Simon de Montfort: History Detectives – KS2 & 3 Curriculum areas: Citizenship, History Aim: Using the model of a detective-style investigation, students research and investigate the importance of Simon de Montfort’s Parliament and its continuing relevance, sharing their findings in an engaging presentation. This is of particular interest in 2015, when de Montfort’s Parliament of 1265 will be 750 years old.

Background

Born out of a power struggle between the king and the barons, Simon de Montfort’s

Parliament represents a crucial step on the path to parliamentary democracy. For the

first time, de Montfort’s Parliament brought people from towns and cities together at

the same time, an approach that can still be seen in the make-up of the current

House of Commons today, where 650 Members from across the UK meet.

Lesson structure

Introduce the exercise by explaining that a historian is a bit like a detective. They

investigate evidence, sources and witnesses (both present and from the past

through records) to pull together clues to find out what happened.

Today they will be using these skills to answer some questions about Simon de

Montfort’s Parliament of 1265. They will then be presenting their argument to the

class in a presentation.

They will find their clues using a short film (which can be viewed together at the

beginning of the lesson), a fact file and background information available in this

pack. And, if time, use research from online and the library to add to their case.

To extend this lesson, having viewed the film, you could first complete one of the

‘Recall’, ‘Historical Viewpoints’ or ‘History Film Poster’ activities included in this pack,

before moving on to this History Detective activity. Each one can be used as quick

fire activities to support recalling the key points of the story as part of a broader

lesson, or can be extended into their own stand-alone lessons. The History Poster

activity is also suitable for homework.

The four cases

There are four cases for the detectives. The class will be divided into groups to put

together their case by discussing the evidence and preparing their presentation

together. You can print out and cut out the below case files to hand out to each

team. If you have a large class, consider having two or more teams on each

question. The strength of their arguments and presentations can then be a useful

comparison at the end of the session – did they come to the same conclusions, did

they use the same evidence?

Power

Did Simon de Montfort change the way power was divided between the monarch and

the people?

Top Witnesses: Simon de Montfort, Eleanor de Montfort, King Henry III

Facts: How the story begins, Provisions of Oxford, Eleanor’s support for Simon,

Battle of Lewes, Capture of the king, First Parliament

Dates: Provisions of Oxford, Battle of Lewes, Simon de Montfort’s Parliament

Key Questions: What was the relationship between Parliament and Monarch before

de Montfort’s Parliament?

Parliament

Has Parliament changed since de Montfort’s Parliament?

Top Witnesses: Simon de Montfort, King Henry III

Facts: Who was called to Parliament, what kinds of things were discussed, how long

did it last?

Dates: The call to the Shires, first sitting, when was parliament dissolved?

Key questions: What happens in Parliament today? How are different views and

different areas represented?

Representatives

Who was invited to Simon de Montfort’s Parliament and why?

Top witnesses: Simon de Montfort, King Henry III, representatives from towns and

cities

Facts: Who governed and how before Simon de Montfort’s Parliament and what

changed?

Dates: The call to the Shires, first sitting, when was parliament dissolved?

Key Questions: What is the make-up of today’s Parliament?

The journey to democracy

How has democracy developed since the time of Simon de Montfort?

Top witnesses: Simon de Montfort, King Henry III, Edward I

Facts: What happened to the key characters, what changed under Edward I, how

enfranchisement grew over the centuries

Dates: Deaths of Simon de Montfort and Henry III, accession of Edward I

Key Questions: How has Parliament and democracy changed today? Who could

vote then and now?

Once the investigation time is over, the teams must prepare to present. Students will

need to consider:

As a history detective, they must be accurate and state what is fact, what is

assumed, what is speculation and what is opinion

What are the most relevant and important pieces of evidence from their

research?

How will they get their information across clearly? – For example should they

divide up their evidence in some way, should one person present or several

people?

What media will they use such as extracts from the films, PowerPoint,

images?

What clear message(s) will they leave with their audience at the end to make

an impact?

Further Development

To provide a more challenging outcome, the students could present their

research to another class who have not yet worked on this topic, or in an

assembly.

The groups can also devise a series of quiz questions to test their audience’s

recall.

Recall exercise

KS2 & 3 Aim:

To use the graphic novel artwork as an aid to recalling the key facts of the stories.

Background

The short films use specially commissioned artwork in a graphic novel style to bring

the stories to life. We have provided these images in this pack which can be used to

create storyboards, like a short cartoon strip, to be discussed or labelled to help

students recap and retell the stories.

Exercise

Display or give out copies of the illustrations.

Go through each image asking key questions such as:

• Who are the characters in this scene?

• What are they doing?

• What attitudes do the characters have?

• What is the outcome of the scene?

If helpful give out copies of the scripts and refer students to appropriate sections.

Extension or homework task

• Students can write brief captions for each scene explaining what is

happening. They can also add speech and thought bubbles to give more detail,

creating their own versions of the dialogue or using appropriate extracts from the

scripts.

Historical

viewpoints

KS2 & 3 Aim:

To understand the nature of historical research and to consider how views and

interpretations of history need to be critically examined and tested.

Background

The films brevity makes them great for telling a story, but means they are short on

detail. These ideas will encourage students to look critically at the films from an

historical perspective and to understand the difference between facts and

interpretation.

Marking the script

This could be a whole class, small group or solo activity. Students use different

coloured markers to highlight or underline the script indicating historical characters,

made-up characters; historical facts, speculation.

Discussion

Discuss the accuracy of the scripts bringing in some or all of the following:

They are performed in modern English but the actual characters would have

spoken a version of ‘Norman French’. Simon de Montfort was in reality a

French Nobleman.

It is difficult for historians to find out information about some characters, in

particular from this era where few records survive.

Where we can establish that characters existed we have little idea of what

they were like in conversation or in day-to-day life – there are no recordings of

most people from history, not like today!

The focus of the story is the emergence of early forms of democracy in

England but it can be argued that, as Baron 1 says of Simon de Montfort, ‘he

is only interested in wealth and power’ – what do you think?

We expect a story to have a satisfying end point - the episodes conclude with

scenes featuring rousing speeches about the emergence of democracy.

However, the Narrator points out that there is more disagreement and further

battles to come. Make the point that, unlike a story, history continues with the

consequences of the past always affecting what comes next.

Extension or homework tasks

Students write up their review of the historical accuracy the episodes, using

analytical skills to question what they think is based on fact and what is

interpretation.

Students research Robert Fitzwalter or Simon de Montfort. They should use a

minimum of two sources for their information, give references and note where

the sources agree or differ. The outcome can be short written biographies or

presentations. How hard was it to find the information they wanted?

History posters Aim:

To relate the events in the Simon de Montfort film to modern democracy through the

medium of film-style posters.

Background

The activity can use a variety of visual media as appropriate and be undertaken

individually or in small groups.

Finding the essence

Students sum up the importance of the Simon de Montfort story in a title and single

sentence like a film title and tag line. You’re looking for things like:

Simon de Montfort – the man who tamed a king

Eleanor de Montfort – she supported her husband and denied her father in the

struggle for democracy

1265 Parliament – representation begins...

Creating posters

Working individually or in small groups students work on their slogans, refining them

to ensure that they are short, snappy and memorable. If they can’t choose one title,

they can use a democratic vote to decide.

If you are running this session as a full lesson, develop the film metaphor by asking

them to work on film posters of their chosen story using their tag line and appropriate

images. They can use libraries or the internet to research images, or use illustrations

from this pack.

The elements of the poster should include

The title

The tag line

One or more powerful images

An additional line of text about democracy today

The last line should cause people to consider the importance of democracy such as:

The right to vote was born in bloodshed and battle

The long road to democracy – what steps will you take?

Extension or homework task

Students write a short personal reflection under the heading ‘Why this story matters’.

Extending the message of their posters, they should show how the historic events

relate to our current democracy drawing our key points such as the relationship

between Parliament and the Monarchy, the rule of law and the right to trial by jury,

and the regional nature of our democratic system that still reflects the make-up of

Simon de Montfort’s call to the Shires.

Curriculum links

Stories from Parliament films and lessons can be used with a variety of ages, but

have been specifically designed to support the KS3 History curriculum in its broad

aims that students,

‘…should extend and deepen their chronologically secure knowledge and

understanding of British, local and world history, so that it provides a well-

informed context for wider learning. Pupils should identify significant events,

make connections, draw contrasts, and analyse trends within periods and

over long arcs of time.’

‘…should pursue historically valid enquiries including some they have framed

themselves, and create relevant, structured and evidentially supported

accounts in response. They should understand how different types of

historical sources are used rigorously to make historical claims and discern

how and why contrasting arguments and interpretations of the past have been

constructed.’

‘…gain and deploy a historically grounded understanding of abstract terms

such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’’

‘…understand the methods of historical enquiry, including how evidence is

used rigorously to make historical claims.’

The story of Simon de Montfort film and resources has been created to specifically

meet the following criterion in the Subject Content:

Pupils should be taught about:

the development of Church, state and society in Medieval Britain 1066-1509

And these non-statutory examples:

the struggle between Church and crown

Magna Carta and the emergence of Parliament

Find out more:

www.gov.uk/government/uploads/system/uploads/attachment_data/file/239075/SEC

ONDARY_national_curriculum_-_History.pdf

They also support the Citizenship curriculum in its aim that pupils should be taught

about:

the development of the political system of democratic government in the

United Kingdom, including the roles of citizens, Parliament and the monarch

the operation of Parliament, including voting and elections, and the role of

political parties

the precious liberties enjoyed by the citizens of the United Kingdom

Find out more:

www.gov.uk/government/publications/national-curriculum-in-england-citizenship-

programmes-of-study/national-curriculum-in-england-citizenship-programmes-of-

study-for-key-stages-3-and-4