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Last names as we know them now originated in the Middle Ages from people’s occupations, where they lived, their father’s first name, or even their appearance or disposition.
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Subject Areas |
Art and Culture
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Anthropology |
History and Social Studies
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World History - Asia/Far East |
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World History - Europe |
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Time Required |
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Activity 3: 60 minutes |
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Skills |
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Interpreting and analyzing written and oral information
Making inferences and drawing conclusions
Vocabulary development
Cross-cultural connections
Research
Working collaboratively
Categorizing
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Additional Data |
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Date Created: 06/17/03
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What’s In A Name? British Surnames Derived from Occupations or Professions
Introduction:
Another common type of medieval byname derived from how a man spent his time.
Every farming village had a blacksmith to forge iron tools, a miller to grind
wheat, a carpenter to craft furniture, and many other specialists. Some “job
descriptions” had meanings different from what we might expect. For example,
a farmer did not farm, he collected taxes; and a banker was a “dweller on
a hillside or bank,” not someone who dealt with money!
Guiding Question:
What can we learn about medieval occupations through British surnames?
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.
Name
|
What
It Means |
1. Ackerman |
1. |
2.
Bailey |
2. |
3.
Bowman |
3. |
4.
Brewster |
4. |
5.
Buckman |
5. |
6.
Carter |
6. |
7.
Carver |
7. |
8.
Chapman |
8. |
9.
Clark(e) |
9. |
10.
Crocker |
10. |
11.
Dexter |
11. |
12.
Fishman |
12. |
13.
Fletcher |
13. |
14.
Fuller |
14. |
15.
Gardner |
15. |
16.
Harper |
16. |
17.
Hooper |
17. |
18.
Kellogg |
18. |
19.
Luther |
19. |
20.
Mason |
20. |
21.
Mercer |
21. |
22.
Miller |
22. |
23.
Minter |
23. |
24.
Parker |
24. |
25.
Partridge |
25. |
26.
Porter |
26. |
27.
Sawyer |
27. |
28.
Shepard |
28. |
29.
Smith |
29. |
30.
Stewart |
30. |
31.
Sumner |
31. |
32.
Tripper |
32. |
33.
Viner |
33. |
34.
Walker |
34. |
35.
Webster |
35. |
36.
Woodward |
36. |
37.
Wright |
37. |
38. Zeller |
38. |
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.
Selected EDSITEment Websites
Other Information
Standards Alignment
- NCSS-1
Culture and cultural diversity. more
- NCSS-2
Time, continuity, and change. The ways human beings view themselves in and over time. more
- NCSS-3
People, places, and environments. more
- NCSS-9
Global connections and interdependence. more
- NCTE/IRA-6
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. more
- NCTE/IRA-7
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
- NCTE/IRA-8
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more
- NCTE/IRA-9
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
- NGS-10
The Characteristics, Distribution, and Complexity of Earth’s Cultural Mosaics
- NGS-4
The Physical and Human Characteristics of Places
- NGS-9
The Characteristics, Distribution, and Migration of Human Population on Earth’s Surface
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