Crusades or Invasions? Interpreting the "Crusades", KS3, Year 7

Part of SOW on Crusades/ Frankish invasions and interpretations, inspired by Christine Counsell’s work on interpretations skills (“Uncovering the jewel of the KS3”, https://www.history.org.uk/secondary/categories/489/module/8723/secondary-workshop-resources-ha-conference-2014/9612/interpretations-of-history-uncovering-the-jewel-o)

Designed to be completed online/ during lockdown, this lesson introduces students to the idea that accounts of history are interpretations - we choose what is and is not included in them.

Students are asked to analyse two interpretations (paintings) suggesting quite different things about the conflict. Each painting was completed in a different time and for a different purpose and they return to these images later in the SoW. They are then asked to compare the accounts of events as presented in modern textbooks - Western and Arabic - noting which events are included and emphasised and how they are described. The final homework task is to construct their own account of events. (This last task could be adapted to include explicit judgements on significance, but as the focus of this SoW is on interpretations, I felt we didn’t need to add further complication! It is also something we discussed in feedback sessions - how did you decide what to include and what to leave out?) Note that the resources provided to help them to construct their accounts ARE biased towards the Western interpretation - something that can also be discussed in feedback (did they notice?). If you can find a more balanced or English-language accounts presenting a more Arabic interpretation that is manageable for Year 7s, please let me know!

The lesson is preceded by two looking at how the Islamic Empire developed and whether it was a Golden Age. It has been designed for a class of students of high ability.