Chirk Castle Resource Pack

Chirk Castle activity resource pack

Chronological awareness timeline worksheet (AFTER)…………...……………………………...2 Building a castle worksheet 1: Location (BEFORE, DURING)……………………………………..3 Building a castle worksheet 2: Defensive architecture (DURING)……………………………….4 Teacher answer sheet for Building a castle worksheet 2………………………………………...5 Under Attack! Worksheet (DURING)……………………………………………………………....6 Teacher answer sheet for Under Attack! Worksheet………………………………………….….7 Servants’ Hall Rules worksheet (AFTER)…………………………………………………………..8 Reading Coats of Arms worksheet (BEFORE/AFTER)…………………………...……………….9 Coat of arms design worksheet (BEFORE/AFTER)……………………………………………….. 10 Castle photo quiz (DURING)…………………….…………………………………………………..11 Using portraits as historical sources worksheet (DURING)……………………………………...12 Comparing portraits worksheet (DURING)……………………………………………...………..13 History Detectives worksheet (using objects as sources) (DURING)…………………...... 14 Garden Detectives worksheet (DURING)…………………………………………………………15 Garden photo quiz (DURING)………………………………………...……………………………16 Plants in Medieval Medicine spotting worksheet (DURING)…………………………………….17 Pongs, posies and pomanders: Medicinal plants worksheet (AFTER)………………...………...18

How this resource pack complements your visit to the castle In this document you will find a range of worksheets and activities to complement your visit to Chirk Castle. These activities have been designed specifically to encourage pupils to develop their analytical skills, to explore their creativity, and to build on and optimise their time at the castle itself. Practical Information  In the Table of Contents, each worksheet is marked BEFORE, DURING or AFTER, indicating when it would be best to complete  All activities are designed to be flexible, allowing adjustments for age or ability.  Where necessary, this pack also includes teacher answer sheets for ease of marking.

Time Traveller Timeline After your visit to Chirk Castle, fill in this timeline with evidence you saw of different periods in the castle’s history. CENTURY What historical Which section of What evidence did I period is this? the castle had the see from this and important best evidence of century? events this century?

1300—14th century 1310: Castle completed on the orders of Kings Edward I and II

1400—15th century 1400: Owain Glyndŵr’s Rebellion

1500—16th century 1595: Thomas Myddelton buys Chirk Castle 1600—17th century 1642-49—The Civil War

1700—18th century 1720—The statue of Hercules arrived in the Gardens

1800—19th century 1846—The architect Pugin began a huge redecoration of the castle 1900—20th century 1911—Lord Howard de Walden moved into the castle 1981—Castle now run by The National Trust

2 Building a Castle Step 1: Location, location, location

Look carefully at these two maps of Chirk Castle. The first shows the castle in its surrounding landscape. Why might it have been built here? Can you spot any geographical features which might have made this a good location for a medieval castle?

185 miles above sea level

200 miles above sea level

160 miles above sea level

Brook oﬀ the River Ceiriog

Now look at the second map. It shows a simple aerial plan of the castle. How can you see that the castle was built for defence? Is it missing any features you might expect a medieval castle to have? Extension activity Historians think that Chirk Castle may have been designed by James of St George, the same man who built Beaumaris Castle in Anglesey. Look at this plan of Chirk Castle and research the design and features of Beaumaris. Then, draw a table or write a short piece of writing comparing the design and features of the two castles. How are they different? What are the similarities between them? During your visit to Chirk Castle…  Compare what you see in front of you to these two maps. Does anything look different?  Can you spot any of the geographical features shown on the first map?  Can you spot which tower is which?  Is there any important feature in the building or in the landscape which has not been shown on the maps?

3 Building a Castle Step 2: Defensive Architecture

Chirk Castle was built in 1295 as a defensive fortress to allow Edward I, King of England, to maintain control of the lands on the Welsh border. Standing at the entrance to the castle today, you can see many of the defensive features which have survived for over 700 years., but you can also see how the castle has been adapted later in time to be a more comfortable family home. This activity will help you to spot all the different original features and later additions to the castle.

First things first, what can you see in front of you? Stand facing the castle and draw a picture of it in the box on the right. Then turn around and draw a picture of the view.

View of the castle View of the landscape around the castle

Now that you’ve got an idea of the size, shape and surroundings of the castle, it’s time to look a little closer. Turn back towards the castle and find three features of the building which you think were put in to defend it: 1. ………………………………………………………………………………………………. 2. ………………………………………………………………………………………………. 3. ……………………………………………………………………………………………… Now see if you can find two features which might seem a bit unusual in a medieval castle, and which might have been added or removed in a later period: 1. …………………………………………………………………………………………….. 2. …………………………………………………………………………………………….. Why do you think these changes might have been made? Why would they make the castle harder to defend? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………… Explore more and discuss as a group  Carefully go down the grassy slope by the stone bridge to see when it was built. What might it have replaced? Can you see any marks left by what might have been there before?  Go into the entrance archway. Can you see where a portcullis might have fitted?  Take a look at the doors. What features do they have to make them more secure?

4 Defensive Architecture Teacher Answer Sheet

First things first, what can you see in front of you? Stand facing the castle and draw a picture of it in the box on the right. Then turn around and draw a picture of the view.

Now that you’ve got an idea of the size, shape and surroundings of the castle, it’s time to look a little closer. Turn back towards the castle and find three features of the building which you think were put in to defend it: 1. Round ‘drum’ towers to protect the inner walls and allowed people inside to fire in any direction. 2. High, thick stone walls. 3. Partial moat (part of the original which disappeared in later rebuilding). Now see if you can find two features which might seem a bit unusual in a medieval castle, and which might have been added or removed in a later period:

1. Big, wide, glass windows—unhelpful for defence but added to let more light into the later family home. 2. There is no portcullis or drawbridge—removed in a later period.

Why do you think these changes might have been made? Why would they make the castle harder to defend? See above. Windows could be easily broken by canon/arrow-fire, unlike the older arrow-slit windows. Without a portcullis or drawbridge, and with only a partial moat, if an enemy reached the castle, they would have found it much easier to get into the courtyard.

Explore more and discuss as a group  Carefully go down the grassy slope by the stone bridge to see when it was built. What might it have replaced? Can you see any marks left by what might have been there before?  The stone bridge replaced the drawbridge. The date the bridge was put in can be seen on the arch. Marks from ropes and chains can also be seen around the bridge.  Go into the entrance archway. Can you see where a portcullis might have fitted?  There are grooves in the doorway where the portcullis would have slid up and down.  Take a look at the doors. What features do they have to make them more secure?  They are thick and reinforced with metal bars.

5 Under Attack!

The year is 1400, and tensions on the border between England and Wales are at boiling point. Due to its location, Chirk Castle is in great danger of being attacked. Thomas, Earl of Arundel, holds the castle, but he has been called away to join Henry IV’s conflict against the Welsh rebel Owain Glyndŵr. He has left you in charge of castle defence, and now Glyndŵr’s supporters are attacking! How will you defend Chirk Castle?

Instructions Head up to the first floor room in the Adam’s Tower and take a look around to see how you might defend the castle from an attack. Then, complete the activity below by matching up the defensive features with the weapons they might allow you to use or defend yourself against. Finally, fill in any extra information on how and when you might use each feature.

How was this feature of the castle used for defence? …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… …………………………………...

How was this feature of the castle used for d fence? …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… ……………………………………

How was this feature of the castle used for defence? …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… …………………………………… ……………………………………

6 Under Attack! Teacher answer sheet

How was this feature of the castle used for defence? Thick stone walls defended the castle against battering rams like the one in the picture, since it was extremely difficult for attackers to get through the walls with a battering ram.

How was this feature of the castle used for defence? Arrow-slit windows were (as the name suggests) used to fire arrows at attackers to drive them off. They were also a good defensive feature because enemy arrows could not pass through them easily.

How was this feature of the castle used for defence? This is a murder hole. The buckets would have been used to pour hot sand or boiling water on any attackers who got as far as the courtyard and tried to enter Adam’s Tower.

7 Servants’ Hall Rules In the Servants’ Hall you can see the list of rules which servants had to follow at Chirk Castle. Fill in the right hand side of the list below with rules you have to follow at school and what happens when you break these rules. How are the two sides different? Is anything the same?

Chirk Castle Servants’ Hall ………………………………… Rules to be observed here Rules to be observed here That every servant must: Take off his hat at entering here Sit in his proper place at table Keep himself clean becoming his station Drink in his turn Be diligent in his business Shut the door after him

That no servant be guilty of: Cursing or swearing Telling tales Speaking disrespectfully of anyone Breeding any quarrel Wasting meat or drink Intermeddling with any other’s business unless requested to assist NB The person offending to be deprived of his allowance of beer For the first offence—3 days Second offence—one whole week And third offence—his behaviour to be laid before Mr Myddelton

8 How to Read Coats of Arms

 Coats of arms were originally used to identify who was who during battles, when knights were in full armour. However, they soon became a way for noble families to show their identity, their power and their lands.  Although most people in the Middle Ages could not read, they would have been able to ‘read’ coats of arms because the colours and symbols on them had specific meanings. The study of the symbols used in coats of arms today is called heraldry.

Here are some examples you could use to create your own coat of arms:

Animals Wolf: loyalty, attentiveness Symbols Dog: loyalty Horse: readiness to serve Hand: honesty, faith, justice Colours Star: nobility Fox: wisdom Blue: loyalty, honesty Crescent moon: harmony, Dragon, lion, griffin Yellow/Gold: generosity serenity, wisdom Red: bravery, military , unicorn, and tiger: bravery Heart: sincerity skill Snake: ambition Flaming heart: passion White/Silver: peace, Stag and deer: peace, harmony Sword: bravery harmony Crown: authority, power Butterfly/ peacock: grace, beauty Purple: grace, power, Horns or antlers: bravery Bear and pelican: kindness leadership, justice Fire: enthusiasm Green: loyalty, hope, joy Falcon and hawk: enthusiasm Castle: protectiveness Black: wisdom, grief, Raven: trustworthiness Ring: loyalty carefulness, Bee and camel: hardworking Dice: wisdom

Eagle: power, leadership Cross: Christian faith

Mottos... For those who could read, the motto on a coat of arms added another layer of meaning. The Myddelton motto is ‘In veritate triumpho’, which is Latin for ‘I triumph in the truth’. So you can tell that honesty was important to the Myddelton family. It is in Latin because that was the language of the educated class in the Middle Ages. Family ties Noble identity Coats of arms were sometimes Coats of arms began to be used to show redesigned to represent new the owner’s identity and status, and so marriages. You can see this in the they became more detailed. You can see coat of arms in the stonework this on the Myddelton coat of arms on above the castle entrance. In 1801, the exit gate of the castle. A hand has Robert Biddulph married Charlotte been added to reflect a change in the Myddelton, and the family became family’s status: in the early seventeenth the Myddelton Biddulphs. The coat century, Sir Thomas Myddelton gained of arms was temporarily redesigned the title of baronet, so he added a red to include the Biddulph eagle, as glove to his coat of arms to let everyone well as the Myddelton wolves and know about his new status. the red hand (above the shield). 9 Design your own coat of arms

Coats of arms, were a way of showing who you were and what was most important to you and your family. Colours, animals and symbols were used to help coats of arms stand out. Coats of arms were also put on shields so people could tell who a knight was during battle, when he was in a full suit of armour and his face was inside his helmet. Now design your own coat of arms. You can use these steps to help. 1. Draw an animal to represent you. 2. Draw an animal to represent your family and friends. 3. Draw a picture or symbol to represent your favourite hobby. 4. Choose your favourite colour to fill in the background. 5. Write your name or your own personal motto on the ribbon. If you are having trouble thinking of a phrase, choose three words which best describe your personality.

10 Castle Photo Quiz Can you spot all these objects in the state rooms?

Cromwell Hall Cromwell Hall Saloon

Grand Stairs

Saloon Saloon

Dining Room Drawing Room

Long Gallery Long Gallery

King’s Bedroom

King’s Bedroom Annex

Bow Room

Lower Dining Room

Bow Room

Library Library 11 What can we learn from historical portraits? Portraits can tell us a lot about how people lived in the past and about how they wanted to be remembered by future generations. Read through this sheet carefully then choose one portrait to investigate

Draw a quick copy of the picture you have chosen. This will help you to really study the portrait carefully and notice any important features.

Information to find out from your portrait Name of subject …………………………………….. Male or female …………………………………….. Date of portrait …………………………………….. What period is this portrait from? …………………………………….. Who painted the portrait? …………………………………… What are they wearing?

…………………………………………………………………………………………………… ……………………………………………………………………………………………………. Are there any objects in the portrait with them? …………………………………………………………………………………………………….

This activity could also be completed in advance of the visit with the help of the site www.nationaltrustcollections.org.uk, which provides high quality images of most of the portraits housed at the castle.

12 Comparing portraits You can compare two portraits to find out about different people and different historical periods. Pick your first portrait in the Servants’ Hall, draw a picture of it, then fill in the information below. In the State Rooms, pick a second portrait. It can be as similar or different to the first one as you like.

Servants’ Hall Portrait State Rooms Portrait

Who is in the portrait? ……………………………… Who is in the portrait? ……………………………… What year was it painted? ………………………….. What year was it painted? ………………………….. What job did they do? What job did they do? ………………………………………………………… ………………………………………………………… What are they wearing? What are they wearing? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… Are there any objects in the picture? Why are they Are there any objects in the picture? Why are they there? ………………………………………………… there? ………………………………………………… ………………………………………………………… ………………………………………………………… What was their social status? How can you tell? What was their social status? How can you tell? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… After the visit  Art activity: Pupils could draw or paint a self-portrait, adding any objects they think represent themselves. They could think about how they would want to be viewed by people in the future.  History research: Pupils could research portraits of historical figures they are currently studying (the Tudors are especially good for this activity) and write about why they think the figures are represented in the way they are. 13 History Detectives

We all know that historians use written sources to investigate the past, but did you know that you can also use historical objects to findhistorical clues? Choose one object in the castle which interests you. When you have chosen, follow this worksheet to complete your object file and discover more about the castle’s history. Look carefully for any marks or words on your object which might help you to investigate.

Which historical object have you chosen? Do you know its name or can you find it out? …………………………………………………………………………………………………………………………………………… What does it look like? Draw a picture in the box.

What do you think it was used for? How do you know?...... …………………………………………………… …………………………………………………… What is it made of?...... …………………………………………………… …………………………………………………… …………………………………………………. Does it have any special/unusual features? ………………………………………………… ……………………………………………….

What period of history do you think it is from? Why? …………………………………………………………………………………………………… ……………………………………………………………………………………………………

Who do you think owned this object? What was their position/role in society? …………………………………………………………………………………………………… …………………………………………………………………………………………………… Any other observations about your object: …………………………………………………………………………………………………… …………………………………………………………………………………………………...

14 Garden Detectives

Take a good look at the board by the entrance to the gardens. It will tell you what’s looking good in our gardens today. Choose one plant from the board to investigate. When you have chosen, follow this worksheet to complete your plant file.

Which plant have you chosen? …………………………………………………………………………………………………………………………………………… What kind of plant is it (tree, flower, bush)? …………………………………………………………………………………………………………………………………………… Where in the garden is it located? …………………………………………………………………………………………………………………………………………. Does it have a smell? What does it smell like? …………………………………………………………………………………………………………………………………………. What colour(s) is it? …………………………………………………………………………………………………………………………………………. Does it have any special features (e.g. thorns, bright colours, appealing scents)? ………………………………………………………………………… ………………………………………………………………………… …………………………………………………………………….... Why do you think it has these? …………………………………………………………………….. ……………………………………………………………………. …………………………………………………………………. Gently touch your plant. What is its texture? ……………………………………………………………………

Now draw a picture of your plant. Try to add as much detail as possible.

15 Garden spotter sheet

16 Plants in Medieval Medicine In the Middle Ages, people often had to rely on herbal medicines to try to cure or prevent illnesses. In the Gardens at Chirk Castle, you can see many plants which would have been used in medicines when the castle was built in 1295, and for much of its history.

Can you find these herbs Sage in the kitchen garden or the formal garden? Aromatic silver-grey leaves about 8cm long Match the description of and 1.2cm wide the herb to it’s picture

Basil Used for: coughs, breathing problems. Bright green foliage with spicy clove-like aroma

Used for: Chives almost anything! Especially preventing the plague, Long thin hollow leaves chest problems, dressing with clumps of mauve wounds, eye problems, flowers and as a painkiller. Was used to cure diseases of the brain, heart, lungs, kidneys and bladder Dried leaves were used to Rosemary cure headaches and colds Blue-purple flowers and long narrow leaves, dark green on top and silver underneath

Can be made into a tea Balm (lemon balm) which is used to bring Strong lemon scent with down high temperatures crinkly leaves, shaped Also used as a tonic for like mint leaves the stomach and to help Used for: sprains, fractures, digestion. paralysis, skin problems.

17 Pongs, posies and pomanders Like you saw in Chirk Castle Gardens, people in the Middle Ages used plants to try to cure diseases. One of the main ways medieval patients tried to keep illness away was by using the smells from plants. Think about the questions below, then write a short explanation of why people used sweet- smelling plants to try to prevent themselves from getting ill.  How did people think diseases were caused?  Why do you think people believed bad smells caused diseases? What was different about life in Medieval Britain that might have made them believe this?  Did you see anything during your visit to Chirk Castle which made you think medieval life was especially smelly or infectious? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………...... Two important items which were made to keep bad smells and diseases away were posies and pomanders. Posies were small cloth bags, which people filled with mixed herbs and flowers, and then tied together at the top to keep the mixture inside. Pomanders were spherical cases, often made of metal, which were filled with herbs, spices and oils mixed with resin or wax. Sometimes a pomander would be an orange with cloves and other spices stuck into it. Here is a list of things which would have been put into posies or pomanders. Decide which were for posies and which for pomanders, and write them in the appropriate box. (Some may fit in both.)

Ro Posy r lemons se pe Pomander Oranges o tals Lave l nder Rose oi g me ut W N me ax Thy / Cinn ile a- Chamom Clo ves Discuss with a partner Why do you think posies and pomanders were made from different materials and filled with different objects and scents? Who would have used posies? Who would have used pomanders? Why? Where did the ingredients and materials come from? Were they expensive or cheap? Extension activity: writing exercise Imagine you are a person living in the Middle Ages during the Great Plague (1348-52). Decide who you are and what your job is, then choose whether you might use a posy or a pomander to protect yourself from the plague. Write about why you have chosen this method of protection, and what ingredients you are using. Think about how you might feel about the danger of illness, how you might get hold of your ingredients, and what difference your position in society might make to your access to some ingredients or materials. Finally, research and write about what other cures you might try to prevent or cure the plague.