Caitlin

Cambridge History & Politics // Secondary History PGCE trainee i am struggling but sunshine, books and nature make it better

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About Me:

Hi! I'm Caitlin, a recent graduate from the University of Cambridge, I will be starting a PGCE in Secondary History at the same University in September 2024.

I have set up this tumblr blog to motivate myself to prepare for my course during the summer and document my journey along the way :)

Doing this on tumblr because no one reads it anymore, and I really miss 2014.

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Spent some time studying pre-1066 British History, and saw the most gorgeous floofy creature 🥹

[astrugglingteachertrainee]

Task: Building an overview of historiography - What would you like teachers and students to know about the period c. 1000 to c. 1348?

In this article I read about various historians' statements on what they would like teachers and students to know about the period c. 1000 to c. 1348, again challenging popular myths and perceptions of this period and providing new insights.

Stephen Church:

The period c. 1000-c.1340 was one in which England, Scotland and Wales became intertwined with mainstream of European civilization which was predominantly French.

In England, Wales, Scotland and Ireland, this period witnessed the beginning of state formation – although it was still largely “an age of estates”.

The early building blocks of a “state” was starting to form during the 11th, 12th and 13th centuries, such as the shires which played the role of the smallest part of the structure of royal administration.

The shire had important implications. Justice was dispensed, tax collected, armies mustered, and it made the king’s word and authority “real”.

During this period the Parliament emerged too, holding those in central authority’s actions accountable.

Urban communities were created and were starting to become more “politically and economically” central to the kingdoms they inhabited

Katherine Harvey:

Harvey would like students to be aware of the human dimension of medieval history

Under the context of the Norman Conquest – what was the human cost and how did the English feel about their new rulers? Castles were an “important tool” but it would also be important for students to learn about the people who inhabited them.

Regarding religion, Harvey also highlights that she would like students to consider the “individual experience” of medieval Christianity, as well as the people who were not Roman Catholics.

These variegated experiences would help us to both relate to and understand people from the distant past.

Eleanor Parker:

Multiple cultures were co-existing and interacting during these centuries – there was no single “homogenous” medieval culture.

For example, different cultural influences came from the Vikings and the French.

Parker challenges the notion of “continuity” and encourages both students and teachers to think about the rapid changes during this time, as well as paying attention to the “romantic, re-imagined version of the culture” by the Norman elites.

Levi Roach:

Under new social, political and economic pressures more “formalized” means of government and commerce were starting to emerge

Coinage allowed complex trading networks to develop in cities, and increased agrarian surplus in the countryside allowed coinage to circulate back in the countryside too

Increasing wealth generated taxation opportunities

Increased wealth also led to physical and visual legacies, as exemplified by the construction of different churches, cathedrals and other buildings

Sethina Watson:

People were constructing ways of understanding and organizing life, faith, government and society – Watson wants teachers and pupils to know that this is a period of rapid change and development not only regarding the materialistic aspects but also institutions and beliefs

New forms of religious lives and heretical challenges flourished

There was the rise of universities and connections between scholars across Europe, this resulted in ideas concerning how life was “understood and lived”

Urbanisation occurred with population growth fuelling the expansion of markets, towns, migration and trade

Watson highlights the idea that in the Middle Ages the perception of “change” was not necessarily positive as it usually brought controversies and challenged the previous social and political order

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Task: Building an overview of historiography - John Gillingham

As part of our preparation we are told to build upon our knowledge of medieval English history and historiography, as well as how they shape the study and teaching of the period. A list of fiction books were given to us to pique our interest in the medieval period. While I've always been an avid reader of historical fiction, and they are literally one of the reasons behind my passion for history, having no tangible sense of the period really doesn't help. As a result, I've decided to get started with some KS3 textbooks and articles about teaching medieval history, just to start with something that seems manageable and go from there!

Along with that, we were asked to read some overviews on historiography to expand upon our knowledge on what is currently being researched about this period. Here are some of my takeaways

Gillingham, J. "The Middle Ages: taking on the myths

(We were instructed to read about the common myths about the medieval period and how Gillingham debunks them)

Myths about the medieval period

The Middle Ages were characterised by barbarous stagnation

How Gillingham challenges or complicates these myths

Gillingham suggests that the Middle Ages could also be characterised as an important period of “take-off” where the early stages of many important things can be found, such as languages, political and educational institutions. Nevertheless, Gillingham also points out the fact that the “500-year time span” means neither stagnation nor take-off is sufficient to characterise the Middle Ages.

Myths about the medieval period

Historians have thought that serfdom was as bad as slavery

How Gillingham challenges or complicates these myths

Gillingham argues that they are very different, pointing out that slaves could be separated from families and acquired during raids. This led to a neglect of the changes created by the disappearance of slavery at the end of 12th century Britain which made both men and women “freer”.

Myths about the medieval period

Medieval Britain was unchangingly rural

How Gillingham challenges or complicates these myths

Gillingham highlights that c.950-c.1250 consisted of processes of urbanization and commercialization as a result of population growth and economic expansion

Myths about the medieval period

Demographic stagnation and international trade decline after the Black death signified a lack of progress and people became “helpless victims”

How Gillingham challenges or complicates these myths

Gillingham draws attention to various aspects that signified progress despite the challenges: wage rose and serfdom withered, the institutional and technological infrastructures built previously survived. The economy in 1500 was better than that before 1279, people “lived in better houses” and had higher literacy rates.