British Depth Study: The Norman Conquest, 1065–1087 — OCR GCSE History B Schools History Project

This depth study examines the Norman Conquest of England from the death of Edward the Confessor in 1065 to the death of William I in 1087. It covers the succession crisis, the Battle of Hastings, and the methods William used to establish and maintain control over a hostile Anglo-Saxon population, including castles, feudalism, and the Church.

Understanding this topic is crucial for grasping how England was transformed from an Anglo-Saxon kingdom into a Norman-ruled state, affecting language, law, and society for centuries. It also develops key historical skills such as analysing causation, significance, and interpretations, which are central to the OCR GCSE History B specification.

• →The succession crisis of 1066: Harold Godwinson, William of Normandy, Harald Hardrada, and Edgar Aetheling all claimed the English throne, leading to invasions and the Battle of Hastings.
• →William's control methods: castles, the feudal system, land redistribution, the Harrying of the North, and the Domesday Book were used to consolidate power and suppress rebellion.
• →The role of the Church: William replaced Anglo-Saxon bishops with Normans, built cathedrals, and used the Church to legitimise his rule and control the population.
• →Resistance and rebellion: Anglo-Saxon uprisings (e.g., Hereward the Wake, northern rebellions) were brutally suppressed, shaping Norman policies.
• →The impact of the Conquest: changes to land ownership, the legal system, language, and social structure, including the near-elimination of the Anglo-Saxon aristocracy.

• Identify the hierarchical structure of society from the king and earls down to thegns, peasants, and slaves.
• Describe the roles of different peasant classes, distinguishing between free ceorls and other unfree peasants, without projecting the later Norman term villein backwards.
• Explain the significance of thegns as the local landholding warrior class.
• Recognise the regional diversity, particularly the distinct legal and cultural identity of the Danelaw.
• Understand the function of burhs as emerging urban centres for trade, minting coins, and defence.
• Identify the Catholic Church as the sole religious authority in late Anglo-Saxon England.
• Describe the wealth and land ownership of the Church, holding roughly a quarter of English land.
• Explain the role of the king in appointing senior churchmen like bishops and archbishops.
• Recognise the social and administrative functions of monasteries and local priests.
• Identify perceived corruptions in the Anglo-Saxon Church, such as pluralism and simony, which the Normans later claimed to reform.
• Identify timber as the primary building material for Anglo-Saxon secular buildings, including mead halls.
• Recognise the use of stone in some Anglo-Saxon churches, demonstrating architectural skill.
• Describe Anglo-Saxon art as intricate, highlighting metalwork and illuminated manuscripts.
• Explain the significance of Old English literature, including epic poetry and historical chronicles.
• Describe Norman society as hierarchical and feudal, based on land tenure in return for military service.
• Identify the importance of stone architecture in Norman culture, particularly Romanesque churches and early castles.
• Explain the composition of Norman armies, highlighting the crucial role of mounted knights and archers.
• Outline Norman military tactics, including the use of cavalry charges and the strategic building of castles to control land.
• Identify the four main claimants to the English throne in 1066: Harold Godwinson, William of Normandy, Harald Hardrada, and Edgar Aethling.
• Explain the basis of Harold Godwinson's claim, focusing on his position as Earl of Wessex and his deathbed nomination by Edward the Confessor.
• Describe William of Normandy's claim, including the alleged earlier promise by Edward and the oath sworn by Harold.
• Outline Harald Hardrada's claim, rooted in Viking treaties, and Edgar Aethling's royal bloodline.
• Detail the events and outcome of the Battle of Fulford, noting the defeat of Earls Edwin and Morcar by Harald Hardrada.
• Explain the significance of the Battle of Stamford Bridge, including Harold Godwinson's rapid march and the destruction of the Viking threat.
• Describe the tactical phases of the Battle of Hastings, contrasting the English shield wall with the Norman use of combined arms and feigned retreats.
• Analyse the reasons for William's victory at Hastings, such as Harold's exhausted troops, Norman military tactics, and William's leadership.
• Identify the causes of the early uprisings, such as heavy taxation and the oppressive behaviour of Norman regents like Odo of Bayeux and William FitzOsbern.
• Describe the events of the resistance in the west, specifically the siege of Exeter in 1068 led by Gytha.
• Explain the role of Eadric the Wild in leading the resistance in Mercia, including his alliances with Welsh princes.
• Evaluate William's methods for dealing with these uprisings, notably his use of sieges, rapid troop movements, and the construction of motte-and-bailey castles to establish permanent control.
• Identify the key leaders of the Northern resistance, including Edgar Aethling, Earls Edwin and Morcar, and King Sweyn of Denmark.
• Describe the events of the 1069 rebellion, particularly the Anglo-Danish capture of York and the destruction of its Norman castles.
• Explain the methods used by William during the 'Harrying of the North', such as destroying crops, livestock and settlements, burning crops, and slaughtering livestock to create a man-made famine.
• Assess the short-term and long-term impacts of the Harrying, including the immediate loss of life and the long-term economic devastation evident in the Domesday Book's records of 'waste' land.
• Identify the location of Hereward's rebellion as the Isle of Ely in East Anglia.
• Explain the tactical advantage of the fenland terrain for guerrilla warfare against Norman forces.
• Describe the alliance between Hereward and the Danes, including the raid on Peterborough Abbey.
• Outline William's successful siege tactics, such as building a causeway to cross the marshes and secure the surrender of the rebels.
• Contrast Anglo-Saxon burhs, designed for community defence, with Norman castles built for elite military control.
• Describe the structural components of early Norman motte and bailey castles, including the earth mound and timber keep.
• Explain the strategic placement of the first Norman castles, such as at Pevensey and Hastings, to secure supply lines and intimidate the local population.
• Identify the speed of construction as a key advantage of earth and timber castles during the initial phase of the Conquest.
• Identify the motte as an artificial mound topped with a wooden keep for defence.
• Describe the bailey as an enclosed courtyard containing barracks and stables, protected by a palisade.
• Explain that castles were distributed strategically along borders, such as the Welsh Marches, to prevent invasions.
• Note that castles were placed in rebellious areas, like York, to intimidate the local population and suppress uprisings.
• Explain the military function of castles as secure bases for Norman troops to suppress local rebellions.
• Describe how castles acted as a psychological deterrent, intimidating the English population through their imposing presence.
• Identify the economic role of castles as administrative hubs for the collection and secure storage of taxes.
• Explain how castles controlled local economies by dominating trade routes, markets, and agricultural resources.
• Commissioned by William I in 1085 at Gloucester and completed by 1086.
• Created through a massive survey using royal commissioners and local juries to verify claims.
• Primary purpose was financial: to assess the wealth of England to maximise the collection of the geld (tax).
• Secondary purposes included resolving land disputes and assessing military obligations (knight service) amidst invasion threats.
• William I claimed ultimate ownership of all land in England, ending the Anglo-Saxon system of absolute land ownership.
• The Anglo-Saxon elite (earls and thegns) were systematically dispossessed and replaced by Norman tenants-in-chief (barons and bishops).
• Land was granted in return for military service (knight service) and loyalty, establishing a strict feudal hierarchy.
• The status of many ordinary peasants declined, with a reduction in the number of free peasants (ceorls) and an increase in unfree villeins tied to the land.
• Identify the introduction of Latin for official documents and French for the ruling elite, contrasting with the continued use of English by the peasantry.
• Explain the continuity in the legal system, such as the retention of the shire courts and the tithing system.
• Describe new Norman laws, including the Murdrum fine and the Forest Laws, which asserted Norman authority.
• Analyse the Normanisation of the Church, including the replacement of English bishops and abbots with Normans like Lanfranc.
• Evaluate Lanfranc's reforms, such as the creation of separate Church courts and the enforcement of clerical celibacy.

• 💡When discussing social structure, use specific Anglo-Saxon terms like 'thegn', 'ceorl', and 'earl' to demonstrate precise knowledge.
• 💡Highlight the differences between the Danelaw and the rest of England to address the 'diversity' aspect of the specification.
• 💡Remember that social mobility was possible; a ceorl who acquired five hides of land could become a thegn.
• 💡Use terms like 'pluralism' and 'simony' to describe the perceived weaknesses of the late Anglo-Saxon Church.
• 💡Emphasise the dual role of the Church in both spiritual guidance and secular administration.
• 💡Connect the wealth of the Church to its political power and influence over the king and earls.
• 💡Use specific examples like the Anglo-Saxon Chronicle to demonstrate the sophistication of their literature.
• 💡Emphasise the contrast between the reality of Anglo-Saxon cultural achievements and the Norman propaganda that portrayed them as backward.
• 💡Remember that the survival of intricate metalwork provides key archaeological evidence for their artistic skills.
• 💡Highlight the integration of cavalry, infantry, and archers as a key factor in Norman military superiority.
• 💡Connect Norman religious devotion to their culture of building large stone abbeys and churches.
• 💡Use the concept of land-for-service to explain how Norman society was organised for continuous warfare.
• 💡When evaluating the strength of the claims, consider both the legal arguments, such as bloodline and promises, and the practical realities, such as military power and the support of the Witan.
• 💡Be prepared to compare the validity of Harold's deathbed nomination against William's claim of a prior promise.
• 💡Remember that Edgar Aethling's youth was a critical factor in the Witan's decision to bypass his strong blood claim.
• 💡Use the geographical distance between Stamford Bridge and Hastings to explain the exhaustion of the English army.
• 💡When discussing Hastings, explicitly mention William's use of a feigned retreat as a turning point in breaking the English shield wall.
• 💡Link the outcome of Fulford to Stamford Bridge, noting how the initial Viking success left them unprepared for Harold's sudden arrival.
• 💡When discussing the resistance in the west, explicitly mention the siege of Exeter and the involvement of Harold Godwinson's family to demonstrate specific knowledge.
• 💡Link the uprisings in Mercia to the broader theme of border security, noting Eadric the Wild's alliance with the Welsh.
• 💡Use these early rebellions to illustrate William's dual strategy of military force followed by castle building to pacify rebellious regions.
• 💡Use specific statistics or evidence, such as the Domesday Book's classification of much of Yorkshire as 'waste', to demonstrate the severity of the Harrying.
• 💡Explain William's motivations for the Harrying not just as revenge, but as a strategic military decision to remove a persistent threat and deter future Danish invasions.
• 💡Connect the Northern resistance to the broader narrative of William struggling to secure his kingdom in the years immediately following the Battle of Hastings.
• 💡Ensure you can explain why the geography of the Fens made Ely difficult for the Normans to attack.
• 💡Revise the sequence of events, noting that the capture of Ely marked the definitive end of large-scale English resistance.
• 💡Be prepared to evaluate the threat level of Hereward's rebellion compared to other uprisings against William.
• 💡Be able to describe the defensive features of a motte and bailey castle to demonstrate understanding of its design.
• 💡Compare the purpose of pre-conquest burhs with that of Norman castles to highlight the change in military strategy.
• 💡Remember to mention specific early castles, such as those built immediately after the landing at Pevensey, to support your answers.
• 💡When describing castle design, use specific terminology like 'motte', 'bailey', 'palisade', and 'keep'.
• 💡Link the geographical distribution of castles directly to the Norman strategy of subjugating the English population.
• 💡Remember that the speed of construction was a key factor in the design choice of early Norman castles.
• 💡Ensure you can distinguish between the military and economic functions of castles, providing specific examples for both.
• 💡Use the term 'garrison' when referring to the troops stationed inside the castle to maintain local control.
• 💡Discuss how the physical dominance of the castle reflected the political and economic dominance of the Norman lord.
• 💡When discussing the purpose of the Domesday Book, prioritise its financial function (taxation) before mentioning legal or military uses.
• 💡Use the Domesday Book as evidence for the extent of Norman control and the dispossession of the Anglo-Saxon elite by 1086.
• 💡Remember the context of 1085: William faced a severe threat of invasion from Denmark, which necessitated a thorough assessment of his resources.
• 💡Use specific terms like 'tenant-in-chief', 'thegn', and 'villein' to demonstrate accurate knowledge of the social hierarchy.
• 💡Emphasise the scale of the change at the top of society: by 1086, only a tiny percentage of land was held by Anglo-Saxons.
• 💡Link changes in land ownership directly to William's need to secure military control and reward his followers.
• 💡When discussing changes, always look for the corresponding continuities to provide a balanced analysis of the period.
• 💡Use specific examples of new laws, such as the Murdrum fine, to demonstrate how William protected his Norman followers.
• 💡Highlight Lanfranc's role when explaining Church reforms, specifically mentioning his introduction of separate Church courts.
• 💡Use specific dates and names (e.g., 14 October 1066, Senlac Hill, Hereward the Wake) to show detailed knowledge and gain higher marks.
• 💡For 'explain why' questions, structure your answer around multiple factors and prioritise them, explaining links between causes and outcomes.
• 💡When evaluating interpretations, consider the provenance of sources (e.g., Anglo-Saxon Chronicle vs. Norman chronicles) and how they shape views of William's actions.

• Mistake: Believing all peasants were tied to the land as serfs. Correction: Many peasants were ceorls, who were free men able to choose their lord and move; avoid using the later Norman term “villein” for pre-Conquest society.
• Mistake: Assuming Anglo-Saxon England was culturally uniform. Correction: The Danelaw in the north and east had distinct Scandinavian laws, customs, and social structures.
• Mistake: Thinking there were no towns in Anglo-Saxon England. Correction: Burhs were significant fortified towns that served as administrative and trading hubs.
• Mistake: Thinking the Anglo-Saxon Church was completely independent from Rome. Correction: While the king had significant local control, the Church was Catholic and ultimately recognised the Pope's spiritual authority.
• Mistake: Assuming local priests were highly educated. Correction: Many local parish priests were ordinary members of the community with limited education, unlike the monks and bishops.
• Mistake: Believing the Church only dealt with spiritual matters. Correction: The Church was deeply involved in secular administration, law (such as oath-taking), and landholding.
• Mistake: Anglo-Saxons only built primitive huts. Correction: While ordinary homes were simple, they built large, sophisticated timber mead halls and some stone churches.
• Mistake: Anglo-Saxon culture was isolated and backward. Correction: Their art and literature show a highly developed culture with extensive trade and cultural links across Europe.
• Mistake: All Anglo-Saxon literature was written in Latin. Correction: A significant amount of literature, including poetry and historical chronicles, was written in the vernacular Old English.
• Mistake: The Normans were exactly the same as the Vikings. Correction: Although descended from Vikings, by 1066 the Normans had adopted French language, culture, and a devout form of Christianity.
• Mistake: Norman armies consisted only of knights on horseback. Correction: While knights were elite, their armies effectively combined cavalry, infantry, and archers.
• Mistake: Normans only built castles after conquering England. Correction: Castle building was already a fundamental part of Norman warfare and territorial control in Normandy before 1066.
• Believing Harold Godwinson was the only English claimant. Correction: Edgar Aethling was also English and had a stronger blood claim as a direct descendant of the royal line.
• Assuming William of Normandy had a blood claim to the English throne. Correction: William's claim was based on an alleged promise from Edward the Confessor and an oath sworn by Harold, not direct royal lineage.
• Thinking the Witan chose William as king immediately after Edward's death. Correction: The Witan elected Harold Godwinson, crowning him the day after Edward died.
• Confusing the order of the battles. Correction: The correct chronological sequence is Fulford, Stamford Bridge, and then Hastings.
• Stating that Harold Godwinson fought at the Battle of Fulford. Correction: The English forces at Fulford were led by the northern earls Edwin and Morcar; Harold was still in the south.
• Believing the English lost at Hastings solely because they were outnumbered. Correction: The armies were roughly equal in size; the English defeat was largely due to exhaustion, the breakdown of the shield wall, and Norman tactics.
• Confusing the resistance in the west with the later Northern rebellions; correct this by associating Exeter and Gytha with the west in 1068, and the Earls Edwin and Morcar with the North.
• Assuming William was present for all the initial uprisings; correct this by noting that the very first disturbances in 1067 occurred while he was visiting Normandy, leaving his regents in charge.
• Believing the uprisings were a unified national movement; correct this by understanding that the resistance in Mercia and the west were localised and uncoordinated, making them easier for William to defeat individually.
• Stating that the Harrying of the North was a battle; correct this by explaining it was a scorched-earth military campaign aimed at destroying the region's ability to support rebellion.
• Confusing the Northern resistance with the rebellion of Hereward the Wake; correct this by placing Hereward in East Anglia (Ely) and Edgar Aethling in the North.
• Assuming the Danes fought a major pitched battle against William; correct this by noting that William paid the Danish fleet to leave, avoiding a direct military confrontation with them.
• Believing Hereward defeated William the Conqueror. Correction: Hereward was ultimately defeated when William successfully besieged the Isle of Ely.
• Confusing Hereward's rebellion with the Harrying of the North. Correction: The Harrying of the North occurred earlier (1069-1070) in response to different uprisings, whereas Hereward's rebellion was in East Anglia (1070-1071).
• Assuming the Danes fought alongside Hereward until the end. Correction: The Danes abandoned the rebellion after being paid off by William, leaving Hereward to fight alone.
• Assuming Anglo-Saxons built motte and bailey castles before 1066. Correction: Anglo-Saxons built fortified towns called burhs; the motte and bailey design was introduced by the Normans.
• Believing the first Norman castles were built of stone. Correction: The earliest Norman castles in England were constructed rapidly using earth and timber, with stone rebuilding occurring later.
• Thinking castles were built solely to protect the English population. Correction: Norman castles were built to control, intimidate and suppress the conquered English population.
• Believing all early Norman castles were built of stone. Correction: The vast majority of Norman castles built before 1087 were timber and earth motte and bailey structures, as they needed to be built quickly.
• Thinking castles were distributed randomly across England. Correction: Castles were placed in highly strategic locations, such as river crossings, borders, and rebellious towns, to maximise control.
• Confusing the motte with the bailey. Correction: The motte is the raised earth mound, while the bailey is the flat, enclosed courtyard at its base.
• Assuming castles were only used for fighting battles. Correction: Castles were rarely besieged in this period; their main military role was as a secure base for patrols and a psychological deterrent.
• Ignoring the economic functions of castles. Correction: Castles were vital administrative centres where lords collected taxes, managed estates, and controlled local markets.
• Believing castles were built to protect the English population. Correction: Castles were built by the Normans to protect themselves from the English and to enforce their rule over the conquered people.
• Mistake: Believing the Domesday Book was a census of the population. Correction: It was a survey of land, resources, and wealth for taxation, not a count of every individual person.
• Mistake: Thinking it was created immediately after the Battle of Hastings in 1066. Correction: It was commissioned in 1085, nearly twenty years after the conquest, following a Danish invasion threat.
• Mistake: Assuming it covered the entirety of Great Britain. Correction: It only covered parts of England controlled by the Normans, excluding areas like London, Winchester, and the far north.
• Mistake: Stating that the feudal system was entirely invented by the Normans in 1066. Correction: While the Normans introduced a stricter, more formalised system of land tenure based on military service, Anglo-Saxon England already had hierarchical obligations.
• Mistake: Believing that the lives of ordinary peasants changed completely overnight. Correction: The daily agricultural routine remained similar, but their legal status and freedom often declined as Norman lords exerted tighter control.
• Mistake: Assuming all Anglo-Saxon landowners were killed at Hastings. Correction: Many survived but were gradually stripped of their lands through rebellions and confiscations between 1066 and 1087.
• Believing that the Normans completely replaced the English legal system. William retained much of the Anglo-Saxon legal framework, such as shire courts, to present himself as the legitimate successor to Edward the Confessor.
• Assuming everyone in England started speaking French after 1066. Only the Norman elite spoke French; the vast majority of the population continued to speak English.
• Thinking the Church remained unchanged under Norman rule. The Church was heavily reformed, with Norman bishops replacing English ones, the introduction of Church courts, and the rebuilding of cathedrals.
• Students often think the Battle of Hastings ended all resistance; in reality, rebellions continued until 1071, requiring William to use harsh measures like the Harrying of the North.
• Many believe the feudal system was invented by the Normans; it existed in various forms before 1066, but William adapted and systematised it to control England.
• Students sometimes assume the Domesday Book was a tax record only; it was a comprehensive survey of land and wealth for taxation and feudal obligations, but also demonstrated William's power and control.

1. 1Week 1: Create a timeline of key events from 1065 to 1087, including the succession crisis, battles, and rebellions. Use flashcards for dates and names.
2. 2Week 1: Learn the methods William used to control England (castles, feudalism, Church, Domesday Book) and make a table of their strengths and weaknesses.
3. 3Week 2: Practice source analysis using contemporary accounts (e.g., Anglo-Saxon Chronicle, William of Poitiers) and compare interpretations of William's rule.
4. 4Week 2: Complete past paper questions on causation, significance, and interpretations. Focus on structuring 12-mark answers with clear judgements.
5. 5Ongoing: Use active recall to test your knowledge of key facts and practice writing concise, evidence-based paragraphs.

• 📋Explain why... (12 marks): Requires analysis of causes and prioritisation. Use PEE paragraphs and link factors.
• 📋Describe two... (4 marks): Tests factual recall. Be precise and concise, giving two distinct points with detail.
• 📋How useful are Sources A and B for an enquiry into...? (8 marks): Assess content, origin, and purpose of sources, using contextual knowledge.
• 📋Essay question on significance or interpretations (e.g., 'The main reason William won at Hastings was Harold's mistakes.' How far do you agree? 16 marks + 4 SPaG): Requires balanced argument, evaluation of factors, and a justified conclusion.