Not Everyone Lived in Castles During the Middle Ages
IntroductionMany people think of the Middle
Ages as a romantic time when gallant knights rescued lovely damsels in distress
and everyone lived in castles. But that's only one small facet of the picture.
In this lesson, students will learn about the lifestyle of the wealthy elite and
then expand their view of medieval society by exploring the lives of the peasants,
craftsmen, and monks. Guiding Questions:What
was it like to live in Europe during the Middle Ages? What were the major class
divisions, and how did people in each of these groups live? How do paintings and
tapestries reflect particular aspects of history and culture? Learning
ObjectivesAfter completing this lesson, students
will be able to: - Compare common perceptions of medieval Europe with the
realities of life during that period in history
- List elements of the
daily lives of various classes of people living in medieval Europe
- Appreciate
the possibilities of learning about a society through the study of works of art
Preparing to Teach this LessonThe
historical era known as the Middle Ages covers nearly a thousand years, stretching
from the fall of Rome in the 5th century CE through the Renaissance in the 15th
century CE. During much of this time fighting and warfare were rampant, and the
castle, defended by armies of fearless knights, stood as a bastion of security.
Medieval society was organized into a pyramid of feudal relationships, with the
king and his nobles at the top and the hard-working peasants comprising the bulk
of the population. Those among the peasants who were particularly talented became
specialists, such as blacksmiths, fletchers, and coopers. The Middle Ages is also
known as the Age of Faith, since the Catholic Church dominated the lives of rich
and poor. This lesson focuses upon several aspects
of the lives of both the upper class of medieval society and the commoners - clothing,
daily occupations, dwellings, and leisure activities. Prepare to teach this lesson
by reviewing the activities and accessing the websites. Download and duplicate
any online materials you will need. You might wish to bookmark specific web pages
so that students can access relevant online materials directly. Select sections
to be read aloud by students in Activity 2 from The
Little Children's Little Book. This material is written in the English spoken
during the 15th century, but when read aloud it is not difficult for students
to determine its meaning. Select several passages, beginning with line 9, to read
and comment upon with your students. For additional background information about
the Middle Ages visit Professor Paul Halsall's course on Medieval
Europe available through EDSITEment-reviewed resource Internet
Medieval Sourcebook. Ideally, the activities
in this lesson should be done by the class as a group under your direction, with
one or two students at each computer. You will also need access to a chalkboard
or whiteboard and/or an overhead projector. Suggested
Activities
1. The Upper
Crust 2. Meet the Commoners 3.
Priests and Monks 4. Playing
a Role Extending The Lesson
1. The Upper Crust Tell
the students that they will be learning about the people who lived during the
Middle Ages. Begin the lesson by taking an inventory of what students know about
the Middle Ages. Help them to place this period in time. You might mention that
the era was given its name by scholars living during the Renaissance, who considered
everything that happened between the end of the Roman Empire and their own age
as "in the middle." Using a chalkboard or overhead projector, write down the following
headings: types of people, clothing, entertainment, and homes. Ask the students
what types of people come to mind when they think about the Middle Ages. Most
likely they will mention kings and queens, lords and ladies, and knights. Write
these down as they are mentioned under the heading "types of people" Now ask how
these people dressed. (Appropriate answers include robes, crowns, and suits of
armor.) Write these down as they are mentioned under "clothing." Now ask what
these people might have done for entertainment. (Answers include hunting, hawking,
tournaments, feasting, and playing music.) Write down valid responses under "entertainment."
Finally, ask what sorts of dwellings these people lived in. Most likely you will
receive a unanimous response—castles! Write castles under "homes." Explain
that the people on this list formed the highest class - the "upper crust" - of
medieval society. Tell the students that they will visit a number of websites
together to learn more about the lives of these people. As they progress, they
are to fill in the appropriate sections of the chart below (The
Wealthy Elite of Medieval Society). Before continuing, have the students to
copy the information you have written down in the appropriate spaces on their
charts. Tell them that they are to add at least five pieces of additional descriptive
information in each category as they view the websites. RoyaltyBegin
the group research with a look at medieval royalty. Explain that during the Middle
Ages the kings of England and France were very powerful. (As a point of interest,
the English kings were often named Henry, and the French tended to be named Louis.
There were, in fact, 18 kings called Louis!) The kings were often depicted in
illustrations of historical manuscripts. Gold was used as well as bright hues
of paint, resulting in works of such brilliance and luster that they are known
as illuminations. Access Henry
III does homage to Saint Louis, available through EDSITEment-reviewed resource
Labyrinth. In this illumination,
Henry III of England is paying homage to Louis IX because part of his English
territory lies in France. Point out that Louis's robe is decorated with the fleur
de lis (symbol of France), while Henry's robe is embroidered with lions. (The
lion and the unicorn appear on the official English Coat of Arms.) Now go to Coronation
of Edward III, another illumination available through Labyrinth.
The ermine collar of Edward's robe is what we often associate with the royalty
of this period. The priest kneeling to the right of Edward appears to be holding
a book. Ask the students what book this might be (a Bible) and why it appears
in this picture (the king was responsible to the Catholic Church as well as to
his countrymen). NobilityJust below
the royal family in social status was the nobility. Illuminated images depicting
the lives of these people can be found in their family prayer books. These books,
known as a Book of Hours, listed the prayers that were recited at certain intervals
(or hours) throughout the day, as well as selected psalms, biblical passages,
and a colorful calendar. The most famous Book of Hours was created in the 14th
century for a French nobleman. It is known as Les Tres Riches Heures du Duc
de Berry (The Very Rich Hours of the Duke of Berry). Access the following
images from this book's calendar: a
young couple exchanging rings and nobles
riding, available through Labyrinth.
Point out the elaborate robes and gowns of these very wealthy people as well as
their stockings and headwear. Notice that the gown of the nobleman is split so
that he can more easily sit astride his horse. Ask the students to describe other
aspects of the pictures. For example, what is in the background? Why are there
musicians in the first picture? What animals do they see in the second? Explain
that the constellations appearing in the heavens relate to the months of the year
depicted in the images (April and May). Now go to nobles
at a banquet, another illumination from the Book of Hours. Note that two of
the men seem to have exchanged stockings—each has one white stocking and one green
one! Then focus upon the knights in the background of the picture. Like the elegantly
dressed people partaking of the feast, the knights were members of the upper class
in medieval society. Whenever a lord's territory was threatened, he would arm
himself and lead his kinsmen out the castle gate to battle. Point out that during
most of the medieval period a knight's main protection was his armor of chain
mail. (Suits of plate armor were a relatively late development.) A photograph
of a modern man dressed as a medieval knight can be viewed at Knight
on Foot available through Labyrinth.
Remind the students to note down information about medieval dress on their charts.
EntertainmentReview with the students
the topics you listed on the board at the beginning of the lesson under "entertainment."
Bearing these in mind, access Entertainment
in the Castle available through Labyrinth.
Select a student to read aloud the text. Then ask which forms of entertainment
popular in medieval times remain so today—and which are not. Music has offered
a pleasant diversion since earliest times. Ask what instruments might have been
played during the Middle Ages. (Trumpets and trombones appear in images already
viewed in this lesson.) The lute, a pear-shaped stringed instrument, was among
the most popular instrument for ballads and other lyrical types of songs. To hear
the sound of a lute (accompanied by recorder), listen to this rendition of Greensleeves
available through Labyrinth.
"Greensleeves" is actually a renaissance-era musical piece, but it will give you a flavor for the sound of the lute. Tapestries
provide another useful record of daily life during the Middle Ages. A tapestry
depicting a medieval hunt can be found at Story
Weaver available through Learner.Org.
Double click on the tapestry to enlarge it. Call upon students to describe what
they see. Noblemen often hunted birds and small mammals using trained falcons.
This is depicted in nobles
hawking, another illumination from the Tres Riches Heures Book of
Hours calendar. Ask for comments about this image. Just
as today, dinner parties were festive occasions, and medieval diners were expected
to observe their table manners. In particular, they were cautioned not to pick
their teeth at the table or to wipe their hands on the tablecloth! A special children's
guide to manners written centuries can be accessed at The
Little Children's Little Book available through EDSITEment-reviewed resource
Geoffrey Chaucer Webpage. Call
upon students to read aloud several of the sections you selected while preparing
this lesson. Ask them to draw comparisons between table manners then and now.
Tournaments were a great source of entertainment
for people of all classes, but only the wealthy could afford to participate. A
first-hand description by 14th century writer Jean Froissart of a large tournament
in England can be found at Grand
Tournament at London available through Geoffrey
Chaucer Webpage. Read the first two paragraphs aloud slowly. After discussing
this information, go to Tournaments and Chivalric Ceremony available through Geoffrey
Chaucer Webpage. This is an illumination from a historical text. Note the
head apparel of the noble ladies in the audience. Before continuing, remind the
students to add new information about entertainment to their charts. CastlesThe
castle was the home and fortress of king and nobleman alike. Pictures of three
famous castles can be viewed through Labyrinth:
After viewing these images,
ask the students to name some of the main features of a medieval castle (such
as the drawbridge, the ramparts, and the keep). Now access Kids'
Castle available through EDSITEment-reviewed resource Internet
Public Library. Instruct the students to move the cursor around the picture
and to click on the squares to learn about the parts and functions of the castle.
Castles might have been havens against marauding
invaders, but they were not very comfortable. Go to Life
in a Medieval Castle available through Labyrinth.
Call upon students to read the various paragraphs aloud. Discuss the information
as you proceed. Then ask what the students consider the best aspects of castle
life—and the worst! Now it's time for a virtual
castle tour. Access Ghosts
in the Castle available through EDSITEment-reviewed resource National
Geographic. Click on the drawbridge and then maximize the image of the castle.
Instruct the students to take their own personal tours through the castle by clicking
on the mouse, Marcus, who appears in each picture. AssessmentConclude
this activity by reminding the students to add information about castles to their
charts. When they have completed their charts, they should download and print
them and then hand them in. 2.
Meet the Commoners After reviewing the
topics covered in Activity 1, explain that the wealthy people studied thus far
represented only a very small fraction of medieval society. Ask what other types
of people lived during the Middle Ages. Who planted and harvested the crops? Who
made the tools and weapons? Explain that the peasants and craftsmen comprised
the group known as the commoners or common people. They will be the focus of this
activity. Begin the group research by reading the second section (Peasant Life)
in Feudal Life
available through EDSITEment-reviewed resource Learner.Org.
FarmingYou can get a good idea of
how the peasants spent their time by viewing the following images from the Book
of Hours discussed earlier: Call upon students to describe
the activities in each scene. They should also note the way the peasants are dressed.
Compare the peasant attire to that of the nobles. Which seems more comfortable?
The homes of the commoners were small but
far from cozy. Read about them by accessing Homes
available through Learner.Org and
Views of Peasant Houses available through Labyrinth.
Point out the various objects in the house depicted at the second site. Ask the
students how they would feel about sharing a bedroom with the family cow! Explain
that most medieval houses had walls constructed from wattle (woven sticks) and
daub (plaster made from mud and straw) and roofs made of thatch. Not
all the peasants worked in the fields. A small percentage had more specialized
tasks. Some of these are depicted in the illuminated image The
Castle at Work available through Labyrinth.
Call upon students to describe the various tasks being performed in this picture.
More information about peasant occupations can be found at the following sites
also available through Labyrinth:
OccupationsStronger readers can be instructed to
read about the duties of the steward, reeve, and hayward of a medieval manor by
accessing Manorial
Management and Organization available through EDSITEment-reviewed resource
Internet Medieval Sourcebook.
Alternatively, this material can be read aloud by the group under your guidance.
This is a good time for some role-playing.
Access "Dialogue
Between a Master and His Disciple: On Laborers" available through the EDSITEment-reviewed
resource Internet Medieval
Sourcebook. Select students to read aloud each of the parts—master, disciple,
plowman, shepherd, oxherd, and fisherman. AssessmentConclude
this activity by instructing students to think about the lives of the farmers
and the more specialized workers who made up the peasant class. Ask them to choose
what sort of work they would like to have done had they been peasants in medieval
times. Then instruct them to write a paragraph describing a day in the life of
the character they have chosen. This can be in the first person, and it should
include references to peasant clothing, housing, and daily chores. A form (The
Lives of Farmers and Specialized Workers) is provided for this in pdf format.
Afterwards, have the students read their passages aloud to their classmates.
3. Priests and Monks Review
the types of medieval people studied in activities 1 and 2. Then ask the students
if they can think of group of people who lived during the Middle Ages who have
not yet been mentioned. (As a hint, mention that during the Middle Ages most people
in Europe were members of the Roman Catholic Church.) Their responses should include
priests, monks, friars, and nuns. Explain that in this activity they will be learning
about the priests and monks. Begin group research
of this topic by reading together the text found at Religion
available through Learner.Org. Now access
Village Priest available
through Labyrinth. Select a
student to read aloud the words of Brother Alawar. Ask what special role the local
church played in the lives of the villagers. Now
read about medieval monks at Monks
and Nuns available through Learner.Org's
Middle Ages. Explain that the eight daily services (or times for prayer) observed
by the monks were the same as those referred to in the Book of Hours. Groups of
monks lived together in a monastery, which was also known as an abbey. Read about
abbeys by accessing the following websites: Remind
the students of the illuminated images they viewed in Activities 1 and 2. Explain
that the very earliest illuminated manuscripts were made by the monks. These were
copies of the Bible and other religious writings. They were painstakingly written
and illustrated on parchment or vellum (skin of a calf or sheep) in a special
room in the abbey known as the scriptorium. Go to Manuscripts
available through Labyrinth.
At the top of the page is a picture of a monk working on a manuscript at his desk
in the scriptorium. Notice the shape of his desk, the tools he is using, and the
examples of beautifully bound books lying around him. The covers of the manuscripts
were often made of wood and leather; the finest ones were encrusted with jewels
and carved pieces of ivory. A fine example of a page from a Bible made in a monastery
can be viewed at Cutting
from a Bible available through Labyrinth.
Explain that the first letter in a new section was often enlarged and elaborately
decorated, as is true in this case. The multiple
prayer services took place in the church at the abbey, although those monks who
were out in the fields simply kneeled and prayed where they were. The words to
the prayers were often chanted. To hear an example of a Gregorian chant, access
Gregorian Chants
available through Labyrinth
and click "chants" in second paragraph. AssessmentDiscuss
with the students what they have learned about the monks. Conclude this activity
by instructing each student to write a paragraph or two in the first person about
a typical day in the life of a monk. They should select names for themselves,
ideally those from the Bible (ie, Brother Matthew, Mark, Luke, John, etc.) and
decide what special tasks he might have been given (ie, ringing the bells for
service, raising honeybees, leading/conducting the chants, bottling and serving
the wine, writing or illustrating manuscripts, working in the fields, and so forth.).
Girls have the option of pretending to be a monk or a nun. (The lives of the nuns
were very similar to those of the brothers.) Use the form available in pdf
format. 4. Playing
a Role Final AssessmentNow
that the students are familiar with the major groups of medieval society, they
can each demonstrate their knowledge by playing a specific role. Make a list (on
the chalkboard or using the overhead projector) of the social groups studied in
this lesson—royalty, the nobles, the knights, the peasants and craftsmen, and
the priests and monks. Access Medieval
hats available through Learner.Org for
a short review activity. Call upon students to guess who wore which hat. Next,
instruct each student to choose a role to play from among the social groups listed.
Allow time for the students to make notes about the attire, tasks, dwellings,
and other related facts associated with their chosen role. Now ask for a volunteer
to stand in the front of the class. Members of the class are to ask him/her the
questions below. After all questions have been answered, have the "model" call
upon a classmate to guess who he/she is. Then choose someone else to play a role.
Questions to ask: - what is your most prized
possession?
- what do you usually have for dinner?
- what are you
wearing?
- what do you do for fun?
- if you have children, what
do you expect them to do every day?
- what tools or implements do you use,
if any?
- what is your house like?
- what is worst about your life?
- what is best about your life?
- what are your hopes for the future?
Extending the LessonThe
students can use what they have learned about medieval society to do independent
research projects. Possible subjects include medieval medicine, the Crusades,
minstrels and troubadours, and biographies of famous people of the Middle Ages. Selected
EDSITEment WebsitesLearner.Org
[http://www.learner.org/] - Middle
Ages
[http://www.learner.org/exhibits/middleages/ ] - Feudal
Life
[http://www.learner.org/exhibits/middleages/morefeud.html] - Homes
[http://www.learner.org/exhibits/middleages/homes.html] - Religion
[http://www.learner.org/exhibits/middleages/religion.html] - Monks
and Nuns
[http://www.learner.org/exhibits/middleages/morelign.html]
Exploring
Ancient World Cultures [http://eawc.evansville.edu/index.htm] Geoffrey
Chaucer Webpage [http://www.icg.fas.harvard.edu/~chaucer/] Internet
Medieval Sourcebook [http://www.fordham.edu/halsall/sbook.html ] Internet
Public Library [http://www.ipl.org ] - Kids'
Castle
[http://kotn.ntu.ac.uk/castle/castl_fm.html] - Abbey
[http://www.encyclopedia.com/html/a1/abbey.asp] Labyrinth:
Resources for Medieval Studies [http://www.georgetown.edu/labyrinth/]
National
Geographic [http://www.nationalgeographic.com]
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