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The National Trust for Scotland – Scottish History Resource Pack


Contents

About The Wars of Independence Resource Pack

Practical Information1.0 Travel Subsidy

2.0 The National Trust for Scotland2.1 NTS Membership2.2 Learning with the National Trust for Scotland

3.0 Visiting National Trust for Scotland Sites

4.0 Planning a Visit: 20 Point Checklist

5.0 The Curriculum for Excellence

Historical Information6.0 The Wars of Independence Timeline

7.0 National Trust for Scotland Places: where to investigate The Wars of IndependenceThe Battle of Bannockburn Visitor Experience

Pupils’ Activities8.0 Pupils’ Activities8.1 War Correspondent8.2 Are You Ready for Battle?8.3 Villain or Victim? The Role of Women in The Wars of Independence

Contacts and Resources9.0 Contacts and Resources


About The Wars of Independence Resource Pack

There are two elements to the pack:

1. Teachers’ NotesPractical information about visiting NTS sites and the curriculumHistorical information about The Wars of IndependenceA set of activities for pupils (particularly for interactive lessons using whiteboards).

2. Folders of digital images and documents

The Wars of Independence resource pack was created by the NTS Learning ServicesDepartment.Teachers’ Notes: Fay BaileyPhotographs: NTS© 2015 the National Trust for Scotland

Using the pack

Teachers can:Print the Teachers’ NotesUse the Pupils’ ActivitiesDownload the digital images and documentsCreate lessons using the historical information and Image Folders


Practical Information

practical


Travel Subsidy

The Scottish Government is supporting school visits to key historical places.

Thanks to the Government’s generous support, schools may apply for a travel subsidytowards the cost of coach travel to Bannockburn.

For more details and an application form, please go to the NTS Learn web page:http://www.nts.org.uk/Learn/schools_subsidy.php

1.0 Travel Subsidy

The National Trust for Scotland is the conservation charity that protects and promotesScotland’s natural and cultural heritage for present and future generations to enjoy. Withover 310,000 members, it is the largest conservation charity in Scotland and depends for itssupport on donations, legacies, grants and membership subscriptions.

Established in 1931, the Trust acts as a guardian of the nation’s heritage of architectural,scenic and historic treasures. The NTS is not a government body. As an independent charity,it acts on behalf of everyone to safeguard our heritage.

The Trust is unique in that its activities cover the full range of cultural, built and naturalheritage. Our challenge is to make this heritage relevant to the people of Scotland and allthose who have an interest in Scotland’s magnificent heritage.

If you wish to find out more, then please visit our website:www.nts.org.uk/Charity/Reports/Strategy-And-Performance/ – where you can read anddownload the NTS corporate plan, policies and principles.

Registered Scottish Charity Number SC 007410

2.1 NTS Membership

With NTS Educational Membership, your school will support the conservation of Scottishheritage.

There is an additional benefit of free entry to almost all Trust sites. Where there is an entryfee or a charge for a particular learning programme (to cover costs), these will be reducedfor NTS educational members.

Please remember to bring your membership card with you!

If your school does not have NTS Educational Membership, it is possible to join on the day.You can also go to the NTS website: www.nts.org.uk/Learn/Schools – or phone the NationalTrust for Scotland’s central office and ask for the Membership Department.

2.2 Learning with the National Trust for Scotland

The school programme offers many opportunities for cross-curricular work and engagingwith the Curriculum for Excellence. Further information for teachers, and freeresources, can be found on the Trust website – www.nts.org.uk/Learn/Schools


2.0 The National Trust for Scotland

Booking a School VisitPlease book an education visit by contacting the NTS site directly. Book a day visit toBannockburn and include the 3D learning experience plus a workshop. Bannockburn hasspecialist learning staff who offer a range of learning programmes. Our staff will alwaysendeavour to tailor a visit to your requirements. Please check when booking.

Risk AssessmentsNTS sites have risk assessments. However, teachers and group leaders are responsible forcreating their own risk assessment for their visit. Once you have booked a tour, walk orprogramme at an NTS site, you are entitled to a free preliminary visit (even if you are not anNTS member). We strongly recommend that you familiarise yourself with the site beforevisiting with your group. Information on planning a visit to a NTS site can be found atwww.nts.org.uk/Learn/schools/plan

ResourcesFor more information and learning resources for Bannockburn, please go to the Battle ofBannockburn web pages for schools, at: learning.battleofbannockburn.comor: learning.battleofbannockburn.com/teachers

You can also visit the Bannockburn page on the NTS Schools website which lists learningresources suitable for Bannockburn. www.nts.org.uk/Learn/schools/sitespecific

Travel SubsidyThanks to generous support from the Scottish Government we are able to offer a transportsubsidy to schools wishing to visit Bannockburn.Please apply by going to the Learn website: www.nts.org.uk/Learn/schools/subsidy

AdviceOur staff are happy to help you in any way they can. If you have a general query aboutschool visits, please email the Learning Services office at [email protected]


3.0 Visiting National Trust for Scotland Sites

Good planning is the key to a successful visit.

You should be clear about the purpose of your visit and ensure that your support staff andpupils are fully briefed about the intended learning outcomes.

Once you have decided on the appropriate NTS site for your course of study:

1. Book your school visit.2. Ensure that the booked programme meets your needs.3. Let NTS staff know if your group has additional needs. Programmes can be adapted to

ensure an enjoyable learning experience for all your pupils.4. Book a free planning visit.5. Create an itinerary.6. Create a risk assessment.7. There should be at least one first aider on site, but you must also bring your own first

aider and a school first aid kit.8. Make sure that your bus company has agreed pick up and departure times, and is

available/contactable during your visit should you need to leave early.9. If you have booked an NTS learning programme or guided walk, try not to be late.10. If lateness is unavoidable, do contact the site with an estimated arrival time so that new

arrangements can be made.11. If you are planning a self-led visit, please book in your group. This is for safety reasons

(NTS staff should know that your pupils are on site).12. Self-led groups should also book a parking space for a coach or minibus.13. Your class will benefit from having some background knowledge about the site before

their visit.14. Your staff team and helpers should be fully briefed about the pupils in their charge.15. They also need to be briefed about the booked programme. Discuss any activities

before the visit takes place.16. All staff and helpers should have a copy of the risk assessment.17. It is essential that you pack for the weather. Please ensure that everyone in your party

has suitable outdoor clothing.18. Bring a packed lunch, snacks and warm or cold drinks, as appropriate.19. For outdoor walks, there is a risk of ticks in places where deer pass through. Warn your

pupils to avoid brushing through bracken, and cover the ground if they are to sit down.20. Finally, have a great time!

Remember:It is the responsibility of the teacher or group leader to manage their pupils’behaviour, and ensure that their pupils behave safely and respectfully at NTS sites.


4.0 Planning a Visit: 20 Point Checklist

The Curriculum for Excellence aims to provide a coherent, flexible and enriched curriculumfor pupils aged 3 to 18. It combines a totality of experiences for children and young peoplethroughout their school education, wherever they are being educated.

The purpose of the curriculum is encapsulated in the four capacities: to enable pupils to besuccessful learners, confident individuals, responsible citizens and effective contributors.

Our school programmes aim to support the development of the four capacities. A visit to aNational Trust for Scotland site encourages enjoyable learning while developing new skillsand understanding.

A site visit takes learning beyond the classroom, offering teachers a broad range of learningopportunities. It allows their pupils to see the real thing (whether it is an historic building, a gardenor the countryside) and to interact with or use primary sources. Core curriculum elements suchas language and numeracy, and health and wellbeing, can be built into a visit. Different sitesoffer primary sources for Social Studies, Expressive Arts, the Sciences or Technologies.

More information about our policies (such as the Access, Enjoyment and Education Principles)can be found on the NTS website: www.nts.org.uk.


5.0 The Curriculum for Excellence


historical

Historical Information


6.0 The Wars of Independence Timeline

123917 June

Edward I of England is born.

c1270 William Wallace is born. His birthplace is uncertain and disputed(either Renfrewshire or Ayrshire). His father was a laird rather thana noble.

127411 July

Robert Bruce is born at Turnberry Castle in Ayrshire. He is ofScots, Gaelic and English noble descent

The Wars of Independence timeline

1284 Edward I finally conquers Wales. It joins England as part of hiskingdom.

128425 April

Edward II of England is born in Caernarfon Castle.

1286Alexander III,King of Scots,dies

King Alexander III falls from his horse and is killed. He has ruledScotland successfully since 1249. (After defeating the Vikings atthe Battle of Largs in 1263 and bringing the Western Isles intoScotland’s domain, there was a long period of peace.)

The next in line to the throne is Alexander’s granddaughter, three-year-old Margaret, known as the ‘Maid of Norway’. Scotland is nowgoverned by powerful nobles and clergymen, known as theGuardians of Scotland.

1290Margaret, Maidof Norway, dies

A marriage is arranged between Margaret and Prince Edward ofCaernarfon. The treaty of Birgham states that the children ofMargaret and Edward will rule both Scotland and England, unitingthe two countries. (Many Scottish nobles have land or connectionsin England.) Margaret falls ill during her sea voyage from Norwayto Scotland and dies in Orkney.

The Wars of Independence timeline continued



1294-95(The AuldAlliance)

In 1294 Edward I summons Balliol. He wants the Scots to joinforces with the English in their war against the French. Balliol isgiven until 1 September 1294 to provide troops and funds. TheScottish parliament decides against joining England, sinceScotland has traded with France for centuries. Instead, in October1295, a treaty is negotiated with the French. The two countriesagree to support each other should England attack. (TheFranco-Scottish alliance - later known as the Auld Alliance -continues to be renewed until 1560.)

1291-92Robert de Brusand John Balliol

There are several possible claimants to the Scottish throne but twomen stand above the others. They are John Balliol and Robert deBrus (grandfather of King Robert Bruce). They are from opposingfamilies.

The Guardians of Scotland fear that civil war will break out.KingEdward I of England is asked to judge the claims. Edward agreesbut then requests that the nobles recognise him as overlord ofScotland. The nobles refuse at first but then have to comply. BothRobert de Brus and John Balliol pay homage to him, in order togain his favour. John Balliol has the strongest legal claim andEdward I’s court decides that he should be the new king.

1292John Balliol,King of Scots

John Balliol is inaugurated at Scone on St. Andrew’s Day 1292. Herules until 1296.




1296

Stone of Destiny

Rebellion

The Stone of Destiny and the holy relic, the black rood of StMargaret, are taken to England. (However, the crown jewels arehidden in a kirk and Edward’s soldiers never find them.) Edward’ssupporters occupy castles throughout Scotland. The Englishparliament now governs the country.

William Wallace and Sir Andrew Murray lead rebellions againstEdward. (Initially, Wallace is in southern Scotland and Murray inthe north.) They start winning back some of the castles.

1296

Carlisleattacked

Sacking ofBerwick

Battle of Dunbar

Edward I says he has the right to be overlord of Scotland butothers disagree.

(In 1174, after his failed invasion of Northumbria, William the Lionswore allegiance to English King Henry II, and several Scottishcastles were occupied. However, in 1189, Richard I absolvedWilliam from this. Since then, the two royal families have oftenintermarried, and there has been peace between the countries.Edward ignores this.)

The alliance between Scotland and France thratens Edward andhe prepares to make war on Scotland. John Comyn (supporter ofBalliol) crosses the border and attacks Carlisle. (Robert Bruce’sfather is governor of Carlisle Castle, at this time.) Comyn’s mendestroy villages and small towns. Edward lays siege to Berwick;his soldiers enter the town and kill almost the whole population.

Edward’s army invades Scotland and defeats the Scots at Dunbar.John Balliol is captured and imprisoned in the Tower of London.The Scottish nobles and clergy are ordered to sign a declaration ofloyalty to Edward. It becomes known as the ‘Ragman Rolls’.(Neither William Wallace nor Robert Bruce sign.) Wallacebecomes outlawed.




129711 October

The Lübeckletter

Murray and Wallace send a letter to German merchants whichstates that the ports are open: Andrew de Murray and WilliamWallace, leaders of the army of the kingdom of Scotland, and thecommunity of the same kingdom, to their worthy, discreet andbeloved friends the mayors and communes of Lübeck and Hamburg...we ask that you will make it be proclaimed amongst yourmerchants that they can have secure access to all ports of thekingdom of Scotland with their merchandise...

1297

Andrew Murraydies

Sir Andrew Murray dies, possibly from battle wounds. (There is somedebate over when he died but his name disappears after 7November 1297.) Murray was an experienced warrior and respectedby many of the nobles; Wallace loses an invaluable ally.

129711 September

Battle of StirlingBridge

William Wallace and Sir Andrew Murray join forces at the Battle ofStirling Bridge and beat Edward’s army. The Scottish troops areheavily outnumbered but are tactically superior. Wallace andMurray are made joint Guardians of Scotland by the Scottishnobles.

1298

The Battle ofFalkirk

Wallace’s army is defeated at the Battle of Falkirk. He resigns hisGuardianship of Scotland and travels to France. He hopes formilitary support from King Philip IV of France but this is notforthcoming.

1298-1304

Attacks byEdward I

Wallace continues his campaign in Scotland, using guerrillatactics. Edward I organises regular attacks. He has the latestweapons and war machines. (He takes Caerlaverock Castle usinghuge siege engines.)




1304

Nobles submit

The Scottish nobles become exhausted; many lose their lands.Finally, Edward gains the support of France (Scotland’s old ally). TheScottish nobles make a deal with Edward but Wallace refuses tosubmit. He is not from a high ranking family and many nobles, whomight provide money and fighting men, no longer wish to supporthim. Wallace becomes a fugitive.

130523 August

William Wallacedies

Wallace is betrayed by John de Menteith, a Scottish knight loyal toEdward. He is handed to English soldiers at Robroyston, nearGlasgow, and taken to London. After a show trial, he is executed.William Wallace is revered by many people as the first documentedfreedom fighter.

1306

Battle ofMethven

On 5 April, Edward I appoints Comyn’s brother-in-law, Aymer deValence, to be his representative in Scotland. De Valence assembleshis troops at Perth, while Bruce gathers his men at Methven. On 19June, a surprise dawn attack routs Bruce’s troops. In July or August,they are attacked by the Macdougalls of Lorn. Bruce only justescapes. He becomes a fugitive.

130625 March

King of Scots

Robert Bruce is inaugurated King of Scots at Scone Abbey. He isalso excommunicated by the Pope for killing a man within a sacredplace.

1306

Robert Bruceand JohnComyn

There has been a feud between the Bruce and Comyn familiesand their supporters for some time. The Comyn family areconnected to both John Balliol and Edward I through marriage,and they support Edward.

On 10 February, Robert Bruce meets John ‘The Red’ Comyn atGreyfriars Kirk in Dumfries. An argument breaks out and Brucestabs Comyn, who dies before the church altar.




1306

The women areimprisoned

Bruce’s wife Elizabeth de Burgh, his sisters Christina and MaryBruce, and his daughter Marjory Bruce are at Kildrummy Castle,under the protection of Bruce’s brother Neil. (Twelve-year-oldMarjory is the daughter of Bruce’s first wife.) After Methven,Kildrummy Castle is attacked. The women flee with Isobel, Countessof Fife, but are betrayed by the Earl of Ross. They are imprisoned inEngland. Neil Bruce is executed at Berwick.

1307

Edward II

Edward’s son becomes King Edward II. He is said to be handsomeand strong but prefers the arts to warfare. He inherits a country ingreat debt due to his father’s continual warring. Edward becomesunpopular when he rewards his favourites in court, particularlyPiers Gaveston (who is murdered in 1312). Meanwhile, Brucecontinues his campaign.

13077 July

Death ofEdward I

Edward I is ill but determined to stop Bruce. He leads his armynorth but dies at Burgh by Sands, near Carlisle, aged 68. He isburied in Westminster Abbey. An inscription was added in the 16thcentury, which reads: Edwardus Primus Scottorum Malleus hic est,1308. Pactum Serva. (Here is Edward I Hammer of the Scots,1308, Keep Faith)

1307

Battle ofLoudoun Hill

From Arran, Bruce crosses the sea to Carrick - his home territory -where he knows he has support. He now uses guerrilla tactics andhis campaign is very successful. He ambushes English troops atGlen Trool and then defeats Aymer de Valence at Loudoun Hill.He gradually wins back occupied castles from Edward’ssupporters.




1314

Stirling Castle

By 1314, Bruce is in charge of most of Scotland, and Balliol’ssupporters are told to join him or lose their estates. However, thereis still one castle that Bruce must take in order to control Scotland.Stirling Castle is in a commanding position, guarding the mainroutes north.

Bruce’s brother Edward lays seige to the castle. It is agreed thatthe castle will be surrendered if it is not relieved by mid-summer1314. Bruce trains his troops for a battle.

13206 April

Declaration ofArbroath

Bruce is in power but Scotland is still not recognised as anindependent country. Three letters are sent to Pope John XXIIasking for his support. One letter is from Bruce, the second fromthe Scottish clergy, and the third is signed by the nobles atArbroath.

As part of the declaration, the nobles write: It is not for glory, norfor riches, nor honours that we are fighting, but for freedom itself,which no honest person gives up but with life itself...

The wording of the declaration becomes very famous in later years.

After 1314 Bruce is able to exchange the hostages for his family and somesupporters. He is finally reunited with his wife Elizabeth de Burghand daughter Marjory. (Later, he and Elizabeth have four children.Their son David becomes King David II.)

131423 & 24 June

Battle ofBannockburn

At mid-summer, Robert Bruce faces King Edward II’s army atBannockburn, below Stirling Castle. Although heavilyoutnumbered, Bruce’s well-trained forces defeat Edward’s army.Edward II is humiliated and flees the battlefield. The Scots takehostages.




1326-27

Abdication anddeath ofEdward II

In 1327, Edward II’s wife Isabella of France, who has been living inFrance, returns to England with a troop of men. Edward and hissupporters flee but are caught. Edward is imprisoned. Parliamentforces him to abdicate the throne to his 14-year-old son, EdwardIII. On 21 September 1327, Edward II is murdered in BerkeleyCastle.

13297 June

Death of RobertBruce

Bruce is worn out by the constant fighting and hardship. He hasbeen ill for some while. His wife Elizabeth died in 1327. He nowlives quietly at a mansion house in Cardross, near Dumbarton, anddies aged 54.

His body is buried at Dunfermline Abbey, beside Elizabeth. Hisheart is buried at Melrose Abbey.

132817 July

Bruce’s four-year-old son David is married to six-year-old Joan,who is Edward III’s sister. In October 1328, the Pope lifts theinterdict from Scotland.

1328

Treaty ofEdinburgh -Northampton

England is in chaos. Bruce sends James Douglas to invadenorthern England and threatens to annex Northumbria. Isabellaoffers to discuss terms of peace, on behalf of her son Edward III.A treaty is sealed by Robert Bruce in Edinburgh on 17 March andratified by the English parliament in Northampton on 1 May. Thetreaty of Edinburgh-Northampton recognises King Robert I as Kingof Scots and acknowledges Scotland as an independent country.

c1375 John Barbour writes an epic poem about Robert Bruce and theWars of Independence called The Brus.


Key Date NTS site Information for schools

1314Battle ofBannockburn

Battle of BannockburnHeritage Centre

KEY WARS OFINDEPENDENCE SITE

The Battle of BannockburnHeritage Centre opened in2014. It offers aninnovative, state-of-the-art3D battle simulation thattransforms the way visitorsof all ages learn aboutBannockburn.

A learning experience that brings historyto life.

A unique 3D exhibition allows pupils todiscover the reasons for the battle andits aftermath, learn about the soldiersand their weapons, and ‘meet’ some ofthe people involved (and hear theirpoints of view).

They can also take part in the BattleGame or watch the Battle Show.

Schools may book a day visit: spend thefull school day at Bannockburn with the3D learning experience plus a workshopwith the Bannockburn learning team.

Bannockburn

7.0 National Trust for Scotland places:where to investigate the Wars of Independence


Key Date NTS site Information for schools

Choose from a selection of curriculum-based workshops to explore key topicssurrounding the battle. The learningteam can adapt each session to suit theage and Level of your class.

To plan a visit, and for pre-visit andpost-visit activities, go to:learning.battleofbannockburn.com/teachers

For more information and to book a visit,please contact the Learning Team at theBattle of Bannockburn Experience.

T: 01786 812664E: [email protected]

7.3 Bannockburn continued

7.0 National Trust for Scotland places:where to investigate the Wars of Independence


Bannockburn Heritage Centre

Bannockburn Heritage Centre


Pupils’ Activities

activities


8.0 Pupils’ Activities

8.1 Activity 1 – War Correspondent

Objectives:• In small groups, use evidence gathered on site and in class to produce a piece of

writing in the style of a journalistic report about the Battle of Bannockburn andthe National Trust for Scotland Visitor Centre.

• Film or record sections at the Battle of Bannockburn site (outdoors).

Curriculum for Excellence

Social Studies People, past events and societiesLiteracyTechnologiesExpressive Arts

Activity 1 – On site

• Ask pupils to gather evidence for a radio or television report on the battle.

For more information about the battle and associated characters, please go to theBattle of Bannockburn web pages for schools:learning.battleofbannockburn.com/teachers



Activity 1 – In class

Second, Third & Fourth Levels

Use the interactive whiteboard to produce a timeline for The Wars of Independence.Ask pupils to sequence and describe the events pre-, during and post-battle using thepen tool, images of the battle site and key characters to help them. Drag and dropthe images from the pack onto the timeline and sequence them in chronologicalorder.

Ask your pupils to become war correspondents and report on the battle, usinginformation gathered at the Bannockburn site.The pupils’ report should containinformation about the setting, terrain, weaponry, tactics and battle formations of theEnglish and Scottish armies at the Battle of Bannockburn. They could work in teams.They could record or film their report.

Following this, the pupils could discuss the legacy of the battle and the developmentof the site as a visitor attraction.

Pupils should consider their audience. Who will view their report? View a range offilms about the battle on the interactive whiteboard. Discuss techniques used tobring reports to life.

Extension activity for higher levels

Extend this activity by examining conflict and conflict resolution. Should wecommemorate battles? What roles do battlefield visitor centres have and canobjectivity be achieved?

The Conflict of Choice activity on the Learn website complements school visits toTrust sites connected to warfare. www.nts.org.uk/Learn/schools_resource.php

8.1 Activity 1 – War Correspondent continued

Scotland’s History, on the BBC Scotland website, is very useful.



8.2 Activity 2 – Are You Ready for Battle?

Objectives:• Demonstrate an understanding of the clothing, weaponry and battle tactics of

the soldiers, on both sides of the battle.

• Create or complete a checklist of equipment required to become a medieval warrior.


LiteracySocial Studies People, past events and societies.Technologies


• Consider the topography of the Bannockburn area, including terrain andaccessibility. Also, consider the climate. (Pupils can view part of the battle site,and also see the whole layout when taking part in the 3D battle re-enactment.)

• Research and list the sorts of equipment you might need to bring if you werecamping at the site before the battle.

• Gather information from NTS learning staff, displays and/or battle re-enactmentsabout weaponry, uniforms and rations.

• Identify and list the equipment used by soldiers on opposing sides. Pupils couldtake photographs or make sketches to record their findings.

• Look at the battle plan.

• For more information about the battle, weapons and equipment, please go to theBattle of Bannockburn website: learning.battleofbannockburn.com




Second Level

Download the illustrations of Bannockburnsoldiers (from the Battle of Bannockburnwebsite) onto your interactivewhiteboard. Drag & drop or cut andpaste the images onto your whiteboardand use the split screen function tocompare clothing and weaponry.

Create a quiz and use the click toreveal, rub & reveal, ‘show/hide’ orscreen shade functions on yourwhiteboard to obscure parts of thesoldiers’ clothing and weaponry.

Use the illustrations to help you create achecklist for each soldier.

Third Level

Your pupils could follow the activitiesfor Second Level.

Compare and contrast the clothingand weaponry of the soldiers on bothsides of the battle. Compareweaponry, movement, mobilisationspeeds, motivation and tactics.Create a table.

Analyse the information gathered ona site visit about the topography andterrain of the Bannockburn area, andfrom taking part in the 3D battlere-enactment.

Ask pupils to use this knowledge tohelp them decide which side wasbetter equipped to fight the battle.

Ask pupils to prepare and present ashort power point presentation whichcompares and contrasts the twoopposing armies. How did theclothing, weaponry, tactics etc.employed by the opposing armiescontribute to their success or failurein the battle.

8.2 Activity 2 – Are You Ready for Battle? continued

For more information about the battle, weapons and equipment, please go to theBatte of Bannockburn website: learning.battleofbannockburn.com



Extension activity for higher levels

Use the information gathered on a visit to Bannockburn and classroom-basedresearch to produce a power point presentation citing reasons for the success orfailure of the opposing sides in the battle.

What makes a good leader? Does the responsibility for success or failure in theBattle of Bannockburn lie with Edward II or Robert Bruce? Analyse and discuss thequalities that make a hero.


8.2 Activity 2 – Are You Ready for Battle? continued



8.3 Activity 3 – Villain or Victim? The Role of Women in TheWars of Independence

Objectives:• Research the roles of Isabella of France, Isobel of Fife, Elizabeth de Burgh,

Marjorie Bruce and ‘Black Agnes’, Countess of Dunbar, in The Wars ofIndependence.

• Create and perform a dramatic piece inspired by the life and experiences of oneof these characters.

• Extension activity for older pupils – research and discuss the roles of women inwarfare.


Social Studies People, past events and societiesLiteracyTechnologiesExpressive Arts


• Use on-site displays, learning programmes and information to find out as much aspossible about the role of women in The Wars of Independence.

• Consider the lives of wealthy women at that time. Discuss the situation of womenin times of medieval warfare.

For more information about the battle and associated characters, please go to theBattle of Bannockburn web pages: learning.battleofbannockburn.com

For illustrations of the women, go to the NTS Schools website:www.nts.org.uk/Learn/schools/sitespecific (choose Bannockburn).



8.3 Activity 3 – Villain or Victim? The Role of Women in TheWars of Independence continued

Second Level

Ask pupils to use the internet andwritten sources to search for informationabout the key female charactersinvolved in The Wars of Independence.

Ask pupils to choose one character.

Pupils can write a short monologue fortheir chosen character and perform theirpiece to the class or film theirperformance.

Third & Fourth Levels

Pupils may follow the activities for theSecond Level.

Use the performances as a starting pointfor a class discussion on the roles ofwomen in warfare.

- Consider the role of wealthy women inmedieval warfare, who were married tocreate alliances, or were imprisonedand ransomed.

- Are women found in leadership rolesduring conflicts?

- Which roles are usually assigned towomen in warfare?

- Identify women who have brokengender stereotypes.

- Examine the role of conflict andwarfare in the emancipation of women.



Contacts

General enquiries:The National Trust for ScotlandHermiston Quay5 Cultins RoadEdinburgh EH11 4DFTelephone: 0131 458 0200Email: [email protected]: www.nts.org.uk

The National Trust for ScotlandLearning ServicesEmail: [email protected]: www.nts.org.uk/LearnSchools web pages: www.nts.org.uk/Learn/schools

Bannockburn Heritage CentreLearning TeamGlasgow RoadStirling FK7 0LJTelephone: 01786 812664Email (Learning Team): [email protected] information about a school visit to Bannockburn can be found at:learning.battleofbannockburn.com andlearning.battleofbannockburn.com/teachers

9.0 Contacts and Resources


Resources

BooksNTS Battle of Bannockburn guide bookOn Dangerous Ground - Bannockburn graphic novel by historian Dr Fiona WatsonScary Scottish Castles: Nasty Deeds & Skulduggery, GW Publishing

NTS Websiteswww.nts.org.ukwww.nts.org.uk/Learnwww.nts.org.uk/Learn/Schoolswww.nts.org.uk/learn/schools/sitespecificwww.battleofbannockburn.comlearning.battleofbannockburn.comlearning.battleofbannockburn.com/teachers

Other Websiteswww.educationscotland.gov.uk/scotlandshistory/warsofindependence/index.aspwww.educationscotland.gov.uk/scotlandshistory/warsofindependence/blackagnes/index.aspwww.bbc.co.uk/scotland/history

9.0 Contacts and Resources

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