What’s In A Name? British Surnames Derived from Occupations or Professions

Lesson Three of Curriculum Unit:
What's in a Name?

Introduction:

Guiding Question:

Learning Objective:

Students will be able to explain how certain British surnames derive from people's occupations, and recognize some of the more common names still prevalent.

Instructional Plan:

• Learn more about medieval occupations by accessing the following links available through EDSITEment-reviewed resource Labyrinth:
• Medieval Professions. After the students read the text under Types of Jobs, make a list on the board of some medieval professions. Ask what modern names might be derived from them.
• Medieval Jobs. After reading the list of occupations and their descriptions, determine which might be the origins of surnames.
• The Urban Economy. Scroll down to the drawing. Call upon students to describe the various occupations represented in this urban scene

Student Activity:

Return to the Surname Origin List. Have the students, working in pairs, look up the names on the list, find their meanings, and write them on the chart (Occupational Surnames) also available in pdf format.

Assessment:

• Hand out copies of a local phonebook to groups of three students. Have each group select a “scribe.” When you give the signal (this is a timed activity), have each group go through the phone book. Their goal is to find as many names with British origins that seem to relate to occupations, such as Skinner or Carter, which the scribes will record. Each name must be followed by a description of the occupation to which it alludes. After about twenty minutes, give a signal to stop. Have the scribes count the number of names they have. Whichever group has the most names wins. (You might wish to go over the names after class to make sure that each one is “legitimate.”)
• Play “What's My Line?” In medieval times, most people were illiterate. For this reason, craftsmen and artisans hung signs above their workshops containing graphics to indicate what line of work they were in. For example, a tailor might have a sign with a picture of a needle and thread. Instruct the students to select a profession that has been discussed in this activity and to draw a sign to indicate it. To play the game, one student holds up his sign and asks, “What's My Line?” Whoever guesses the answer goes next. The game continues until everyone has had a turn.

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Return to Curriculum Unit: What's in a Name?

• Internet Public Library [http://www.ipl.org/]
• Surname Origin List
  [http://www.familychronicle.com/surname.htm]
• Labyrinth:
• Medieval Professions
  [http://www1.enloe.wake.k12.nc.us/enloe/CandC/showme/careers.html]
• Medieval Jobs
  [http://www.castles-of-britain.com/castle32.htm]
• The Urban Economy
  [http://www.trytel.com/~tristan/towns/townint7.html]