-74according-to-william-of-newburgh/ Internet Medieval Sourcebook: Angevin England www.fordham.edu/Halsall/sbook1n.asp#A ngevinEngland Channel 4 Monarchy, Series 1, Episode 4 BBC The Devil’s Crown 32 A dramatisation of the life of Henry II. Clips available on YouTube. © Pearson Education Ltd 2014
