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KATHERINE MCCORMICK Hampton Township School District

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KATHERINE MCCORMICK Hampton Township School District KATHERINE MCCORMICK Hampton Township School District GOVERNOR’S INSTITUTE FOR WORLD LANGUAGES 2003 August 10, 2003 PART I UNIT PLAN: BAYEUX TAPESTRY Standards for Classical Language Learning 1.1 Students read, understand, and interpret Latin or Greek 2.1 Students demonstrate an understanding of the perspectives of Greek or Roman Culture as revealed in the practices of the Greeks or Romans. 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient cultures. 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures. UNIT PLAN: BAYEUX TAPESTRY TOPIC: Using the Bayeux Tapestry, an authentic medieval document, to read in Latin and to learn about an important event in world history (Norman Invasion and Battle of Hastings of 1066). LEVEL: Level II (end of Level II) or Level III STANDARDS: Standards for Classical Language Learning 1.1 Students read, understand, and interpret Latin or Greek 2.1 Students demonstrate an understanding of the perspectives of Greek or Roman Culture as revealed in the practices of the Greeks or Romans 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient cultures. 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures OVERVIEW: The Bayeux Tapestry unit is intended to have the students use their knowledge of the Latin language to learn about a very significant time in world history. The Bayeux Tapestry is actually a 230 foot long embroidery of the events describing William the Conqueror’s invasion England after the death of King Edward and the Battle of Hastings of 1066 in which he defeated Harold. The Norman Invasion and subsequent battle brought a Norman King to power in England, including his language. The universal written language of the middle ages was still Latin, although indications of evolution can be seen by the students. All of the scenes are labeled in Latin. The students, in small groups, translate the Latin found in the tapestry. Each student has a black and white copy of the tapestry, as well as access to color replications of the tapestry. In addition, the tapestry can be seen, frame-by-frame, on a power point presentation. From the Latin and from the pictures, the students see the story of William unfold. The story of the tapestry is compared with the same story told in the Anglo-Saxon Chronicles. The students discuss the different points of view. Each group of students select a scene from the tapestry to describe what can be learned about life in the middle ages. There are scenes describing such topics as travel, dress, food gathering and preparation, ship-building, and warfare. Finally the students identify all of the main verbs and tenses used in the passage and discuss reasons why those were used. One extension can involve the Overlord Embroidery which was done to commemorate the D-Day invasion of Normandy and a discussion of why that was a fitting memorial. In addition, the students can design their own quilt or tapestry to commemorate an important event in their own lives or in the modern age and write their captions in Latin. ACTION PLAN: (Time allotted: 5 to 7 days) When introducing the Bayeux Tapestry unit to the students, the teacher draws upon any knowledge which the students might have from their history classes about William the Conqueror, Battle of Hastings, history of England. After sharing this information with each other, the teacher shows a video, “Battle of Hastings 1066.” After viewing the video, the students identify the major players (William, Harold, King Edward, etc) and the sequence of events. The teacher develops a timeline on the overhead from the students’ oral responses. The Bayeux Tapestry itself is now introduced, and a replica can be stretched around the room to illustrate the magnitude of the work. The students clearly see that there is a great deal of detail (over 600 people, 190 horses and mules, 35 dogs, 500 other animals, more than 100 trees, etc). The students are provided with a handout containing examples of manuscript abbreviations that can be found on the Tapestry. After reviewing these abbreviations, the students are divided into groups of 3 or 4 to translate the Latin descriptions of the scenes. The students have copies of the manuscript and scenes on the powerpoint presentation to use in translating. They may also consult the actual reproduction. The teacher works with any group/s as questions or problems arise. After the students have translated the Latin in the tapestry, the class goes over the translations. At this point, the students discuss from what point of view the tapestry is written/pictured. Passages from the Anglo-Saxon Chronicles are consulted and the points of view are compared. Next, the students return to their groups to identify all of the verbs and tenses used. When this information is shared with the rest of the class (the verbs and tenses can be put on overhead transparencies or the board), the students can discuss why those tenses were used. They also consider the audience for whom the Tapestry was designed. Each group then selects a scene from the tapestry to study in detail. Each group selects a different scene with which to work. After studying the detail, each group shares with the rest of the class what information was gleaned about life in the middle ages. The students are able to learn about such aspects of medieval life as warfare, raising food, food preparation, ship building and tools, dress, castles, travel. The final activity takes place when the seventh grade social studies classes study the Middle Ages. Students from the Latin class go to the Middle School and tell the students about the Tapestry and William the Conqueror. They translate selected lines for the younger students and show scenes illustrating the different aspects of life in the Middle Ages. Therefore, the Latin students are able to use their Latin to learn about a significant event and share that information with others. HOOK/PRIOR KNOWLEDGE: In order to engage the students, there are two things that need to be done. The students need to share what knowledge they have about 1066, Battle of Hastings, England, William the Conqueror, etc. With this as a backdrop, the video “Battle of Hastings” is shown to provide further detail. Then the information is discussed, the important people identified and the sequence of events presented. The students also need to be introduced to the manuscript abbreviations that are found in the tapestry. Using what they know about Latin, they can understand the abbreviations and easily use them. This activity also is an important introduction to Medieval Latin. N.B. There is another possible hook that can be used, subject to the inclination and interest of the teacher. Quilts throughout our history have often told stories. Research for good examples could be done and shared with the students to develop their interest. PROGRESS INDICATORS: 1.1 Students read and understand the sentences in Latin found in the medieval Bayeux Tapestry. 2.1 Students use the Bayeux Tapestry to learn about many aspects of medieval life and culture. (Examples: food preparation, warfare, ship-building) 3.1 Students further expand their knowledge of an important event of world history, the Norman Invasion and the 1066 Battle of Hastings through their study of Latin. 5.2 Students share the knowledge that they have gained from reading the Bayeux Tapestry about the events of 1066 and about life in the Middle Ages with the seventh grade social studies classes. MATERIALS: Video: Battle of Hastings 1066 Teacher prepared medieval manuscript abbreviations Reproduction of the Bayeux Tapestry (commercially available) Article from the National Geographic August 1976 issue by Kenneth Setton called The Norman Conquest Copy of the tapestry for each student to use in translating. PowerPoint presentation of the tapestry (all the scenes, in color) teacher prepared The Anglo-Saxon Chronicles, translated and collated by Anne Savage Article from the May, 1994, issue of the Smithsonian entitled “Tapestried Tales of Two Rough Channel Crossings” by Timothy Foote (for use with extension activity below) An excellent resource for the teacher: a book entitled The Bayeux Tapestry by Wolfgang Grape (ISBN: 3-7913-1365-7) TECHNOLOGY CONNECTIONS: The following websites offer additional information to the teacher and student. www.bayeuxtapestry..org.uk the Tapestry can be seen, scene by scene, with a description accompanying each scene www.ibiscom.com/bayeux.htm this site includes the background to the invasion the story is told with pictures from the Tapestry as illustrations www.hastings1066.com this site has links to the Tapestry in full and to a Latin/English translation there are links to highlights and commentaries there is a link to the construction & history of the Tapestry www.ddaymuseum.co.uk/overlord.htm this site provides the background to the overlord embroidery which commemorates the D-Day Invasion the Embroidery itself can be seen, with some panels in color www.northernstarquilters.com/911quilts.htm sample quilts that were made in response to the attacks of September 11, 2001 can be found here INTEGRATION/EXTENSIONS: The Overlord Tapestry which was made to commemorate the D-Day Invasion in Normandy is introduced and the students make connections between the two tapestries. The students take a modern topic or issue and design their own tapestry or quilt. The students then label their creation in Latin. The influence of the language of the Normans on the development of English is pursued. Special emphasis is placed on words needed in government and commerce.
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