1. Year 8 History The Middle Ages Readings

2. Year 8 Hist: The Middle Ages: Lesson 1 Reading Activity – Introduction to The Middle Ages 1.Write down the heading. ________________________________________________ 2.What do you think this piece of writing is about?______________________________ 3.Is it descriptive, informative or persuasive?__________________________________ 4.Read the piece of writing and circle any words whose meaning you are not sure of. 5.Underline the following words: Christian, collapse, Feudal system, kingdoms, medieval, nobels, serfs, vassals, 6.What was the system used by Kings and Queens to run their countries? ___________________________________________________________________ 7.Who were the landowners known as vassals? ___________________________________________________________________ 8.What do you think of the Feudal system? Do you think it was fair? ___________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ MIDDLE AGES This refers to a period of time that occurred between 700A.D. and 1500 A.D. It is sometimes referred to as the medieval period (a Latin word). It is referred to this way because it is the bridging period between the Ancient Roman Empire and the subsequent development of a modern Europe. As we have discussed earlier, after the collapse of the Roman Empire a dark cloud of misery and violence overshadowed Europe. During the Middle Ages the people of Europe were organised into kingdoms. There were in fact many kingdoms and the political division of Europe was far different than today. Italy and Germany did not exist and everywhere there were small kingdoms and castles. During this period there was only one Christian church. This was the Roman Catholic church and its head was the Pope in Rome. All the kingdoms of Europe swore allegiance to the Pope and it was only in the very later Middle Ages that King Henry the 8 th in England and Martin Luther in Germany that this became a “hot” issue. They would bring about a new Christian faith….the Protestants. This was to provoke many a war and its effects can still be seen in Europe, just look at Ireland. The Feudal system was how the Kings and Queens ran their countries. Barons, Counts and Dukes then were given people, lands and castles. The Feudal system developed from early Germanic tribal practices. Here each King surrounded himself with a group of soldiers called a Comitatus. In exchange for fighting his battles they were given gifts including “fiefs” or gifts of land. In exchange for this land, they had in turn have to show ongoing support and loyalty to the King….or risk losing everything. These landowners were called vassals. These vassals had their own servants called serfs. Serfs were at the bottom of the social scale and were only marginally better off than slaves as vassals made their own laws (as long as they did not offend the King). As the Feudal system was adopted throughout Europe the vassals became powerful in their own right and became nobles or aristocrats. The King would keep a wary eye on them….especially if they had things he wanted or feared!

3. Year 8 Hist: The Middle Ages; Lesson Two Reading Activity mischance ________________________________________________ pledge ___________________________________________________ mounted __________________________________________________ campaign_________________________________________________ mired ____________________________________________________ Remonstrating _____________________________________________ Mortally___________________________________________________ Bequeath _________________________________________________ Coronation ________________________________________________ ravaging__________________________________________________ fallen ____________________________________________________ brandishes_________________________________________________ dismembered_______________________________________________ The tapestry begins with a panel of Edward the Confessor sending Harold to Normandy. Later Norman sources say that the mission was for Harold to pledge loyalty to William but the tapestry does not suggest any specific purpose. By mischance, Harold arrives at the wrong location in France and is taken prisoner by Guy, Count of Ponthieu. After exchanges of messages borne by mounted messengers, Harold is released to William who then invites Harold to come on a campaign against Conan II, Duke of Brittany. On the way, just outside the monastery of Mont Saint-Michel, the army become mired in quicksand and Harold saves two Norman soldiers. William's army chases Conan from Dol de Bretagne to Rennes, and Conan finally surrenders at Dinan. William gives Harold arms and armour (possibly knighting him) and Harold takes an oath on saintly relics. Although the writing on the tapestry explicitly states an oath is taken there is no clue as to what is being promised. Harold leaves for home and meets again with the old king Edward, who appears to be remonstrating with him. Harold is in a somewhat submissive posture and seems to be in disgrace. However, possibly deliberately, the king's intentions are not made clear. The scene then shifts by about one year to when Edward has become mortally ill and the tapestry strongly suggests that, on his deathbed, he bequeaths the crown to Harold. A star with a streaming tail then appears: Halley's Comet. Comets, in the beliefs of the Middle Ages, were a bad omen. At this point the lower border of the tapestry shows a fleet of ghost-like ships thus hinting at a future invasion. The news of Harold's coronation is taken to Normandy, whereupon we are told that William is ordering a fleet of ships to be built although it is Bishop Odo shown issuing the instructions. The invaders reach England, and land unopposed. William orders his men to find food, and a meal is cooked. A house is burnt, which may indicate some ravaging of the local countryside on the part of the invaders. News is brought to William. The Normans build a motte and bailey at Hastings to defend their position. Messengers are sent between the two armies, and William makes a speech to prepare his army for battle. Battle of Hastings The Battle of Hastings was fought on 14 October 1066 less than three weeks after the Battle of Stamford Bridge but the tapestry does not provide this context. The English fight on foot behind a shield wall, whilst the Normans are on horses. Two fallen knights are named as Leofwine and Gyrth, Harold's brothers, but both armies are shown fighting bravely. Bishop Odo brandishes his baton or mace and rallies the Norman troops in battle. To reassure his knights that he is still alive and well, William raises his helmet to show his face. The battle becomes very bloody with troops being slaughtered and dismembered corpses littering the ground. King Harold is killed. This scene can be interpreted in different ways, as the name "Harold" appears above a number of knights, making it difficult to identify which character is Harold. The final remaining scene shows unarmoured English troops fleeing the battlefield. The last part of the tapestry is missing but it is thought that story never continued for very much further. give waves about Dead mistake limbs cut off destroying and stealing to be crowned as king vow fatally war getting angry stuck on horseback

4. Year 8 Hist: The Middle Ages Lesson 3 1.Underline the following words: agricultural, continuity, flammable, harvest, pre-industrial, society, source, superstition 2.What shape did people believe the world was? ________________________________ 3.What problems did Medieval people face? ___________________________________________________________________ ________________________________________________________________________________________________________________________________________ 4. Who do you think worked the hardest? Why? __________________________________________________________________________________________________________________________________________ The Medieval World - Life The medieval period was a time of continuity, when many aspects of life remained the same for hundreds of years. The medieval era was also a time of change, when people began to think differently about existing values, attitudes, ways of living and the way society was organised. The world of medieval Europe was a pre-industrial, largely agricultural world, controlled mainly by small groups dominated by men. Leaders and priests taught people to accept their position in life. This meant acceptance of a world in which they had few rights and little freedom. Medieval Europeans lived in a world of superstition and thought that witches caused problems such as illness, plague, drought, famine and crop failure. Most people believed that the Earth was flat and that if they travelled too far they would fall off the edge or meet up with weird creatures that were half human and half animal. Peasant Life Men – for most peasant men, life was very hard. They would clear fields, harvest, repair buildings, sawing and chopping wood. Most men were uneducated. Women – regardless of class medieval women had few rights. Peasant women did much the same farm labour as men, as well as household duties such as preparing food, weaving clothes and looking after the children. Children – children were considered a good source of labour. It would begin with helping around the house and then as they got older they would help on the farm. Children were often considered adults from the age of 10!! Boys and girls could marry from as young as 12 Towns As towns grew, large walls were built around them. Near the walls were the houses of the poor, made from wood and stacked highly. The wealthy lived closer to the town centre Most houses were coated with paint that was highly flammable. The towns lanes were crooked and narrow, lit by candles and lanterns. Towns became smelly, rat infested dumps, with food scraps, open drains and human waste. The centre of the town held a market place that was busy with traders, musicians, beggars and thieves.

5. Year 8 Hist: The Middle Ages Lesson 4 Reading Activity Punishments were meant to fit the `_______________'. For example, women who nagged their husbands were tied to a _____________ _____________ and ducked three times into the river while villagers _____________ on in amusement. Women who were found guilty of ______________ had to wear the scold's bridle. A baker who had cheated his or her customers might have been _______________ through the streets on a sledge with a loaf of bread tied around the neck. A ______________ who had stolen firewood from the lord's forest or whose animals had damaged someone else's crops would most likely either pay a fine or perform extra work. Other ________________ for minor crime were more ________________. These included putting someone in the pillory or the stocks, where onlookers could throw ____________ food or rubbish at the offender. Some of the harsher punishments for stealing or cheating included whipping or some form of _______________, such as cutting off a hand, an ear or the tongue. Sometimes a person's eyes were burnt out with a red hot poker. The punishment for _________________ was being burnt alive, as it was believed that burning would cleanse the soul. A last minute confession entitled the `witch' to be strangled before feeling the flames. The penalty for murder or treason was ____________ _______________, usually by hanging or beheading. One particularly gruesome way of killing someone was to brick them up behind a wall until they starved to death. The most feared form of execution was that suffered by the Scottish rebel ____________ ___________ who was hung, drawn and quartered on the orders of the English king Edward I. Peasant, mutilation, gossiping, crime, William Wallace, rotten, dragged, punishments, ducking stool, humiliating, witchcraft, public execution, watched

6. Year 8 Hist : The Middle Ages Lesson 5 Reading Activity 1.What qualities should a knight have? List 10 abilities a knight should be good at. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ KNIGHTS Knights were warriors on horseback who fought for their king, lord, or whoever would pay for their services Only men of noble birth could be knights; not poor people Becoming a knight required years of training in military skills, religion and service to others BECOMING A KNIGHT the first step in becoming a knight was training to be a page – this training began when the boy was 7 years old! a page was trained by a noblewoman and learned to be polite, to serve God, to read and write, and to ride a horse and hunt when the boy turned 14, he became a squire which is like being a knight’s apprentice a squire learned to look after the knight’s weapons, armour and horses, as well as continuing to study military skills and good manners at the age of 21, the young man could become a knight and was expected to live by the code of chivalry CHIVALRY meant that the knight would be: loyal to the Catholic Church dedicated to helping those who were weak and could be taken advantage of by evil people brave in battle willing to fight to protect women WEAPONS AND ARMOUR The knight used an arsenal of heavy iron weapons. Swords, maces and battle axes were common, however the lance appears to have been the favoured weapon. The armour was both heavy and awkward. The chain mail could weigh over 15 kilos

7. Year 8 Hist : The Middle Ages Lesson 6 Viewing Activity

8. Year 8 The Middle Ages Lesson 7 Reading Activity Add a Motto Motto English Meaning Celeritar With speed You can run or talk really fast Disce pati Learn to endure You are really tough Fulminis instar Like lightning You are really fast and powerful Fructo cognoscitur arbor A tree is recognised by its fruit You’re just like your mum or dad Fortis in arduis Brave in difficulties You are brave Fide Fortuna forti Faith is stronger than fortune You choose faith and values over money Flead agus fuilte Celebrate and welcome You like parties and friends Optima sperando spero Hoping for the best, I live You are optimistic Praemium virtutis honor Honour is the reward of virtue You are a good person and follow the rules Praestat opes sapientia Virtue by wisdom You are very smart Toujours fidele Always faithful You are loyal Toujours fort Always strong You are strong Toujours prest Always nimble You are quick and agile Toujours pret Always ready You are always prepared Spero meliora I hope for better things You are hopeful and optimistic Prend moi tel que je suis Take me such as I am You are very sure of yourself Fortes fortuna juvat Fortune favours the bold You are bold and lucky Inclytus virtute Renowned for virtue You are a good person and lots of people know it L’homme vrai aime son pays The true man loves his country You think Australia is the best Memor esto Be mindful of thy ancestors You treat your parents and grandparents with respect Ne timeo nec perfice I neither fear nor despise You are very even-tempered and brave Omnia pro bono All things for the good You are generous and good Rotione non vi By reason not force You are a thinker Sine labe resugens To rise again I’ll be back Studio sapientia crescit Wisdom grows by study You are smart and like school Clann Feargaill abl The Feargaill Clann Forever The ________ family forever

9. Year 8 Hist : The Middles Ages Lesson 8 Comprehension Activity Answer the following questions in full sentences. Building Castles for Protection and Control 1.What was a ‘motte and bailey’ castle? _______________________________________________________________ 2.‘Motte and bailey’ castles were at risk to what two things? _______________________________________________ 3.With what were ‘motte and bailey’ castles eventually replaced?____________________________________________ 4.Castle builders built castles that met four specific requirements. List these requirements. _______________________ _____________________________________________________________________________________________ 5.Why were castles often built on hills, cliffs, overlooking mountain passes or on islands in the middle of lakes? ______________________________________________________________________________________________ 6. List the four factors taken into consideration when deciding where to build a castle. ____________________________ ______________________________________________________________________________________________ Living in Castles 1.Who lived in castles?___________________________________________________________________________ 2.What was the central building of the castle called? ____________________________________________________ 3.What did a visitor have to cross to reach the keep? ____________________________________________________ 4.List the rooms and who lived on all four levels of the keep. _______________________________________________ ______________________________________________________________________________________________ 5.How was the keep heated and what was one of the problems related to this heating source? ______________________ ______________________________________________________________________________________________ 6. Where was the kitchen located and why?_____________________________________________________________ Defending the Castle Under Siege 1.Who protected the castle? ______________________________________________________________________ 2.Describe a ‘siege’.______________________________________________________________________________ ______________________________________________________________________________________________ 3. What was the first line of defence that the attackers would encounter outside the castle? _______________________ ______________________________________________________________________________________________ 4. What was a ‘murder hole’?________________________________________________________________________ Definitions for crenellations, ___________________________________________________________________________________ merlons,_______________________________________________________________________________________ machicolations,__________________________________________________________________________________ loopholes,______________________________________________________________________________________ mangonel,______________________________________________________________________________________ trebuchet,_____________________________________________________________________________________ ballista._______________________________________________________________________________________

10. ItemNumberIndividual Cost Progressive amount Sheep10$2.5010 x $2.50 = $25.00 ItemNumberIndividual Cost Progressive amount Sheep10$2.5010 x $2.50 = $25.00 Year 8 Hist: The Middle Ages Lesson 9 Numeracy Activity

11. Year 8 Hist: The Middle Ages Lesson 10 Labelling Activity. Label the activities of a Monk’s Day

12. Year 8 Hist: The Middle Ages Lesson 11 Reading Activity VILLAGE LIFE IN THE MIDDLE AGES Ordinary people or peasants live on land rented to them by their local Lord (Barons, Earls, Dukes, Knights, Abbots, etc.). Our ancestors then as well as paying rent, had to do other work for the land owners. The lord of the manor usually lived in a big manor house, while the poor lived in huts. Remember the movie “Robin Hood”. The poor had very few rights and could not travel far unless they had the permission of their Lord and “master”. Some people travelled no more 20 kilometres from their house all their lives. There were very few major towns or highways in the British Isles England, Scotland, Wales and Northern Island. Most people lived and died as renters/tenants. There were very few wealthy people and they were nearly always only rich due to inheritance. Ordinary people,who were known then as peasants or villeins were basically owned by their Squire or Lords. Peasants built their own huts. They were made from timber frames and filled with “wattle and daub”, a mixture of mud, straw and animal hair. Their roofs were usually thatched or tiled and their homes usually consisted of 2 rooms. These rooms were; - one for the family - one for the animals (especially in winter) The earth floor was covered in straw and the roof space was used for storing hay. Sometimes if big enough, the children would sleep in the “loft”. While most villagers were serfs, a very fortunate few were freemen. These people could own homes, businesses and equally importantly travel. Serfs if very lucky might be able to either; a) Buy their freedom and/or b) Be granted their freedom due to loyal and or military service c) Joining the Church and religious orders d) Marrying a free person and being bought out of servitude. The position of women in the Middle Ages was far worse than that of men. A woman’s social standing was only ever equal to that of her husband or Dad. She was sadly, seen in many instances as another type of possession of a man. Further, young girls were often married by age 14. Domestic violence was a daily fact of life in the Middle Ages. Wives and children could be beaten and the abuser was just seen as being “in control of his family”. Women who chose not to marry could be driven far into the deep woods. Here they often had to live by their wits. Sometimes their level of persecution led them to being burned at the stake as witches. Think, however, at the age of 14 girls and you may have been forced to marry someone a lot older, who you did not love. What a prospect. The heir to the estate was always a male. Wealth was always inherited and people no matter how talented would have to settle for the lifestyle they were born into. Some benefits of the Middle ages were, however, as itemised; - Divorce was practically impossible and families had to stay together, whether Mum and Dad were no longer madly in love or not. - Boys really got to spend time with their Dads. Working side by side every day. Sharing the good times with the bad. - Girls spent the same quality time with their mothers. Helping out in every possible way…. Including childbirth. - Families struggled together and stayed tight. They shared the workload and were often very close. There was little loneliness. - Farm life was better than the slums of city life which was to be the future of their descendants.