OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 102 103

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING • The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society depth study option • Signifi cant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval Medieval Europe manuscripts and music (c.590– c.1500) • Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce • The dominance of the Catholic Church and the role of Europe’s medieval period (also called the Middle Ages) is commonly

signifi cant individuals such as Charlemagne regarded as starting in the late 6th century CE. It lasted about 1000 years. A number of factors infl uenced the societies of medieval Europe. Th e most HISTORICAL SKILLS important were feudalism, manorialism, and the spread of Christianity. • Sequence historical events, developments and periods. Th ese factors helped to preserve social order and stability for many • Use historical terms and concepts. centuries. • Identify a range of questions about the past to inform By the start of the second millennium These trends would eventually help to end a historical inquiry. (1000 CE), the barbarian raids common in the medieval Europe’s longstanding systems of • Identify and locate relevant sources, using ICT and earlier part of the medieval period had largely feudalism and manorialism. They would also help ended. Things began to change. Towns sprang up to spread the Black Death pandemic, and, later, other methods. and grew rapidly. Trade grew, increasing a desire the ideas and attitudes of movements such as the • Identify the origin and purpose of primary and for more knowledge of distant lands, and more of Renaissance, the Reformation and the Scientifi c secondary sources. their exotic goods. In time, the desire was for the Revolution. • Locate, compare, select and use information from a conquest of new territories. range of sources as evidence. • Draw conclusions about the usefulness of sources. • Identify and describe points of view, attitudes and Key inquiry questions values in primary and secondary sources. • Develop texts, particularly descriptions and 3.1 How was society in medieval Europe organised? explanations that use evidence from a range of 3.2 What developments and achievements infl uenced life in medieval Europe? sources that are acknowledged. • Use a range of communication forms (oral, graphic, 3.3 How and why did society in medieval Europe change? written) and digital technologies.

Getting started

Comparing cultures Part of a stained glass window from the Chartres Cathedral, in France, mostly built during the early 13th century Using the information on these pages and their 3 prior knowledge, ask students to predict and describe what they think it would have been like to live in medieval Europe. Ask them to compare the way of life of a medieval peasant with their own lives 1 Medieval people were capable of building 4  e cathedral is a symbol of the dominance of the 7 Most of the people who built the cathedral were of Mary, the mother of Jesus, to the medieval today. What would be di erent and what would be magni cent structures. Catholic Church in this part of France. slaves.  is was common in the medieval period. Catholics. the same? What would be better and what would be 2 Virtually all medieval cathedrals have survived 5  is cathedral is an example of Gothic 8 Carved into the  oor of the cathedral is a maze, 10  e cathedral is listed by the United Nations as Enter the ID numbers below into the search  eld of worse? How do they know? intact to the present day. architecture. known as the labyrinth. one of the world’s most signi cant places. your obook to access these resources. Skillbooster: Chartres Cathedral 3  e stained glass windows are modern additions 6  e height ofSAMPLE the spires of the cathedral show that 9  e stained glass window on these pages is called ID03.01 Flashcard glossary: Medieval Europe to the cathedral as medieval people were not able medieval people invented cranes. the north rose window and shows the importance ID03.02  e large image on these pages shows a section of a Weblink: Chartres Cathedral to produce glass. stained glass window from the Chartres Cathedral in  is web page from Sacred Destinations provides France. Use this image and the other resources listed more information about Chartres Cathedral. in the obook extras panel on this spread to  nd out if ID03.03 Weblink: World Heritage Chartres the following statements are true or false. Find out about the World Heritage listing for Chartres Cathedral. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 104 105

Australian Curriculum focus Skillbooster: Asking questions One of the most important skills for an historian HISTORICAL KNOWLEDGE AND is the ability to ask the right questions. Students UNDERSTANDING 1381 are o en very good at answering questions but The Peasants’ Revolt in England; • The way of life in Medieval Europe (social, cultural, peasants revolt against strict not so good at framing questions in the  rst place. bigpicture rules imposed on wage rises and economic and political features) and the roles and working conditions, following the Historians ask questions in order to open up lines relationships of different groups in society acute labour shortages caused by of inquiry about the culture and period of history An illustration from the the Black Death Toggenburg Bible (c. 1411) under analysis.  e Australian Curriculum rationale • Signifi cant developments and/or cultural achievements, Medieval Europe of two victims of the plague such as changing relations between Islam and the known as the Black Death for history states that: ‘ e study of history is based c. 1400 West (including the Crusades), architecture, medieval Medieval Europe once made up the bulk of the Western Empire of ancient Rome. Th e 1347 Johannes Gutenberg on evidence derived from remains of the past. It manuscripts and music Pandemic known as the Black invents the printing is interpretative by nature, promotes debate and barbarian raids that helped to end the former empire continued on and off until about Death arrives in Sicily (the press • Continuity and change in society in ONE of the ‘gateway’ to Europe) encourages thinking about human values, including 1000 CE. With Rome’s army gone, people had to fi nd other ways to protect and sustain following areas: crime and punishment; military and present and future challenges.  e process of themselves during this uncertain time. Feudalism and manorialism provided solutions. defence systems; towns, cities and commerce historical inquiry develops transferable skills, such as • The dominance of the Catholic Church and the role of Christianity became ancient Rome’s offi cial religion in the 4th century CE. Most the ability to ask relevant questions.’ signifi cant individuals such as Charlemagne people in Europe then (and certainly later) were Christians. Christian beliefs and values 1163 1096 Building work starts  is timeline is illustrated with several sources and had many positive eff ects on daily life, architecture, the arts and the justice system. Start of the First Crusade, on the Notre Dame pieces of evidence about the past. Encourage students the fi rst of eight wars fought Cathedral in Paris HISTORICAL SKILLS However, they also provided motivations for war, and justifi cations for some people’s between Christians and Muslims to ask questions about these illustrations in order to over the next 175 years 1337 1389 • Sequence historical events, developments and periods. prejudices and fears. Start of the One Medici family open up lines of inquiry.  e aim of this activity is Hundred Years War become 1491 not to answer the questions but to ask them in the • Use historical terms and concepts. Social change in Europe was helped by a number of signifi cant events and trends. between England prominent in the Henry VIII and France rule of Florence  rst place. You could divide students into groups and • Identify a range of questions about the past to inform Th ese included the rapid growth of towns and trade, the Christian–Muslim wars known crowned King of England a historical inquiry. c. 1271 allocate one illustration to each group. as the Crusades and the devastating Black Death. Th e discoveries of explorers, together 1187 Venetian Marco Polo begins a 25- Under the leadership of year exploration of eastern countries • Identify and locate relevant sources, using ICT and CE Here are some questions about an artist’s impression with new ways of thinking and new inventions contributed greatly too. By 1500 , Saladin, Muslim forces capture (with time spent at the court of the other methods. Jerusalem, providing a motive Mongol ruler Kublai Khan) of the signing of Magna Carta (not shown) as an Europeans saw themselves and their place in the world diff erently. for the Third Crusade • Identify the origin and purpose of primary and 1452 exemplar: Leonardo da Vinci born secondary sources. 1 Is this a primary or secondary source? CE 1066 • Locate, compare, select and use information from William of Normandy invades England and Da Vinci’s famous sketch ‘Vitruvian Man’ 2 How can you tell that this is a signi cant event? a range of sources as evidence. is crowned King William I of England 3 What is the relationship between the king and the • Draw conclusions about the usefulness of sources. 715 800 nobles as portrayed by the artist? • Identify and describe points of view, attitudes and 476 Muslim conquest of Spain concluded Charlemagne crowned by 4 What is the role of the Church in this event? Last Western Roman the Pope as emperor of the values in primary and secondary sources. emperor forced to give Holy Roman Empire 5 How can we  nd out more about the signing of up his rule • Develop texts, particularly descriptions and Magna Carta? explanations that use evidence from a range of Skillbooster: Interactive timeline sources that are acknowledged. • Use a range of communication forms (oral, graphic,  e interactive timeline for this chapter (see the written) and digital technologies. link in the obook extras panel on this spread) has video, links and a range of supporting activities for students.

Teaching tips Source 3.1 Some key events and developments Scene from the Bayeux Tapestry depicting Norman cavalry troops Use the resources on these pages to place medieval in the history of medieval Interior of a mosque in Cordoba (Spain), one legacy of the region’s former Islamic rule disembarking for their battle with Saxon forces at Hastings in England Europe, c. 590 CE – c. 1500 Europe in its historical and geographical context. See

the weblinks in the obook extras panel on this spread 104 oxford big ideas history 8: australian curriculum chapter three medieval europe 105 for some general websites on Medieval Europe. Using the depth studies covered in the Year 7 history Enter the ID numbers below into the search  eld of course at your school (two of: Ancient Greece, Egypt, your obook to access these resources. two events are listed on the timeline as occurring Use student responses to these questions to generate where Europe is located. You may like to use a data sometimes as its own region. It does not really matter Rome, India and China) discuss what were some ID03.04 Interactive timeline: Medieval Europe between 500 CE and 1000 CE. Do you think that discussion on the rise and fall of civilisations and projector or interactive whiteboard to display a map as long as students know where it is). signi cant periods and events in history that occurred things stayed the same for 500 years or are how we know about people and events from the past. of the world to show the location of Europe, and ID03.05 Weblink: Medieval sourcebook before the medieval era. Western civilisation is Digging deeper: Thinking tools there other explanations for the low number of then a map of Europe to show the location of speci c  e Internet Medieval Sourcebook contains a wealth sometimes divided into three great periods: classic, Most of the entries on this timeline list major events, historical events in this period? geographic features. A er students have looked carefully at the timeline, of primary source material. medieval and modern. For this reason, the medieval such as invasionsSAMPLE and wars, and prominent people, 3 Read the timeline and list the various con icts have them complete the KWL chart below. period is also called the Middle Ages. such as Charlemagne, Saladin and Marco Polo.  ere Students could be provided with an outline map of ID03.06 Weblink: Middle Ages that took place during the medieval period. is virtually no information on what life was like for Europe and, using their atlas, could locate and label What I already What I Want What I have Ask students these questions: A website containing useful information on the 4 What were some events and achievements that Know about to know about already Learned ordinary medieval people. Ask students why they think speci c places mentioned on the timeline: Rome, medieval period for students and teachers 1 What event occurred in 476 CE and is o en used improved the lives of people in this period and timelines tend to look at big political events rather Spain, Hastings, Paris, Venice, England, France, the medieval the medieval about the ID03.07 Weblink: BBC Middle Ages as the starting point of the medieval period of what were some events that made life worse? than everyday events? What clues can they  nd about Florence, Sicily and Jerusalem (Jerusalem lies in the period. period. medieval period. European history? 5 What event occurred in 1491 that is o en used to everyday life for medieval people in this timeline? Middle Eastern region.  is is sometimes included  e BBC History website explores Britain in the Middle Ages. 2 For the  rst 500 years or so of the medieval mark the end of the medieval period? Why might this Use an atlas to place Europe in its geographical as part of Europe, sometimes as part of Asia and period, it appears that very little happened. Only have been a signi cant event in medieval Europe? context. Do not assume that Year 8 students know OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 106 107

Australian Curriculum focus Answers: Check your learning 1 Tribal peoples from outside the borders of the Roman HISTORICAL KNOWLEDGE AND Empire UNDERSTANDING At fi rst, Romans generally accepted these people. Many 2 France and the surrounding areas immigrants found work in Roman towns and on country 3 They raided many parts of Europe, and later settled in • The way of life in Medieval Europe (social, cultural, villas. In time, however, the ongoing waves of barbarians parts of England, Scotland, Ireland and France. economic and political features) and the roles and helped to end Rome’s Western Empire. Some of these tribal relationships of different groups in society people were warlike and aggressive. They made the region 4 Christianity had been the offi cial religion of the Roman (western Europe) a dangerous place. The system of feudalism Empire, so it was entrenched when the empire ended. that developed began partly as a response to the threats Christianity was also spread by missionaries. HISTORICAL SKILLS posed by these invaders. • Use historical terms and concepts. The infl uence of Christianity • Identify a range of questions about the past to inform One of the most lasting legacies of ancient Rome for Europe a historical inquiry. was Christianity. At fi rst, Roman rulers made every effort • Identify and locate relevant sources, using ICT and to stamp out Christianity across the empire. But during the other methods. 4th century CE, Christianity was declared the offi cial religion • Locate, compare, select and use information from of ancient Rome. Like Jews and Muslims, Christians believe in one God. Christians base their beliefs on the teachings of a range of sources as evidence. Jesus Christ (and his disciples). They regard Christ, though • Draw conclusions about the usefulness of sources. born a Jewish man, as the son of God. • Identify and describe points of view, attitudes and So, Christianity was well established in Europe when values in primary and secondary sources. the Western Empire ended. Its ongoing force and relevance was kept alive by the Western Church, today described as • Use a range of communication forms (oral, graphic, Roman Catholic. Christianity infl uenced feudalism and Source 3.2 A medieval artist’s impression of life on a feudal manor written) and digital technologies. manorialism, as well as the arts, building styles and warfare. It also impacted on medieval Europe’s relationships with other societies. How was society in medieval Skillbooster: Tribal peoples Divide your class into 10 teams. Each team is given Europe organised? Germanic Angles, Saxons and Jutes: settled in parts of modern- Vikings: left Scandinavia from about the name of a group of people that had an in uence 3.1 day Germany, Belgium and the During the 6th century, a new way of organising society emerged in 800 CE, at fi rst, to raid surrounding Netherlands; between 400 and on early medieval Europe, taken from Source 3.3: areas. Later, they settled in parts Europe. Th is system later became known asfeudalism . It would prove to 600 CE they overran the Romanised of Scotland, Ireland, England and culture and the Celts in Britain 1 Angles be very important across medieval Europe. Its origins lay in the legacies northern France. 2 Saxons of the Roman Empire, the spread of Christianity, and in the settlement 3 Jutes of a number of new peoples in Europe—most importantly, Germanic tribes who arrived during the early medieval period. Th e focus of this Avars and Slavs: 4 Lombards settled in parts of chapter is on the medieval societies of western, southern and central eastern Europe Check your learning 5 Vandals Population formerly occupied Lombards: Europe. Th ese areas include the modern countries of France, the United movements 1 Who were the people whom by other tribes settled in Italy 6 Visigoths the ancient Romans called ‘the Kingdom, Italy, Spain and Germany. (e.g. the Goths) 7 Avars barbarians’?

8 Slavs Vandals: moved 2 Where did the tribal people known as The infl uence of new arrivals the Franks settle? 9 Franks Franks: settled in westwards into Spain Tribal peoples began moving into western Europe during the 4th century CE (see what we know as before being displaced 3 Who were the Vikings, and how did 10 Vikings. Source 3.3). Some of these tribes (for instance, the Huns) pushed another tribe France (and surrounds) by the Visigoths; the they affect medieval Europe? Vandals then moved out of the land it then occupied. The overall migration tended to be westwards. (For more information on these tribes see the into north Africa 4 Explain why most people living in weblink in the obook extras panel on this spread.) The ancient Romans called these people moving towards its empire barbarians western Europe during the medieval (meaning ‘people from outside our borders’). Source 3.3 Some movements of tribal peoples into and around medieval Europe period were Christians. Each team is given the task of teaching the rest of

the class about their selected group.  ey should 106 oxford big ideas history 8: australian curriculum chapter three medieval europe 107 begin by framing a series of questions to inform their inquiry and then conduct research to answer these questions. Once reliable information has been sourced, each group should then consider how best On a map of Europe, have students show the areas of Europe appeared to produce large numbers such as this can be ‘read’ to learn about the historical 6 Are they of higher or lower status than the other to teach their classmates about these people.  ey spread of each group of people listed in Source 3.3 of people who moved into new areas and which areas period in which the source was created. men? How can you tell? may choose, for example, to produce a single A4 across Europe from their place of origin to their produced relatively few? 1  ere are three groups of men in this illustration. 7 What does this tell you about the way in which page of important information (including where known destinations. Each group of people could  is could be followed up by a class discussion about What are the three men on the le of the source this property is organised? to  nd further information), show a PowerPoint be represented by a di erent coloured arrow which the in uence of SAMPLEthese peoples on medieval Europe doing? 8 Why are there no women in this picture? Enter the ID numbers below into the search  eld of presentation, or conduct a classroom discussion or could be labelled with important dates of their and their legacies on the modern world. 2 What are the three men in the centre of the 9 Examine the buildings in this picture. What link your obook to access these resources. interview with a member of the tribe. movements. picture doing? is the artist making between the property owner Skillbooster: A medieval manor ID03.01 Flashcard glossary: Medieval Europe All students should make a list of di erences and Have students further interpret the information 3 How are these two activities linked? and the church? Source 3.2 shows groups of people in the  elds ID03.08 Weblink: Tribal peoples in the medieval similarities between their selected people and the provided on the map by listing the people that 4 What does this tell you about this property? 10 How useful is this source in describing the way of around a medieval manor. Use the following set of period other groups’ presentations. undertook sea voyages and those that crossed other 5 How are the two men on the right of the picture life of people on a medieval property? questions to demonstrate to students how a source  is concise history of the medieval period includes physical barriers, such as mountain ranges. Which di erent from the other groups of men? Another activity using this researched information details on many of the peoples listed in Source 3.3. is to collate important details onto a single map. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 108 109

Australian Curriculum focus • Some towers have a religious symbol on them. • Houses were built close together. HISTORICAL KNOWLEDGE AND •  e largest building is surrounded by another UNDERSTANDING Then, in the mid 14th century, the Black Death struck. wall. It killed about 25 million people, about a quarter (or more) signifi cance: the Western Church Holy Roman Empire c. 1000 CE  e next step could be for students to make • The way of life in Medieval Europe (social, cultural, of the population. This rapid rise and fall in the population The Western Church (later the Roman Catholic Church) was a person could no longer go to church; his or her soul was NORWAY economic and political features) and the roles and over about 300 years would have affected society in terms statements about medieval life based on their very signifi cant institution in medieval Europe. Its head was the doomed to live in hell. SWEDEN relationships of different groups in society of demand for food and shelter, jobs and the available Oslo observations of the images. For example: ‘Towns Pope. Seen as God’s representative on Earth by believers, the The Western Church played a dominant role in the life of SCOTLAND labour force. Stockholm were o en built near rivers as these provided an • The dominance of the Catholic Church and the role of medieval Pope had great religious and political authority, even medieval Christians from birth to death. Its many religious North focus on … Sea signifi cant individuals such as Charlemagne infl uencing kings. For example, it was a Pope: festivals and feasts fi lled the calendar. Many people were IRISH obstacle to attackers and a supply of fresh water for Rural settlements KINGDOM DENMARK Baltic • who declared William the Conqueror’s invasion of England named after Christian saints and martyrs (people who died ENGLAND Sea the townspeople.’ in 1066 a Holy Crusade Most of medieval Europe’s population lived in small in the name of their religion). People’s lives typically revolved Amsterdam London POMERANIA HISTORICAL SKILLS • who encouraged Europeans to go to war against the around the activities of the village or town church. farming villages and settlements sprinkled around the Atlantic POLAND Answers: Check your learning Muslims in what is now called the First Crusade. countryside. The focus of these was usually the castle or Ocean Cologne • Use historical terms and concepts. People learned from childhood how the Church expected Wroclaw 1 a The Black Death killed a quarter of the population. One of the powers of the Pope was to excommunicate them to behave, and what they should believe. Obeying the manor house of a feudal lord, or a Christian monastery. Paris Orleans (expel from the church forever) wrongdoers—a punishment Church’s teachings helped to preserve the social order in Forests or stretches of open country typically separated Tours Munich Vienna b Individual answers will vary but might include: it Zurich that medieval Christians greatly feared. An excommunicated medieval Europe. these settlements. As the population increased, these areas FRANCE Salzburg Buda reduced the available labour force, contributing in between were often cleared and converted into farmland. LEON Milan HUNGARY Toulouse KINGDOM VENETIAN Zagreb to the rise in the African slave trade to make up Skillbooster: Medieval festivals CASTILE OF BURGUNDY REPUBLIC Marseille Florence for this; it put workers in a stronger bargaining Towns and cities AL-ANDALUS KINGDOM BYZANTINE Infl uence of changing populations Barcelona Adriatic Sea  e origin of many medieval festivals is a subject Toledo OF ITALY EMPIRE position and forced businesses to accept During Europe’s early medieval period, there were very few BALEARES of much research and debate.  e table across and settlements (EMIRATE OF Naples most of their demands; it contributed to a loss big cities. Rome was probably the largest city; London and Cartagena CORDOVA) Paris were much smaller. By around 1500, the population of faith in religious institutions; it forced the the bottom of this spread lists some of the more The exact population of medieval Europe is not known, as records are scarce. Scholars Mediterranean Sea important Christian festivals in medieval Britain but generally agree that it remained fairly constant until about the 10th century. From this of Paris was about 200 000. Medieval towns and cities were N government to introduce measures to restrict it is important to note that there were few universally time onwards it increased rapidly, boosted by the growth of towns and, possibly, the mainly centres of trade. workers’ movements and payments; it created warmer weather. (Between about 950 and 1250, the weather in Europe was warmer than 0 600 km large numbers of orphans, increasing the accepted dates for these festivals and individual it had been before. It is known as the Medieval Warm Period.) burden on extended family, friends, lords and towns or cities may have celebrated di erent festivals Source 3.5 The Holy Roman Empire in medieval Europe c. 1000 CE at di erent times. the government; and it created a lack of skilled workers. Some of the festivals listed here have continued to 2 Towns and cities were mainly centres of trade. the present day, some have all but disappeared, and some have been changed from medieval times.  is 3 Individual responses will vary. Points raised might provides students with an opportunity to explore the Check your learning include: the river running next to the city, the fortifi ed city walls, the large castle in the heart of the city, the hill key historical concept of continuity and change. 1 The population of Europe fell dramatically in the mid the city is built on, the bridges over the river, the fortifi ed Ask students to name which of the medieval festivals 14th century. a Explain one of the main reasons why this happened. city gates, the towers spaced along the walls, the large still remain, which have disappeared from our b What impact do you think such a massive loss of life brick church with its tall steeple, the large number of tall calendar, and which have changed their meaning might have had on the society? Think, for example, buildings and the red and blue tiled roofs. how it might have affected families, life, trades and through time? What other festivals do we celebrate 4 Individual responses will vary but might include: Based in Australia and what would a historian in the future professions, religious centres, jobs and farms. Draw a concept map to outline your thinking. on the teachings of the 5th-century saint, St Benedict infer about our culture from these festivals (for 2 What was the main function (or activity) of most medieval of Nursia; Benedictine monasteries and abbeys were example, Melbourne Cup Day, Anzac Day, Queen’s towns and cities? relatively autonomous; most Benedictines were Roman Birthday, Labour Day and Agricultural Show Day)? 3 Look closely at Source 3.6. If you were a person living Catholics but there were Benedictines from other in Pisa in the Middle Ages, describe in a diary entry what denominations; and they vow to remain at the same Skillbooster: Nuremberg Chronicle you might see in a day’s walking. monastery and obey their superiors. 4 Compile a fact sheet on the religious order of monks Source 3.6, the medieval woodcut depicting the known as Benedictines. You will need to do some Source 3.6 A medieval woodcut of the European town of Pisa, Italy. town of Pisa, comes from the Nuremberg Chronicle, Source 3.4 St Peter’s Basilica, the heart of the Roman Catholic Church both in medieval times and today Note the fortifi ed wall around the city. research. Your fact sheet can include illustrations. written in Latin by the German writer Hartmann

Schedel and published in 1493. It is one of the 108 oxford big ideas history 8: australian curriculum chapter three medieval europe 109 earliest known illustrated books and remains one of the main sources of primary evidence about life in medieval Europe. Students could access the coloured version of this book online (see the weblink in the Date Christian festival Reason for festival Date Christian festival Reason for festival obook extras panel on this spread). 5 January Twelfth Night Celebrates the arrival of the kings who visit the baby Jesus 29 September Michaelmas Celebrates the life of St Michael the Archangel and all archangels of Choosing one or more of the images from the the Bible 14 February St Valentine’s Day Commemorates several martyrs of the early Christian Church Nuremberg Chronicle (see the weblinks in the obook 25 October St Crispin’s Day St Crispin is a 3rd-century martyr. extras panel on this spread), students could describe March–April Easter The crucifi xion and resurrection ofSAMPLE Christ Enter the ID numbers below into the search  eld of 31 October Halloween The origin is disputed as are its links to Christianity but it may have your obook to access these resources. what they can see using annotations with labels and 15 July St Swithin’s Day Celebrates the life of an early Catholic bishop who was thought to begun as a festival of the dead, commemorating those who had died in ID03.09 arrows. Use the image in Source 3.6 as an exemplar. perform posthumous miracles on this day Weblink: Nuremberg Chronicle Some of the labels that could be used are: the previous year. Online version of the Nuremburg Chronicle 2 August Lammas Day First wheat harvest of the year, implying that the Christian ritual of 25 December Christmas Celebrates the birth of Jesus Christ • Towns were built near rivers. breaking bread could begin ID03.10 Weblink: Benedictine monks • Large walls were sometimes built around towns. Web page on the order of St Benedict and the • Gates were built into the walls. Benedictine Monks • Many buildings in the town have towers. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 110 111

Australian Curriculum focus 5 What would be a more useful piece of evidence? 6  ere is another artist’s impression of the same HISTORICAL KNOWLEDGE AND event listed in the obook extras panel on this UNDERSTANDING Infl uence of medieval New kingdoms spread. What are the similarities and di erences between the two impressions? • The way of life in Medieval Europe (social, cultural, monarchies The Carolingian monarchy did not last long after Charlemagne’s death. His son, Louis economic and political features) and the roles and the Pious, and grandson, Charles the Bald, ruled an empire increasingly at war with itself. 7 Is this a more useful piece of evidence about this Monarchies were another signifi cant factor By 887, the Frankish Empire had largely been reduced to a number of small kingdoms. relationships of different groups in society event than the  rst image? Give some reasons for in organising the society of medieval Europe. These laid the foundations of what we know today as France, Germany and Italy. your answer. The monarch (generally called a king or queen) Charlemagne’s descendants remained in power in what is now France until 987. HISTORICAL SKILLS inherited the right to rule through birth. Monarchs Charlemagne’s heirs also established their own kingdoms in Italy and Germany. owned all the land in the kingdom. They also • Use historical terms and concepts. decided how it would be distributed and used by the Arrival of the Vikings people. Christian monarchs were seen to rule by • Identify a range of questions about the past to inform The decline of the Carolingian monarchy was helped by the arrival of the Vikings, divine right (that is, with the will of God). a historical inquiry. between about 850 and 1050. Initially, they came to raid, attacking coastal centres and The tribal peoples who settled in Europe after • Identify and locate relevant sources, using ICT and monasteries in England, Ireland, Scotland and coastal France. In time they settled in the the fall of the Western Roman Empire formed small other methods. areas they had previously attacked. They built new towns, like Dublin, the capital kingdoms. A number of Visigoth kingdoms, for of Ireland, and set up their own kingdoms, such as the Danelaw in England (see Source • Locate, compare, select and use information from instance, were set up in what we know as Spain and 2.51). a range of sources as evidence. Portugal. The Franks set up their kingdom in what we know as France. • Use a range of communication forms (oral, graphic, written) and digital technologies. Kingdom of the Franks The kingdom of the Franks was one of the most important kingdoms in medieval Europe’s early Source 3.7 Medieval portraits of former Visigoth kings in Spain history. During the 8th and 9th centuries, it was Getting started dominated by the Carolingian kings. They were a powerful military force in the region. They also Begin a study of medieval monarchies with a had a close relationship with the Western Church. discussion of what is meant by a monarchy. Use the glossary to de ne the term and then ask the class for Source 3.9 The Carolingian kings King Period of rule examples of monarchies in the modern world (some examples are Belgium, Denmark, United Kingdom, Pepin the Short 752–768 Norway, Monaco, Spain, Sweden, Bahrain,  ailand, Carloman I 768–771 Jordan, Swaziland and Tonga). Charles I (Charlemagne) 768–814 Louis the Pious 814–840 Discuss the di erences between a monarchy and

other forms of government. What are the advantages The Carolingian kings came to power at a time of and disadvantages of living in a country ruled by great instability in the region. They created a single a monarch? kingdom out of much of western Europe and played a key role in converting tribes such as the Saxons to Skillbooster: Medieval monarchies Christianity. The Carolingian monarchy was at its most powerful during the reign of Charlemagne. Each student is allocated a monarch of a European kingdom in medieval times from the following list. Each of these monarchs had a signi cant impact on

this period of history (see the weblink in the obook Source 3.8 An artist’s impression extras panel on this spread): of Pepin the Short, the father of Charlemagne and Carloman I 1 Alaric I Source 3.10 An artist’s impression of the Viking attack on Paris in 885 CE 2 Clovis 3 Alfred the Great 110 oxford big ideas history 8: australian curriculum chapter three medieval europe 111 4 Edward the Confessor 5 Robert the Bruce Enter the ID numbers below into the search  eld of 6 Charlemagne 2 In which country or region did he reign? Does Once every student has become an ‘expert’ on their learns about other rulers while also knowing more sources in  nding out about the past. Discuss the your obook to access these resources. 7 Cnut the Great this place still exist? Describe its location. selected monarch, you could then place them in to about one king than any other person in the class. following points with your class. ID03.11 Weblink: Medieval monarchy 8 Philip II of France 3 Did he su er from any illness or disability and groups of four students. Within a set time (about You could extend this exercise further by playing a 1 Is this a primary or secondary source? How can A brief outline of medieval royalty 9 Sancho I of Portugal. how did that a ect the way that he ruled? three minutes keeps them focused) they must  nd ‘Who am I?’ game with the class using Twitter (see you tell? ID03.12 Weblink: Twitter ‘Who am I?’ Students should research their chosen monarch, 4 What sort of ruler was he? What were his something that all four monarchs represented in SAMPLEthe weblink in the obook extras panel for further 2 What parts of this artist’s impression do you A State Library of Victoria teacher page describing basing their research on a set of questions as the priorities (for example, personal glory, expansion their group had in common (something beyond ‘they instructions). think are the most reliable? an activity that uses Twitter to identify famous basis of their historical inquiry. While some students of the kingdom, peace or trade with other are all dead’) and one thing that was unique about Skillbooster: Viking attack on Paris 3 What parts of this artist’s impression do you historical  gures.  is could be easily adapted for may be able to develop their own inquiry questions, nations) as ruler? each monarch. think are the least reliable? Give some reasons for students learning about medieval monarchs. others may need some assistance. Here are some 5 How did he change the medieval world? Depending on the success of these groups, shu e Source 3.10 shows an artist’s impression, painted in your answer. ID03.13 1884, of Rollo’s attack on Paris in 885 CE.  is could Weblink: Viking attack on Paris questions you may like to use. 6 What is his legacy? them around into di erent combinations and 4 How useful is this piece of evidence for historians be used to examine the usefulness of secondary Alternative artist’s impression of Rollo’s attack 1 Why or how did he become monarch? 7 How did he lose power and who replaced him? complete the exercise again. In this way, each student researching the Viking raid on Paris? on Paris OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 112 113

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING signifi cantindividuals • The dominance of the Catholic Church and the role of signifi cant individuals such as Charlemagne Charlemagne

HISTORICAL SKILLS • Sequence historical events, developments and periods. Charlemagne, or Charles the Great, Charlemagne, the man • Use historical terms and concepts. (742–814 CE) was one of the most important kings in medieval Europe. Much of what we know about Charlemagne was written by Einhard, a member of • Identify and locate relevant sources, using ICT and The son of Pepin the Short, he and Charlemagne’s close inner circle. Einhard’s account was written at the request other methods. his brother Carloman inherited the of Charlemagne’s son sometime between 817 and 836. Frankish kingdom when their father • Identify the origin and purpose of primary and Source 3.12 Some of the things Einhard said about Charlemagne died. After Carloman’s death in 771, secondary sources. Charlemagne reigned in his own [Charlemagne] was large and strong, and of lofty stature … the upper part of his head was • Locate, compare, select and use information from right. round, his eyes very large and animated, nose a little long, hair fair, and face laughing and merry. Thus his appearance was always stately and dignifi ed, whether he was standing or a range of sources as evidence. He was active in overseeing his kingdom and regularly travelled sitting … • Draw conclusions about the usefulness of sources. throughout it. He also set up … was temperate [measured] in eating, and particularly so in drinking, for he abominated a network of messengers to [hated] drunkenness in anybody … While at the table, he listened to reading or music. report back to him on what was … had the gift of ready and fl uent speech, and could express whatever he had to say with happening. Under his rule, his the utmost clearness. He was not satisfi ed with command of his native language … [he] was Source 3.14 An artist’s impression of Charlemagne leading his troops over the Alps on a military conquest kingdom rose to dominate western such a master of Latin that he could speak it as well as his native tongue. Skillbooster: Timeline Europe. … cherished [valued] with the greatest fervour [passion] and devotion the principles of the Use the information on these pages to construct a Christian religion, which had been instilled into him from infancy. Charlemagne, the leader Source 3.15 A medieval bust of Charlemagne, Holy Roman Emperor timeline of the key events in the life of Charlemagne Charlemagne did not just lead in battle. He was also a leading thinker, introducing (to watch a video on the rule of Charlemagne see the Charlemagne, the conqueror many political and social reforms. For example, he set up a common system of weblink in the obook extras panel on this spread). Charlemagne engaged in many wars. His victories expanded the territory under his currency, reintroducing coins as the means of exchange. He also encouraged the arts 1 Consider Einhard’s account of control. He was helped by the armies of his loyal supporters. Charlemagne had earlier and education. So important was this contribution that the period of Charlemagne’s Charlemagne (see Source 3.12). Why You may like to begin by having students match the given many of these men grants of land, as was a common practice of Germanic tribal rule is often described as the Carolingian Renaissance. His leadership encouraged might you need to be cautious about events with the dates in the following table. Both the chiefs. This was done partly so they could support themselves, and equip themselves many new developments in literature, building and the visual arts. the truth of Einhard’s account? dates and the events are in random order so students to help Charlemagne in battle. It also encouraged their ongoing loyalty and support. 2 Explain who each of the following Charlemagne, the Holy Roman Emperor were: Charlemagne’s father, his should begin by placing the dates in the correct Source 3.13 Some of Charlemagne’s major campaigns and victories Charlemagne had always had a close relationship with the Western Church. In 799, brother, his son. Year/s Military campaign and/or outcome order.  ey can then use logic and reasoning to place he came to the aid of Pope Leo III. The Pope, accused of adultery, had fl ed Rome. 3 Decide on three reasons why you some of the key events in the correct order. 772 Begins campaigns against the Saxons His accusers had threatened to gouge out his eyes and cut off his tongue. think Charlemagne deserves to be Charlemagne escorted the Pope back to Rome and forced his reinstatement. considered a signifi cant individual. 773 –774 Defeats the Lombards Date Events Pope Leo III was understandably grateful to Charlemagne. But the Pope also 4 How did giving grants of land to 788 Defeats the Bavarian kingdoms wanted the Church to be a strong force in Europe (as the Roman Empire had been). 800 Following the death of his father, Charlemagne his closest supporters benefi t This was especially so given the tensions and divisions in Europe at the time. Charlemagne? becomes joint leader of the Franks. 789 Campaigns against the Slav kingdoms On Christmas Day in 800, the Pope crowned Charlemagne as Holy Roman 5 Why do you think the Pope decided 790s and beyond Campaigns against the Muslim Moors in Spain 814 The birth of Charlemagne to Pepin the Short Emperor. This act blended the legacy of ancient Rome with the Germanic model of to crown Charlemagne as the Holy sacred kingship and with Christianity. It also confi rmed Charlemagne’s status as the 796 Defeats the Avars Roman Emperor? 788 When his brother dies, he becomes sole most powerful king in the Christian world. 6 Find out which modern European 804 Defeats the Saxons leader and is crowned king. countries were once part of the Holy 811 Draws up a peace treaty with the Danes Charlemagne’s death Roman Empire. (Hint: Refer to 742 Frankish army defeats the Saxons after thirty Source 3.11 An artist’s impression of In 813, Charlemagne crowned his son Louis the Pious co-emperor. Shortly after, Source 3.5, and compare it with a Charlemagne years of wars and battles. according to Einhard, Charlemagne died on 28 January. He had ruled for 47 years. map in a modern atlas.)

768 The death of Charlemagne

804 Defeats the Bavarian kingdoms in battle 112 oxford big ideas history 8: australian curriculum chapter three medieval europe 113

771 Crowned as the Holy Roman Emperor by Pope Leo III Workbook resources What if? What if Charlemagne was the leader of Answers: Check your learning 3 Answers may include: he made Europe more stable 5 Answers may include: to reward Charlemagne for his Activity 3.5 Compare signi cant medieval and unifi ed; he created the Holy Roman Empire; he loyalty; to further entrench Christianity as the main Digging deeper: Charlemagne the opposition in the Australian parliament today? 1 Answers may include: Einhard was a close friend of women entrenched Christianity as the main religion of Western religion in Western Europe; and to create a powerful As a way of examining the life and in uence of Consider this question and have the class brainstorm Charlemagne so he was biased; the account was Europe; he introduced many social and political reforms; empire to protect the pope. Charlemagne, use a series of thinking strategies possible scenarios. Write these on an ideas wheel or written after Charlemagne’s death; and the account was and he encouraged new developments in literature, 6 Answers may include: France, Italy, San Marino, that encourages students to look at information in create a mind map with the question at the centre. commissioned by Charlemagne’s son. SAMPLEbuilding and the arts. Liechtenstein, Luxembourg, Germany, Netherlands, di erent ways. Some possibilities (these are based on e question. Charlemagne is the answer. Ask 2 Charlemagne’s father was Pepin the Short, the King of Enter the ID numbers below into the search  eld of 4 It encouraged ongoing loyalty from his supporters and it Poland, Czech Republic, Switzerland, Austria, Slovenia the  inkers Keys. See the weblink in the obook students to come up with  ve possible questions that the Franks. His brother Carlomon co-ruled the Frankish your obook to access these resources. allowed them to prosper so that they could raise men to and Belgium. extras panel on this spread for more information): result in this answer. Kingdom with Charlemagne after their father’s death. support Charlemagne’s conquests. ID03.14 Weblink:  inkers Keys Charlemagne’s son was Louis the Pious, his successor as Holy Roman Emperor. Find out more about  inkers Keys. ID03.15 Weblink: Rule of Charlemagne History Channel video on the rule of Charlemagne OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 114 115

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING • The way of life in Medieval Europe (social, cultural, contestability: Edward’s heir economic and political features) and the roles and Some medieval sources say that Edward the Confessor was such a devoted Christian that he chose not have sex when he married relationships of different groups in society in 1045. Therefore, there was no natural heir. Other scholars contest this. They say he always planned to have a focus on … HISTORICAL SKILLS child with his wife, Edith, until he argued with the Earl of Godwin in 1051. Their dispute was triggered by a disagreement over who should • Use historical terms and concepts. be appointed as the Archbishop of Canterbury. • Identify and locate relevant sources, using ICT and Some argue that Edward always intended that William of Normandy other methods. (his relative through marriage) would be his heir, and that he had said so in 1051. Others say his rightful heir was Edgar Aethling, the • Identify the origin and purpose of primary and grandson of Edward’s half-brother Edmund Ironside (c. 990–1016). secondary sources. (Edmund had been England’s king for six months in 1016.) Yet barely • Locate, compare, select and use information from a mention is made of Edgar in English history. a range of sources as evidence. In the end, the dispute over who should be king of England when Edward died was settled by William of Normandy with his decisive • Draw conclusions about the usefulness of sources. victory at the Battle of Hastings in 1066. Source 3.17 An 18th-century artist’s portrait • Identify and describe points of view, attitudes and of William, Duke of Normandy values in primary and secondary sources.

After 1066, King William I and his Norman nobles began imposing their rule on the English. Many of the former Anglo-Saxon nobility fl ed to Denmark, Scotland and Wales. Skillbooster: Signi cance of artefacts William claimed their lands, giving some to the Church and some to his loyal followers Source 3.16 A scene from the embroidered linen panel called the Bayeux Tapestry (made around 1080) as a reward. Historical signi cance is ‘the importance that showing the Norman cavalry attacking Saxon foot soldiers The Normans built castles in their new kingdom to protect their territory and help to is assigned to particular aspects of the past, for enforce their rule. They also introduced the system of feudalism already common across mainland Europe. example events, developments, movements and historical sites. Signi cance includes an examination The Normans The Normans in England of the principles behind the selection of what should In France, the Vikings also established a strong base. In 911, The Normans also had a long-standing interest in England. evidence: the Domesday Book be investigated and remembered and involves their leader Hrolf defeated Charles the Simple (a descendant Emma, the sister of Richard II of Normandy (970–1026), had of Charlemagne), forcing the Franks to pay heavy penalties. married Ethelred II, the then English king. Their son, Edward Much of what historians know today about medieval England The books were written in Latin, the language then used for consideration of questions such as: But the Frankish king reached an agreement with Hrolf. the Confessor, born in 1005, became King of England in soon after the arrival of the Normans is based on evidence from all offi cial documents in both mainland Europe and England. the Domesday Book. (The everyday language of England’s Norman rulers was an • How did people in the past view the signi cance He gave him a fi ef (a grant of land), in a region of Western 1042. During his reign, many Normans became involved in The Domesday Book is actually two books. They are now held early form of French.) The scribes who prepared and copied France. It was called Normandy, the land of the Northmen. English politics. focus on … of an event? the Domesday Book were monks, highly skilled at speaking In return, Hrolf promised to stop raiding, and to convert to When Edward died in 1066, a number of people wanted to in London’s National Archives. The Domesday Book documents information collected after King William I ordered a survey (in and writing Latin. • How important were the consequences of an Christianity. He also changed his name to Rollo. And so Rollo rule. One contender, Harold Godwinson (son of Godwin, the 1085) of all the land in England. He wanted to know its value so event? became the fi rst Duke of Normandy, a vassal of the Frankish powerful Saxon Earl of Wessex) declared himself king. Some he could work out what taxes he could collect from the people. king. sources claim that Edward might have promised Harold the • What was the duration of the event? Details of over 13 400 separate sites are listed in the book. In their new kingdom, the Vikings adopted and refi ned throne on his deathbed. • How relevant is it to the contemporary world?’ Information was gathered about: some of the political and cultural practices of the Franks. William, Duke of Normandy (another contender), was • the extent of land and who owned it By most accounts the Domesday Book is one of This included the language, and customs such as granting of not happy. Later that year, he invaded England. His army history’s most signi cant artefacts. But just how fi efs. By the early 11th century, the Normans had carved out defeated Godwinson’s army at the Battle of Hastings. King • who lived on it (e.g. vassals, peasants) Workbook resources signi cant is it? Students could use a set of criteria another kingdom in southern Italy. Harold was killed, shot in the eye with an arrow. William • its natural resources (e.g. fi sh-stocked rivers, forests) Activity 3.1 Analyse the Bayeux Tapestry to assess the signi cance of any artefact. Use the (often now known as William the Conqueror) was then • its built resources (e.g. buildings, mills, farm equipment). declared King William I of England. website listed in the obook extras panel on this Source 3.18 One of the volumes of the Domesday Book spread to view the Domesday Book and score it using the criteria listed in the table below. 114 oxford big ideas history 8: australian curriculum chapter three medieval europe 115 Enter the ID numbers below into the search  eld of It could then be judged beside the other historical your obook to access these resources. artefact shown here, the Bayeux Tapestry (see the ID03.16 Weblink: Domesday Book weblinks in the obook extras panel on this spread), Which of the two primary sources did students Criteria Bayeux The Domesday  e Domesday Book website of the National Archives and then ranked in terms of its signi cance.  e aim Tapestry Book  nd to be the most signi cant? Was there general of the United Kingdom.  is site includes student of this exercise is not to establish a de nitive answer (Source 3.16) (Source 3.18) agreement amongst the students in the class? Discuss or score (as this is purely subjective and therefore any discrepancies and ask students to use evidence and teacher pages, a searchable database and even impossible).  e aim is for students to think about This artefact is very reliable, its source is well known. SAMPLEfrom the available sources to justify their scores. some games. why some artefacts, events and people are more This artefact can tell us a great deal about the past. ID03.17 Weblink: Bayeux Tapestry historically signi cant than others. This artefact can tell us about the history of a large area or many people. Full copy of the Bayeux Tapestry in images Students give each of the artefacts a score out of 10 ID03.18 This artefact can tell us about a very important event, person or period. Weblink: Guide to Bayeux Tapestry for each criterion.  ere are spaces for two more A quick guide to the Bayeux Tapestry criteria which able students may like to add. When There are few other sources about this event, period or person. ID03.19  nished, total each column and this should give a Weblink: Battle of Hastings score of signi cance for each artefact. Re-enact the Battle of Hastings with this game.

Total Score OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 116 117

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND Source 3.19 UNDERSTANDING Check your learning • The way of life in Medieval Europe (social, cultural, In the vill [tiny village] in which St Peter’s Church is situated the abbot (the head of an order of monks) of the same place holds 13½ hides [between about 250 and 800 hectares]. There is land for 11 ploughs. To 1 Explain how the Normandy region in northern France came to be ruled by the Vikings. economic and political features) and the roles and the demesne [land owned by the lord] belongs 9 hides and 1 virgate [a quarter of a hide], and there are 2 Why might the following people have thought they were legitimate contenders for the relationships of different groups in society 4 ploughs. The villeins [peasants who could choose, or not, to work on a land’s manor] have 6 ploughs English throne in 1066: William of Normandy, Harold Godwinson, Edgar Aethling? … [There is] meadow [grazing land for animals and where hay was often grown] for 11 ploughs, pasture 3 Explain how feudalism, a European system, came to be introduced into England. [where cattle and sheep grazed] for the livestock of the vill, woodland for 100 pigs, and 25 houses of the HISTORICAL SKILLS abbot’s knights … 4 Why is the Domesday Book such a historically signifi cant document? Translated extract from the Domesday Book for the land of St Peter of Westminster 5 List some of the information the Domesday Book documented about the land of St Peter • Use historical terms and concepts. of Westminster. • Identify and locate relevant sources, using ICT and The infl uence of feudalism 6 In your own words, explain the relationship between a vassal and a lord. other methods. 7 Based on the information provided, draw a diagram to depict how you think feudalism • Identify the origin and purpose of primary and Feudalism was necessary in medieval times because of several worked. factors (see Source 3.20). During a time of great instability, secondary sources. 8 What was a fi ef? a system of mutual obligations ensured that everyone was 9 What is hierarchy? Do we have hierarchies of any kind in Australia today? Explain. • Locate, compare, select and use information from taken care of and that society was stable and safe. a range of sources as evidence. Feudalism was a way of organising a society through a • Draw conclusions about the usefulness of sources. hierarchy. A hierarchy is any system that classifi es members of that system from top to bottom. In a feudal society, • Identify and describe points of view, attitudes and everyone from the king to the poorest peasant had specifi c Practice of the divine right of kings values in primary and secondary sources. duties and obligations (obligations are required actions and Christian kings believed their right behaviours). Every relationship was between a lord and a to rule was God’s will; hence, they vassal: a person socially above another was lord to the vassals Need for self-defence owned all land in their kingdom. But Rulers and landowners often they rarely had the means to defend or beneath him, and each vassal served the lord above. faced the threat of attack manage that land without help. Answers: Check your learning from barbarians. With Rome’s How feudalism worked army gone, they gathered 1 In 911 CE, the Viking leader Hrolf defeated the French It is important to remember that feudalism was not simply private armies around them. King, Charles the Simple. Charles gave Hrolf a gift of a top–down structure, where the people at the top could tell land in western France and in exchange Hrolf converted the people below what to do. Obligations were two-way (or to Christianity and agreed to stop raiding the rest of mutual). For example, a king, as lord, had an obligation to Contributing factors France. Hrolf changed his name to Rollo and became the people directly below him (the vassals). He provided land (known as a fi ef) to the nobles below him. Each noble also a vassal of the French king. The Vikings’ land came to had an obligation to the king to provide military support and be called ‘Normandy’ (the ‘land of the North men’) and loyalty. The nobles, in turn, had obligations to their knights Germanic practice of rewards their leader, the Duke of Normandy. below them, and so on. See Source 3.22, which illustrates the In many parts of early medieval 2 Responses should resemble the following: William of typical organisation of a feudal manor and the roles of its Europe, Germanic tribal chiefs inhabitants. rewarded loyal warriors with Normandy: Edward the Confessor’s mother had been Patronage system of ancient Rome booty and sometimes tracts of In Australia, people can change their social positions a Norman and a relative of William’s, so William believed As the Western Empire weakened, captured land. relatively easily. You might choose to go to university and ordinary people sought the protection the throne should pass to him because Edward had become a doctor, or you may choose to have a trade and of wealthy landowners (patroni, or no heir. become an electrician. If you do well in your education and patrons). In return, they offered gifts and their free labour. Harold Godwinson: Edward’s wife was Harold training, chances are you will live well. In a feudal system, however, a person could almost never change social position. Godwinson’s sister, so Harold believed he should be Source 3.20 Some factors that led to the rise of feudalism in Europe People died in the same social position they were born into. If next in line for the throne. a man was born at the bottom of the social pyramid, he could Edgar Aethling: Edgar was the grandson of Edward’s not move up. A peasant, for instance, could not become a noble, half-brother, Edmund, who had briefl y ruled as king. no matter how hard he worked or how intelligent he was. See Source 3.21 A 12th-century artist’s impression of a knight swearing allegiance as a vassal to his lord in return for favours such as a fi ef Source 7.3 which illustrates the feudal hierachy. 3 The Normans introduced feudalism after they invaded Britain. 116 oxford big ideas history 8: australian curriculum chapter three medieval europe 117 4 The Domesday Book is one of the only written sources from the period of the Norman invasion of Britain, and it contains extremely detailed descriptions of British society at the time from the perspective of the new lords did not need to work the land they gave to the 9 Hierarchy is the organisation of things into a ranking Norman ruling class. vassals; vassals provided their lord with an income and of one above another. There are numerous examples 5 Answers may include: there is an abbot; there is land a livelihood; vassals who provided loyal and exceptional of hierarchies in modern Australia, such as ranks in for 11 ploughs; the lord owns nine hides, one virgate service to their lord were rewarded; vassals were loyal the military, grading in sports teams, management and four ploughs; the villeins had six ploughs; there is to their lord in exchange for land; and vassals usually hierarchies in workplaces, the church and social grazing land for 11 ploughs, 100 pigs, woodland and had to pay dues of some sort to their lord. classes. SAMPLE 25 houses of the abbot’s knights. 7 Individual responses will vary. 6 Points raised might include: lords relied on their vassals’ 8 A gift of land. loyalty to meet their own obligations to their lords; OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 118 119

Australian Curriculum focus Skillbooster: Interactive An interactive learning activity for the feudal manor HISTORICAL KNOWLEDGE AND is available on the obook (see the link in the obook UNDERSTANDING The feudal manor After a harvest, stock were allowed Forests, where the lord extras panel on this spread).  is activity includes a to graze on a fi eld’s stubble; their and his vassals hunted for • The way of life in Medieval Europe (social, cultural, manure provided fertiliser. game (e.g. deer and boars). range of illustrations, images, and audio and/or video Under feudalism in Europe, land Fortifi ed manor house (or castle), Gamekeepers patrolled economic and political features) and the roles and not belonging to the ruler or the where the lord and his family lived resources for students. the forests to ensure that relationships of different groups in society Church was mostly divided into manor peasants did not manor lands. Each manor was The private strips of land given to serfs to hunt there. owned by a noble or knight who work for themselves were usually scattered throughout the manor. The serfs’ fi rst priority HISTORICAL SKILLS might have been given it by his lord was to work the lord’s land. They worked on • Locate, select and use information from a range of as a fi ef. Manor lands were made their strips in what little personal time was left. Threshers beat harvested crops to free the grains (such as wheat). sources as evidence. up of the demesne (the lord’s land) and the land serfs farmed to meet • Use a range of communication forms (oral, graphic, their own needs. written) and digital technologies. Manorialism was the economic Mill for grinding grain; serfs system that supported feudalism. could use the mill to grind their Hayward, a guard who patrolled crop fi elds Under this arrangement, the lord grain for a fee (paid in produce) to ensure livestock did not damage them of a manor provided serfs on his Teaching tips estate with a place to live and the means to survive. In return, Crop lands were divided into three fi elds. Each Consider putting Source 3.22 up on the interactive they provided him with their free year a different fi eld was not farmed to allow Pasture land (called a common) for stock. Serfs could graze their own labour. They also provided taxes (a the soil to recover its nutrients. While crops whiteboard to test students’ understanding of the stock there for short periods. portion of what they produced on were being harvested in a second fi eld, a parts of a manor or to complete a comparison third was being planted. Different crops were the small strips of land they farmed activity of a lord’s manor and a peasant’s hut. Tools grown at different times so that the soil was not themselves). Most serfs were not free drained of any particular nutrient. such as the zoom feature help to bring this graphic to leave the estate and had to have the lord’s permission to do many alive in your classroom.  is would also work with Bailiff, a peasant farmer a standard data projector using a laptop, desktop everyday tasks. who owned a small tract . of land; he collected and computer or a tablet. organised taxes, looked Reeve, the chief serf after manor repairs and in the village. He Digging deeper: Thinking tools helped the steward reported to the bailiff.  e artwork of a feudal manor can be a great A common punishment was to be locked in the stocks or a pillory; Village well, with water opportunity for students to complete a range of people threw objects such as transported back to village huts activities based on their preferred style of learning. Village church and grounds, where rotten food and manure at the in barrels or animal skins religious services, marriages, face of the defenceless victim.  e following activities are based on the Multiple funerals, school tuition and local Intelligences model (see the weblink in the obook markets were held extras panel on this spread for more information). Steward, the manor manager who Bakehouse Students could be encouraged to select one activity also looked after business matters from their preferred learning style and one from a River, supplying fi sh. Its waters were also used for cooking, less preferred style. washing and waste disposal. Linguistic: You are the editor of the newspaper Women cooked, cared for their family and Manor Monthly that is published in this community. animals, spun, wove cloth and worked on Produce a front page for the next edition that the land (e.g. by sowing seed). includes advertisements for local businesses, an Village, where the serfs lived, typically a cluster interview with the lord of the manor and two more Thatchers made roofs from of huts, animal pens and barns Source 3.22 A modern artist’s impression of a typical medieval manor bunches of reeds collected articles that your readers would  nd interesting. from swamps and riverbanks.

Logical/Mathematical: Construct a chart showing 118 oxford big ideas history 8: australian curriculum chapter three medieval europe 119 the ways in which people in this community are linked. Your chart should also show the status of the various people in the community. Kinesthetic: Make a model of the village church has called the meeting because he is worried that the Naturalist: Medieval people lived much closer to concrete, clay or iron and homeowners rely on Musical: Find or compose and play a piece of music shown in Source 3.22. Use materials such as crops need to be harvested more quickly so they do nature than most people in today’s world. List all someone else to manufacture roo ng materials.’ You that could be played at the annual celebration of the cardboard to make the model and try to make it not rot in the  elds.  e serfs believe that they are of the examples that you can  nd that prove this may like to complete this activity by using a contrast  rst harvest of wheat. as realistic as possible by painting it before you already working too hard and that the baili does statement to be true. Here is an example to get and compare table or by sketching the medieval Spatial: Draw a map of the area shown in put it together. Alternatively, you could design not understand SAMPLEhow hard they work. you started: ‘Villagers in medieval times thatched example next to a modern example of the same Source 3.22. Remember that on a map features are a model of the church that others could make from Intrapersonal: Imagine that you are the pastor in their roofs with reeds collected from riverbanks. activity. shown directly from above and all features are drawn Enter the ID number below into the search  eld of a single piece of cardboard.  e model must include the church shown in this village. Write and deliver In modern Australia most roofs are made from to the same scale. In the artwork, features in the your obook to access this resource. instructions. a sermon to the people in the village about the distance appear to be much smaller than features in ID03.20 Interactive: Feudal manor Interpersonal: In a group, role-play a meeting importance of following God’s laws. the foreground. ID03.21 Weblink: Multiple Intelligences Institute between a group of serfs and the baili .  e baili Resources pages from the Multiple Intelligences Institute OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 120 121

Australian Curriculum focus Month Description of work

July Cutting wheat crop HISTORICAL KNOWLEDGE AND UNDERSTANDING Monks and nuns Trampling grapes to make wine • The way of life in Medieval Europe (social, cultural, Devout Christians in medieval Europe often chose to serve God as monks or nuns. Their Planting seed economic and political features) and the roles and lives were controlled by their vows of chastity (no sexual relationships), obedience and poverty. They devoted their lives to serving God and their superiors. This meant praying Shearing sheep relationships of different groups in society many times a day (including late at night and early in the morning), caring for the poor Pruning vines and sick, attending to their religious duties and living a simple life. To help them keep HISTORICAL SKILLS their vows and show their devotion, monks and nuns lived apart from the community. Harvesting wheat crop Monks lived in monasteries and nuns in nunneries. • Use historical terms and concepts. Landowner visits to check on farm • Identify the origin and purpose of primary and Pay taxes to the lord, Mainly indoors with animals usually in form of crops secondary sources. Cannot move from where they • Locate, compare, select and use information from Work the lord’s land as live, allow their daughters to Working in the snow required marry or educate their sons a range of sources as evidence. without the lord’s approval Clearing fi elds with a scythe • Draw conclusions about the usefulness of sources. Rules for peasants on manors Pigs collected together ready for winter Animal dung collected for fertiliser Cannot hunt in the Be punished or fi ned for manor woods or forests breaking manor rules Getting started Pay fees to the lord (e.g. for Before reading the section ‘ ose who worked’, grinding their grain in his mill) Source 3.24 Rules for peasants working on manors brainstorm the phrase ‘medieval peasants’. Ask Source 3.23 A medieval artist’s impression of a banquet at a manor house students what words come to mind when they think of peasants in the Middle Ages. Write these on the board without discussing them. Following this brainstorm, ask students where they got these ideas Those who worked from. What are the sources of their information? Peasants made up the largest single group in medieval European society. They undertook How are peasants usually depicted in  lms (Monty the bulk of the physical work, most of which was related to farming. Their labour produced Python and the Holy Grail) on television programs the food and other goods needed by the wealthy (such as furniture and armour). They also provided much of the income of the rich through the rents and taxes they paid. Peasants (Camelot and Merlin) and computer games (Age lived hard lives that were usually short. of Empires)? For more information on medieval Farm work was diffi cult. Everything had to be done by hand, and tools were basic. These peasants see the weblink in the obook extras panel included sickles and scythes, which are large, curved, sharp-edged knives used to cut down on this spread. hay and long grass and to harvest grain crops. People went to bed early and woke up at dawn. For the peasants, there were few human Now read the section ‘ ose who worked’ and look comforts, especially when the weather was bad. Survival depended on working hard and closely at Source 3.27. To what extent does this staying healthy. Little time was left for leisure. information support your ideas of peasantry and what new impressions have you gained? Those who prayed Skillbooster: A peasant’s life The Pope and the Western Church (hereafter called the Church) were supported by a large network of Christian workers, including cardinals, archbishops, bishops, deacons, abbots, Source 3.25, an impression of a peasant’s life, is monks, nuns, village priests and friars. Some of these people (abbots for instance) were often given fi efs by a monarch. By acquiring land and by collecting the tithes (payments) from the Source 3.25 A medieval artist’s by medieval Italian jurist Pietro de Crescenzi. He impression of the life of a manor peasant people, the Church became very wealthy. It did not have to pay taxes. became interested in the annual cycle of plant (from top left through to bottom right, representing the 12 months of the year) growth and the way to maximise agricultural yields

by understanding this annual cycle. He is known 120 oxford big ideas history 8: australian curriculum chapter three medieval europe 121 as the ‘father of horticulture’ as he was one of the  rst to apply basic scienti c principles to the study of plants.  is painting, known as the Crescenzi Calendar, was included in his most famous work, 2 Examine this artwork to  nd examples of the Compare the techniques and technology used by a Skillbooster: Discussing values values and attitudes of the ruling class? How do you Liber ruralium commodorum ( e Book of Rural artist’s point of view, attitude and values. For medieval peasant with that of a modern farmer.  e Read the section ‘Monks and nuns’ and discuss as think the vast numbers of peasants saw the monks Bene ts) which was written in the 1300s. example, what was his opinion of the life of a main activities shown in the artwork are shearing a class what would motivate people to lead this way and nuns? What is your opinion of people who medieval peasant? What is the evidence for your sheep, harvesting wheat and making wine. Research lived this way of life?  ere are still many religious  ere are several ways to use this resource in your of life. What would be the advantages of this way answer? What was his opinion of the role of the how each of these farming activities is carried out by communities who live a way of life similar to that classroom. Here are some suggestions: SAMPLEof life over that of a peasant and what would be the landowner? How has the status of the people a modern Australian farmer. What has changed in disadvantages? Why do you think the rulers gave described in this section. Why do you think some 1 Using the table in the right-hand column of this Enter the ID number below into the search  eld of in this artwork been shown? How would this each of these activities and what has stayed the same? churches gi s, such as land, and did not ask them people choose to live this way of life in the modern spread, match the description of peasant life in your obook to access this resource. painting be used by historians studying medieval to pay any tax? What does this tell us about the world? What is your opinion about this way of life? each month with the appropriate panel in the farming practices? ID03.22 Weblink: Not everyone lived in castles painting. Note that the 12 months of the year are A series of lessons complete with Internet-linked depicted in order from le to right so that January resources and worksheets entitled ‘Not Everyone is shown in the top le box. Lived in Castles in the Middle Ages’ OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 122 123

Australian Curriculum focus Scene Impression

Cheering people Knights were universally HISTORICAL KNOWLEDGE AND The legacy of medieval monks loved. UNDERSTANDING Living conditions In medieval society, monks were usually the only On horseback Knights were expert • The way of life in Medieval Europe (social, cultural, people who could read and write. Some were historians. In the medieval world, the lives of the wealthy and the poor were very different. horsemen. economic and political features) and the roles and Others kept control of important documents for feudal These differences refl ected the divisions in society at the time. relationships of different groups in society lords. Many others copied and/or translated important Head/helmet knocked off manuscripts such as Arabic medical texts and the Home life of the wealthy • The dominance of the Catholic Church and the role of Bible. They played a very important role in preserving Adoring child The rich included kings and queens and their extended families, feudal lords and signifi cant individuals such as Charlemagne ancient documents and texts that would otherwise their ladies and the families of knights. The Church, too, had great wealth. When have been lost to us today. Jousting tournament not fi ghting wars, the wealthy led mostly comfortable lives, often in manor houses HISTORICAL SKILLS and castles (see Source 3.29). Supported by friends Those who fought In peace time, castles were the settings for feasts (see Source 3.23), workshops, • Use historical terms and concepts. Practising a joust As a group, knights made up only a small percentage markets, romance, raising and entertaining children, crafts and music. They were • Identify the origin and purpose of primary and of the population. In feudal society, though, they also the focal point for military training, the day-to-day running of the manor and Competition rules: ‘noble secondary sources. played a particularly important role. Through the for administering justice. birth’ • Locate, compare, select and use information from feudal arrangement, many were given grants of land Wearing armour a range of sources as evidence. (for example by their lord, who was sometimes the monarch). With that came the responsibility to protect • Draw conclusions about the usefulness of sources. Adoring crowds the people. For that, they would receive income in the • Identify and describe points of view, attitudes and Source 3.26 A 16th-century artist’s impression of monks creating manuscripts form of food and supplies. They were also expected to Many attractive women values in primary and secondary sources. provide the monarch with military support. Dancing with and kissing women continuity and change: becoming a knight Skillbooster: Gregorian chants The tradition of being knighted continues in Britain today, although many aspects of the ceremony have changed. Medieval knights were typically knighted for their military Source 3.28 The Listen to a Gregorian chant and  nd out how this restored bedroom of the bravery. British knights these days might be recognised for their achievements in French king Henri III in form of worship began. What was it intended to business, politics or entertainment. (For instance, the musician Mick Jagger of the Rolling the Château de Blois. prevent and promote? What does this tell us about focus on … Stones is a knight.) As in medieval times, knights are called ‘Sir’; their wives are called Often, the beds of the ‘Lady’. wealthy had blankets, the nature and power of the Church in this period? sheets, feather pillows, The knighting ceremony, today as in medieval times, is called an investiture. Today’s fur covers and linen monarch taps the person to be knighted on each shoulder with a sword, as was typically curtains. Tapestries Skillbooster: Medieval knights covered up draughty done in medieval times. However, instead of being given spurs and a sword to mark cracks in the stone walls View the trailer for the 2001 Heath Ledger movie, the occasion, modern knights receive a medal. Unlike medieval knights, modern knights of castles. A Knight’s Tale (see the weblink in the obook extras do not have prepare for 24 hours by praying and fasting (called a vigil). There is another change, too: women can now also receive this honour. They are called ‘dames’. panel on this spread). Set in 1370, in medieval Source 3.27 A man being knighted by Typical day for a wealthy family Queen Elizabeth II Europe, it tells the  ctional story of a commoner who A typical day for the lord’s family began when the sun rose. By then, servants were battles knights in a series of jousting tournaments. It preparing meals and had lit the fi res in the kitchen and great hall (see Source 3.29). Check your learning The noble family would wash in tubs (often with the help of servants), dress and is from  lms such as this that many students develop 1 Refer to Source 3.25. The 12 months of the year are complete their toiletries. They would visit the cold and breezy garderobe (toilet seat their  rst understanding of knights in medieval depicted, in order, in the panels, reading from left to right that opened directly above a stinking cesspit or moat below). The chamberpot kept times. While viewing this trailer, students should list and from the top row down. Based on this source, what in the bedroom was typically used for toilet visits during the night. Strips of torn every new scene or image shown and the impression might be a task that a European peasant typically did in fabric were used as toilet paper. each of the following months: February, July, December? that this gives viewers of knights in the medieval After breakfast, the lord and lady would usually visit their private chapel. The lord’s 2 How did their Christian beliefs infl uence how monks and tasks for a day might include making decisions about the manor, receiving rents, period.  e table in the right-hand column of this nuns typically lived their lives? presiding over a manor court and planning to visit another castle he owned. At night, spread lists the scenes in the  rst column and some 3 Explain why being knighted is an example of continuity there might be a feast for an important visitor (another lord or even the king!) or to impressions in the second column. You may choose and change. celebrate something special, such as the end of a tournament. to give students this table and ask them to complete it 122 oxford big ideas history 8: australian curriculum chapter three medieval europe 123 or have them begin with a blank table. When students have completed the table, they should then list the attributes of a knight as shown in this 2 Monks and nuns usually lived apart from the rest of 3 Answers may include: Continuities: people are still and business, rather than just military prowess; women trailer.  is could be done as a mind map with an stars of their day) and the modern expressions (‘it’s society, living in self-suffi cient religious communities knighted; knights are called ‘Sir’ and their wives are can also be knighted now, and are called ‘Dame’; image of a knight in the centre of the page and key called a lance … hello!’). in monasteries and abbeys. They also took vows of called ‘Lady’; the knighting ceremony is still called an knights do not have to prepare for their investiture with words written around the outside.  ese could then You may want to  nish the lesson by having students chastity, so they could not have sexual relationships or investiture; and knights are still tapped on each shoulder 24 hours of fasting and prayer; and knights now receive Enter the ID numbers below into the search  eld of be displayed on the classroom wall. play an interactive jousting game (see the weblink in families. Their days were spent praying, often early in with a sword during the investiture. Changes: people a medal instead of spurs and a sword. your obook to access these resources. the obook extras panel on this spread). An extension of this activity is to have students the morning andSAMPLE late at night, aiding the poor and the are now knighted for services to entertainment, politics ID03.23 Weblink: Gregorian chants research the life of a medieval knight and try to  nd Answers: Check your learning sick, copying manuscripts, studying religious texts and Listen to and read Gregorian chants online. evidence of the knight’s character and attributes. attending to their other religious duties. 1 Answers may include: February: fertilising the soil, Are the impressions portrayed in the movie trailer ID03.24 Weblink: A Knight’s Tale preparing fi elds and planting crops. July: harvesting, accurate or fair? Why do movie makers traditionally threshing and binding wheat crops. December: Watch the trailer for A Knight’s Tale. portray knights in this way? Students could also slaughtering livestock to provide food throughout the ID03.25 Weblink: Joust consider the impact of the music (knights as the rock winter, or helping livestock give birth. A bit of fun, try your hand at jousting. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 124 125

Australian Curriculum focus • How successful was the castle in protecting its inhabitants? HISTORICAL KNOWLEDGE AND • Should this castle be preserved and protected? • What does the construction of the castle tell UNDERSTANDING The medieval castle Main bedroom of the lord and his wife historians about this period of history? • The way of life in Medieval Europe (social, cultural, Castles were often built within a Garrison, where soldiers lived, which economic and political features) and the roles and lake for security reasons. Other Garderobe (toilet) The private quarters of the lord and Once students have decided on a set of questions, would be packed with his family, called the solar. This was a relationships of different groups in society castles were built on islands, or on soldiers in time of war. they can conduct research into their castle using bit like a family room or lounge. It was the tops of hills or cliffs. • Continuity and change in society in ONE of the often next to the great hall. the Top castles website as a starting point.  eir following areas: crime and punishment; military and  ndings could be presented as a written report, as defence systems; towns, cities and commerce a PowerPoint presentation or, using the sketch on The great hall, with its often straw- lined fl oor, served many purposes. these pages as a guide, as a labelled diagram. Remind Access bridge; anyone wanting to It was a banquet hall, a court, a students that they must provide a bibliography of all HISTORICAL SKILLS enter the castle would be visible place to receive visitors, and a the websites where they found information. • Use historical terms and concepts. to the guards for quite some time meeting place. In the early days before they reached the gate of castles, it was also a bedroom  e  nal activity can be another compare and • Identify a range of questions about the past to inform for the lord and his family. a historical inquiry. contrast exercise.  is time students compare their castle with those of their classmates: What • Identify and locate relevant sources, using ICT and are common features of medieval castles and what other methods. Portcullis (gate) are some unique features of your castle? Why do • Locate, compare, select and use information from so many of the castles look the same? What does it a range of sources as evidence. Men worked pulleys to lower the drawbridge and tell you about threats faced by people who lived in raise the portcullis castles? Skillbooster: Interactive Teaching tips Freshwater well, which might tap into an An interactive learning activity for the medieval Consider putting Source 3.29 up on the interactive underground spring castle is available on the obook (see the link in the whiteboard to test students’ understanding of obook extras panel on this spread).  is activity the parts of a castle, or the ways in which a castle Drawbridge; could be raised includes a range of illustrations, images, and audio could be attacked and defended. Tools such as the for security and/or video resources for students. zoom feature help to bring this graphic to life in your reasons classroom.  is would also work with a standard Garden, growing food such as herbs and vegetables In the kitchen, cauldrons (big iron data projector using a laptop, desktop computer or pots) hung over open fi res and spits; tablet. sometimes a cauldron might contain a number of different dishes, each packed separately. The scullery, Skillbooster: Medieval castles where dishes and pots were washed, was often outside. Using the Top castles website (listed in the obook extras panel on this spread), have each student select The castle gate and gatehouse were always guarded. a castle from the medieval period.  e website uses visitors’ ratings to rank over 1000 of the world’s Stables The basement room of a castle tower Dungeons (underground medieval castles. By clicking on a castle, students would be used as a cool room where prison cells) can access a range of resources, such as a map, food (e.g. salted meat and bags of grain), wine and equipment were stored. photographs and links to other websites. Workshops, where craftspeople such as blacksmiths, furniture makers, cobblers, armour Have students begin by comparing their chosen Source 3.29 A modern artist’s impression of ‘home sweet home’ makers and potters made their goods for the castle with the artist’s impression of a medieval castle for many wealthy and powerful families in medieval Europe castle occupants and were trained. provided in Source 3.29. In the following table there 124 oxford big ideas history 8: australian curriculum chapter three medieval europe 125 is a list of the exterior features of the castle shown on the sketch. Students should comment on these features on their own castle, noting any similarities or di erences. An example has been provided for Artist’s impression of a castle (Source 3.29) My medieval castle When students have completed this compare and purpose. Some questions can be closed questions you. contrast activity, they should discuss the accuracy of with only one or two possible answers: Surrounded by a moat or lake Harlech Castle in Wales has no moat because it was built the artist’s impression. Which features of the sketch • Who built it? on the top of a cliff. were present in virtually all of the medieval castles • When was it completed? Accessed by a bridge and drawbridge SAMPLEand which features were in only a few? Why do they • Where is it located? think these di erences occur? Thick brick walls Some questions can be open questions that may  e next step is for students to  nd out more Enter the ID number below into the search  eld of Tall towers on each corner generate a range of possible answers. While closed about their chosen castle. Students should begin questions may be easier to research and answer, your obook to access this resource. Towers connected by battlements by identifying a range of questions.  ey need to it is o en open questions that really get students ID03.26 Interactive: Medieval castle select questions that will guide their research and thinking. Here are some examples: Very few access points: only two exterior doors ID03.27 Weblink: Top castles help them discover the history of the castle and its No large windows, only arrow-loops A website dedicated to the world’s medieval castles. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 126 127

Australian Curriculum focus 2 Individual responses will vary. Points raised might include: Wealthy family: rising at sunrise, servants preparing their meals, eating in a large dining hall, HISTORICAL KNOWLEDGE AND visiting the garderobe, visiting their private chapel, UNDERSTANDING Home life of the poor Fashions and toiletries conducting duties such as receiving rents and presiding Home for peasant farm workers was a one- or two-roomed hut shared with domestic • The way of life in Medieval Europe (social, cultural, By the 11th century in Europe, there were great over a manor court, and having a feast in the evening. animals such as chickens and pigs (see Source 3.30). It might typically be one of a number of economic and political features) and the roles and differences between the clothing worn by the rich Poor family: rising at or before sunrise, going to the such huts on a feudal manor (see Source 3.22). The hut was usually dirty, sooty, smelly and relationships of different groups in society and the poor. In fact, laws were passed to enforce dark. Walls were mostly a mixture of mud, manure and sticks (called wattle and daub). They toilet in a pit outside, preparing their own meals, tending this difference. Gold and silver material and might be painted white with lime. Roofs were made from thatch. Windows were narrow to livestock such as chickens and pigs, working in purple silk could be worn only by royalty. Only openings that could be boarded up in winter. The toilet was a hole in the ground outside. HISTORICAL SKILLS noblewomen could wear elegant veils and have the fi elds, mending the family’s house and eating a Conditions for peasants who lived in the cramped houses of medieval towns were not • Locate, compare, select and use information from dresses made from satin and velvet. Only the rich self-prepared meal together at the end of the day in the much better than those of peasant farmers. Those peasants who worked as servants in could afford toiletries, perfumes and incense. house. a range of sources as evidence. manor houses and castles lived in more secure and pleasant surroundings. However, their The clothes of the wealthy were custom- • Use a range of communication forms (oral, graphic, daily lives were hard like those of other peasants, with few personal comforts. 3 Individual responses will vary. made by tailors. Although there was a range of written) and digital technologies. Opening in roof to allow smoke fashion trends during the Middle Ages, women to escape and air to enter Skillbooster: Interactive typically wore long, trailing garments, often with Storage area elaborate sleeves and ornate headgear. Wealthy An interactive learning activity for medieval fashion men commonly wore tunics, stockings, decorated is available on the obook (see the link in the obook Central open fi replace for cloaks and fancy hats. The clothes of the poor Teaching tips cooking and warmth extras panel on this spread).  is activity includes Roof made were, by contrast, drab and dull in colour. They from thatch a range of illustrations, images, and audio and/or Making history fun were crudely cut, and made from coarse cloth woven by peasant women from hand-spun wool video resources for students. Many schools include a ‘medieval day’ as part of their Animal pens or linen. Year 8 history course. Students really look forward The body beautiful to these experiences and they are o en remembered Beds made from Utensils might include some Cleanliness was valued by medieval people, long a er the di erences between motte and bailey sacks of straw pottery bowls and jars and an even though they did not understand the health are forgotten. Like many activities that require iron cooking pot reasons for keeping clean. For the poor, personal changes to routine and timetables, it is usually Dirt fl oor covered from hygiene might mean washing in a dish of cold time to time with straw easier not to do it. However, for some students, Simple furniture, which water. Wood was a scarce resource for peasants more practical hands-on activities, that are usually might include a table, and it was not to be wasted on unnecessary Source 3.31 An artist’s impression of a range of garments worn by rich and poor— seat and storage box Source 3.30 An artist’s impression of a medieval peasant’s hut heating. On special occasions, peasant women including the king—in 11th-century England part of a medieval day, are much more likely to be Town life might freshen up their hair and clothes with the meaningful than book-based learning. Here are some scent of fl owers. Towns were usually small, with populations of only a few hundred. Some grew into suggestions for practical activities. Select them all to Only the wealthy could afford the luxury of a larger cities. The wealthy townspeople might live in larger houses, often towards the long, hot bath, called a ‘stew’. Scented oils, rose make a day of it. See the weblink in the obook extras centre. The poor lived in dirtier, more cramped quarters. Narrow cobbled or dirt streets petals or herbs such as rosemary and spearmint panel on this spread for some online lessons. separated the rows of wooden buildings with thatched roofs. The buildings were serious were added to the water. The wealthy could also fi re risks: they were made of highly combustible material and people lit fi res and candles Build a castle competition afford to pamper their bodies. Costly perfumes in them for warmth and light. Students love this one. Provide a range of art were imported from places such as Arabia. Oils were extracted locally from plants such as materials, such as heavy cardboard sheets and rolls, jasmine, blackcurrants, apricot kernels, roses and glue, tape, string, coloured paper and scissors. Check your learning violets. Dried herbs such as mint, rosemary and cinnamon were burnt to purify and sweeten the Students have one hour to work in teams of three 1 Write a short defi nition for each of these terms: 3 You are a tourist operator who is able to go back to construct a medieval castle.  e castle needs garderobe, solar, garrison, portcullis, cauldron, in time (with the people on your tour coach!) to air. Source 3.34 describes a preparation for sweet- thatch, wattle and daub. visit the working medieval castle shown as Source smelling hair for medieval ladies. Source 3.32 An artist’s to be able to withstand an attack from a mystery impression of a medieval 2 Work with a partner. Write a short account of a 3.29. Decide the order in which you will show man enjoying a ‘stew’ force of invaders. When  nished, place each castle typical day in the life of either a wealthy family people around. Write the outline of the script you on the  oor at one end of the classroom. Attackers living in a castle, or a poor family living in a manor will use in showing them around. (members of the other castle-building teams), armed village. Compare your accounts. with tennis balls, roll the balls at the castle trying 126 oxford big ideas history 8: australian curriculum chapter three medieval europe 127 to destroy it.  e castle scores three points for each direct hit it withstands and one point for each glancing blow it withstands. Enter the ID numbers below into the search  eld of weblink in the obook extras panel on this spread for 2 Students could have a go at archery or fencing. 2 At the banquet, feasters could be entertained by Answers: Check your learning Dress like a medieval man or woman your obook to access these resources. ideas on making medieval clothing.  ere are many organisations that will come into students or special guests with medieval music Students could draw their role in medieval society 1 Answers may resemble: Garderobe: a toilet seat the school for a half-day to run sessions on these and entertainments, such as storytelling, a jester ID03.28 Interactive: Medieval fashion parade from slips of paper in a box. You could try to Weapons and  ghting opening on to a moat or cesspit. Solar: the private activities. and juggling. living quarters of the lord’s family. Garrison: the quarters ID03.29 Weblink: Medieval life replicate medieval society by having about 90 per 1 Students could design and build a trebuchet or 3 Jousting? Maybe not. Other options where soldiers lived in a medieval castle. Portcullis: a cent dress as peasants, a few priests, a few nobles, catapult. In the school gym, students compete SAMPLE Online lesson about medieval life including sections latticed gate which could be raised or lowered quickly a few soldiers and a king or queen. Alternatively, to see who has built the most accurate and the Medieval banquet 1 Stained glass window construction (maybe in on food, clothing and housing. to defend a castle’s entrance. Wardrobe: an upper room students could select their own role. Students can most powerful weapon. You may need to set some 1 Leave the sandwiches at home and ask students a di erent venue to the trebuchet and catapult ID03.30 Weblink: Medieval clothing in the keep or lord’s tower where linen was stored. either come to medieval day dressed appropriately boundaries with regards to means of propulsion to bring foods that would have been eaten in competitions!) Cauldron: huge pots used for cooking. Thatch: dry Make your own medieval clothing. or change once at school. It can also be e ective to of these weapons. One simple way to do this is medieval times. See the weblink in the obook 2 A display of falconry materials such as straw, sedge and heather used to ID03.31 Weblink: Medieval recipes draw life-sized human  gures onto large sheets of to supply each student with three rubber bands extras panel on this spread for recipes. 3 A chess tournament build a roof. Wattle and Daub: a mixture of mud, manure Create a medieval banquet using some of these butcher’s paper and students can dress the  gures for (thick ones rather than thin ones).  ese are the 4 Play medieval games as shown in Source 3.36. and sticks used to make walls. display on the wall using scraps of fabric, etc. See the only means of propulsion allowed. recipes. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 128 129

Australian Curriculum focus What are some of the similarities and di erences between these lists? For example, did medieval HISTORICAL KNOWLEDGE AND children tend to play by themselves or play together? UNDERSTANDING Source 3.34 Did their games need a lot of specialised equipment Check your learning or barely any? What are some of the games that have • The way of life in Medieval Europe (social, cultural, Take some dried roses, clove, nutmeg, watercress and galangal [a root plant a bit like ginger]. Let all these, powdered, be mixed with rose water. With this 1 Describe one way in which a woman after the 11th century in Europe might been lost over the last 500 years? economic and political features) and the roles and water let her sprinkle her hair and comb it with a comb dipped in this same ‘advertise’ that she was wealthy in the way she dressed. relationships of different groups in society water so that [her hair] will smell better. And let her make furrows in her hair 2 List some ways in which wealthy women and poor women might have kept Answers: Check your learning and sprinkle on the above-mentioned powder, and it will smell marvellously. themselves smelling sweet. Translated extract from the 12th-century writings of Trotula di Ruggiero, the most 1 Answers may include: wearing elegant veils, owning 3 Compare and contrast the diets of the rich and poor. Which diet do you think HISTORICAL SKILLS signifi cant female physician of the Middle Ages dresses made from satin or velvet, wearing perfumes was healthier? Justify your view. • Identify the origin and purpose of primary and 4 Most people in medieval Europe could not read. Prepare an illustrated manual and smelling of incense, wearing clothes that were secondary sources. Eating the medieval way on table manners that diners attending a medieval banquet could check. clearly measured and custom-tailored, and wearing

• Locate, compare, select and use information from There were no supermarkets, refrigerators or ovens in medieval long, trailing garments with elaborate sleeves and ornate headwear. a range of sources as evidence. times. People killed their own animals and preserved meat by salting, Medieval entertainment • Draw conclusions about the usefulness of sources. smoking or pickling it. Spices were used to disguise the taste of rotten 2 Wealthy women used scented oils, rose petals and meat. (Sometimes, too, dogs were used to ‘test’ it.) Vegetables were Many pastimes in medieval Europe were the fragrant herbs in hot baths to make their bodies • Identify and describe points of view, attitudes and commonly dried or pickled. Grain was ground into fl our to make privilege of the wealthy. These included the multi- smell nice. They also used expensive musk and fl oral values in primary and secondary sources. bread. People used spoons, knives or their fi ngers to eat; most ate off course banquets and, for the men, activities such perfumes imported from Arabia, as well as locally thick slices of bread called trenchers. Table manners were basic (see as hunting, falconry and playing chess. Wealthy sourced perfumes. Their homes were fi lled with Source 3.35) women might embroider, stitch tapestries or listen Source 3.33 A medieval-style soup, such as might have been the smells of burnt cinnamon, mint and rosemary seen at a medieval wedding or special feast Eating habits of the rich to minstrels. Skillbooster: Children’s games to sweeten the air and they combed their hair with The rich ate the meat of both domestic and game animals (such as Hunting and falconry concoctions made from dried roses, clove, nutmeg, Ask students to analyse Source 3.36 which shows the deer, wild boars, larks, pheasants). There was also fi sh, fruit, soft The wealthy obtained their meat by hunting with watercress, galangal and rose water. Most women, painting Children’s Games by the Flemish painter cheese, eggs, coloured jellies, vegetables, sauces and soups, salads, dogs (usually on horseback) or with falcons. Both however, could not afford such luxuries and instead Pieter Brueghel the Elder. Using a large printed white bread, pies and tarts, and ornate sweet dishes called subtleties. activities showed off their social privilege. Hunts Food was washed down with ale, wine or mead. made themselves smell nice by washing with a dish of copy of the painting, students could divide it into were typically conducted in the woods and forests Banquets were held on important religious feast days, and to mark of manor estates, forbidden to the poor. Sometimes, cold water and, on special occasions, freshening the a series of individual scenes showing the range of events such as marriages, coronations, special birthdays, tournaments women, riding side-saddle, would be part of the smell of their hair and clothes with fl owers. children’s games being played.  ere are apparently and the arrival of important guests. The important people (that is, Spit on the fl oor, hunting party. The poor hunted for rabbits and 3 The wealthy ate a great deal of meat, including deer, members of the lord’s family and/or guests) sat at a higher table than 230 children involved in 83 di erent games! Students Don’t put your not on the table. Don’t use a birds in the fi elds. wild boar, lark and pheasant, as well as fi sh, eggs, could then select one of these activities and describe elbows on the table knife to pick other diners. Feasts often lasted for hours. In between the many Falconry, or hawking, involved using trained when eating. your teeth. courses, diners were entertained by acrobats, minstrels, troubadours, cheese, vegetables, sauces and soups, white breads, what the children are doing.  ey could re-enact birds such as eagles, falcons and hawks to catch prey storytellers, jugglers and jesters. Any leftover food was given to the such as pigeons and hares. The type of hunting bird coloured jellies, pies and tarts, and sweet dishes called this game if possible. Is this game an example of poor who waited expectantly at the castle gates. used indicated a person’s status: eagles, for example, subtleties. They also drank large amounts of ale, wine continuity (it is still played today) or change (you do were only owned by kings. Appearing in public and mead. The majority of people could not afford Some medieval Eating habits of the poor not think this is played any more)? table manners with a bird of prey on a leather-strapped wrist was meat and were not allowed to hunt game, so their diets The poor ate a simpler and less varied diet than the rich. It included a sign of a person’s wealth and social status. consisted mainly of grain bread, seasonal vegetables, To encourage students to examine the image closely grainy bread, seasonal vegetables and fruit (for those with access to Source 3.36 This 16th-century painting by Brueghel (Pieter ask them to  nd: gardens and fruit trees), milk, hard cheese, porridge made from oats or Entertainment for the poor the Elder) depicts a wide range of games played by medieval milk, hard cheese, porridge and sometimes nuts. children Those with access to fruit trees ate seasonal fruit and barley and perhaps some nuts from the forests. Most peasants ate their For the poor, entertainment might include the public spectacles of • children swimming in the river Use the aquamanile (a If you blow your nose, main meal for the day while working in the fi elds. They ate little meat, jousts and tournaments. There were special feasts (such as at harvest those who lived on the coast or by well-stocked rivers • a boy climbing a tree basin of water) to wash don’t wipe your your hands before sharing hands on the as they were too poor to own many animals, and hunting for game in time) put on by the lord of the manor. There also were the processions, supplemented their diet with fi sh. Individual evaluations the lord’s forests was forbidden. If they lived near the sea or streams, • a game of bocce food off a plate. tablecloth or napkins. ceremonies and holy day feasts and festivals associated with events of about which diet was healthier will vary, but points • some dancing games there might be some fi sh. One of the simple joys for peasants in towns the Church calendar . Source 3.35 Some medieval table manners was to gather at the tavern for a few ales after a day’s work. raised might include that the wealthy could afford a Other entertainments included dancing (including the popular • a game similar to marbles varied diet which included meat and that the high-meat carole), dice throwing, ball games, wrestling and hammer throwing. • a game similar to piñata Many of the games played by medieval children (such as hopscotch diet of the wealthy was actually unhealthy. • a boy using stilts and hide-and-seek) are still played today. 4 Individual responses will vary. • children doing headstands 128 oxford big ideas history 8: australian curriculum chapter three medieval europe 129 • children playing leapfrog • children playing with hoops • a piggyback competition Skillbooster: Comparing games • two boys playing on a barrel. point of view in a single sentence that might begin: Types of games Types of games Types of games Types of games ‘Pieter Brueghel felt that children’s games Discuss with your class what evidence exists in Have students compare the children’s games in played by children in played by my parents I played when I  rst I play now Workbook resources were …’ the painting that reveals Pieter Brueghel’s attitude Source 3.36 with the types of games they play now, medieval times when they were at started school Activity 3.4 Medieval recipes towards children and their games. For example: Are Compare this painting to the modern adaptation the types of games they played when they began school the children happy when playing? Are there any (located through the weblink in the obook extras school and the typesSAMPLE of games played by their parents negative outcomes from these games that are shown? panel on this spread). What is this person’s point when they were young. Students could complete this Are they stopping or interrupting trade or are there of view about modern children and the games they activity in the form of a table: Enter the ID number below into the search  eld of any examples of injuries from the games? A er the play? What is the evidence for this? your obook to access this resource. discussion, ask students to summarise the artist’s ID03.32 Weblink: Children’s games View this modern adaptation of the painting Children’s Games. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 130 131

Australian Curriculum focus b Answers may include: how many people live in the village, how many serfs work the vassal’s land, whether the pond and the river contain fi sh, HISTORICAL KNOWLEDGE AND whether the vassal uses the woodland for hunting UNDERSTANDING game, whether the serfs produce more food than • The way of life in Medieval Europe (social, cultural, bigideas they and the vassal need, how many horses, economic and political features) and the roles and sheep, pigs, and other livestock are in the village, relationships of different groups in society 3.1 How was society in medieval Europe organised? and how many men could be raised for war if the • Continuity and change in society in ONE of the king required them. 12 Look carefully at Source 3.22. If you were one of those following areas: crime and punishment; military and Remember Create collecting information for the Domesday Book: 13 Answers may include: hopscotch, hide and seek, 1 In your own words, defi ne each of the following terms: 16 Refer to Source 3.31. Design your own version of a defence systems a what information would you record for this manor, playing with a hoop, playing with a ball, climbing walls, feudalism, manor, vassal. new outfi t to be worn by one of the representatives • The dominance of the Catholic Church and the role of based on what you can see (estimate approximate of the society of 11th-century England shown in this play-fi ghting, doing handstands, running around and 2 Look at Source 3.1. How many full decades were there dimensions)? signifi cant individuals such as Charlemagne illustration. Your fi nished garment needs to be in the wrestling. between the start of the One Hundred Years War and the b what questions would you ask the lord of the manor same general style. year in which King Henry VIII was crowned King of England? in order to gather information on things that are not 14 Points raised might include: The best things about 17 Use either Source 3.37 or 3.38 to inspire your account HISTORICAL SKILLS 3 How did the waves of various tribal people who migrated evident? living in the castle might be the protection it offered, into Europe before about 1000 CE affect the society (in of a day spent hunting or hawking in medieval times. being able to eat the leftovers from the lord’s feasts, the • Sequence historical events, developments and periods. general terms)? Analyse Your account might be one of the following: strong sense of community and not having to work in • Use historical terms and concepts. 4 Consider how people worked in medieval Europe. 13 With a partner, identify as many medieval games and • a letter you write to someone about your experience a Who did most of the work? activities as you can in Source 3.36. These might be those the fi elds. The worst things might include the types of • Identify a range of questions about the past to inform • a poem or song that refl ects on your experience b What sort of work did the majority of these people do? that you recognise as a set game, or ones that you can work you’d have to do (such as cleaning out chamber a historical inquiry. only describe by what you observe. • a series of labelled sketches (comic-book style) pots), the cold, the smell from waste being dumped Understand that detail the key events of the day. • Identify and locate relevant sources, using ICT and Evaluate outside the walls or in the moat, the lack of any real other methods. 5 Explain the relationship between the Battle of Hastings in 1066 and the beginnings of a feudal system in Britain. 14 Decide what you think would be the two best and two independence or autonomy, and that in wartime you • Identify the origin and purpose of primary and worst things (in each case) about living in a castle and 6 How do you think a medieval ruler’s position might have would be cut off and involved in the fi ghting by being in living in a medieval town. secondary sources. been strengthened by giving fi efs to those who provided a castle. • Locate, compare, select and use information from loyalty and support? 15 Based on what you have learned so far about the The best things about living in a town might include the 7 Look at Sources 3.22, 3.25 and 3.30. Based on these (and a range of sources as evidence. society of medieval Europe, comparative level of independence, the opportunity to what you have read), write down ten reasons why you think conduct a class debate • Draw conclusions about the usefulness of sources. that a medieval serf would typically have had a hard life. earn wages, and the chance to learn skills and improve (sharing all tasks involved • Identify and describe points of view, attitudes and 8 What did ‘having a stew’ mean in medieval times? What your social standing. The worst things about living in in research, preparing for social class might engage in this activity? Why? values in primary and secondary sources. and delivering the debate) a town might include the smell, the cramped living • Develop texts, particularly descriptions and 9 Decide on three questions you would ask a medieval monk on the following topic: that spaces, the spread of disease, having to buy food or nun to help you understand better why they chose to live living as part of the society explanations that use evidence from a range of rather than growing your own, and the lack of security the lives they did. of medieval Europe was, sources that are acknowledged. and protection provided by a castle or a manor lord. Apply overall, a better way of • Use a range of communication forms (oral, graphic, life than living in today’s 15 Individual responses will vary. Points raised might 10 Think about all the factors that have helped to make you Australian society. written) and digital technologies. include: For: there was no looming spectre of climate who you are. Think about how these factors help to control change; life was luxurious and easy for the wealthy; your behaviour and your social roles. Think, too, about how they are related. Represent these thoughts in a concept there were strong values; and modern Australia is just map. as unequal and unfair as in medieval Europe, with Source 3.38 This 15th-century illustration shows the Answers: Big ideas 11 Work in groups to construct a model of either the hut of a end of a hunt for a wild pig or boar. Dogs of different Indigenous Australians having signifi cantly lower life Source 3.37 Artist’s poor medieval family or the bedroom of a wealthy medieval breeds were used, hunting for prey such as deer, impression of a expectancy and education levels than the general 1 Individual responses will vary. Answers may resemble: wolves, bears and foxes—as well as wild pigs. noble or king. Share responsibilities, including research, medieval hawking Feudalism: a social system based on two-way preparing materials, assembling the diorama and presenting expedition. Small hoods population. Against: the working class have the same it to the class. were placed over the rights, if not the same means, as the wealthy; most obligations between ‘lords’ and ‘vassals’. The lords heads of hunting birds gifted fi efs of land to the vassals, in exchange for to keep them calm until people do not work in hard physical labour in Australia they were released for but in the service industry; modern Australia has a loyalty and military service. The vassals also provided the hunt. protection to their serfs, in exchange for the serfs’ free minimum wage, whereas medieval Europe was based labour on their land. on feudalism and manorialism; medical technology 130 oxford big ideas history 8: australian curriculum chapter three medieval europe 131 is vastly superior in modern Australia, increasing life Vassal: someone—often a knight—who swore loyalty expectancy and reducing many painful diseases; and to a lord in exchange for fi efs of land and other gifts. the lives of the vast majority of people in the Middle Manor: the land owned by a vassal, given to him by his Ages were short, brutal and diffi cult, and only the lord. The manor’s land was farmed by serfs and was the feudal system, so William rewarded his loyal knights some were seasonal labourers and had no permanent 9 Individual responses will vary. Examples might include: shows they watch, the books you like to read, the wealthy elite enjoyed lives of luxury. also where the vassal would live. with fi efs of land, thus introducing feudalism to Britain. employment; they were not allowed to hunt in their Why did you decide to become a monk/nun? When sports you play and who your role models are. lord’s forests; the whole family often had to contribute did you decide to become a monk/nun? What does 16 Individual responses will vary. 2 15 6 Answers may include: it ensured the vassals were loyal 11 Individual responses will vary. to the king, reducing the risk of rebellion, and it allowed to work; they could be called up to fi ght at any time for the daily life of a monk/nun involve? What is your family 17 Individual responses will vary. Points to consider 3 Many of the tribes that were forced westwards by new 12 a Answers may include: one fortifi ed manor house, the king to quickly raise an army when he needed one, their lord or king; sanitation was inadequate and toilets background? Did becoming a monk/nun offer you a include: the number of people in your hunting party, arrivals from the east were warlike and made Europe a approximately 15 smaller dwellings, two stables, for the poor usuallySAMPLE consisted of pits in the ground; chance of social advancement? Did anyone encourage the type of animal you were hunting, whether you were because the vassals were obliged to provide him with dangerous place. The system of feudalism developed in at least six horses, a mill, a church, a cemetery, soldiers in exchange for their fi efs. they often shared their living spaces with livestock, their you to become a monk/nun? How do you deal with hunting from horseback or on foot, if you used animals response to the dangerous nature of Europe at this time. a river running through the village which has been 7 Points raised might include: serfs had little personal homes were sparsely furnished and small; they worked never seeing your family or your old friends? dammed for irrigation, a stone bridge across the such as falcons or dogs on your hunt, what time of year 4 a Peasants freedom, they had to work their lord’s land before their all year round regardless of the weather; the fl oors of 10 Individual responses will vary. Points raised might river, a pond, each serf’s dwelling has a small your hunt took place and what the weather was like. b Physical work, most of which was related to own; they had to pay substantial dues and taxes; they their houses were dirt lined with straw, and their beds include: family, school, socio-economic status, your garden, woodland, decent quality dirt paths farming could provide little education for their children; most were usually straw-stuffed mattresses. parents’ jobs, where you live, your friends and peers, through the village and to the manor house, and 5 The Battle of Hastings resulted in William of Normandy were unskilled workers, they had little prospect of 8 Having a long, hot bath that was often scented with rose your interests, what you watch on TV, the music you several acres of farmland. becoming King of England. The Normans were used to social mobility; their diets were bland and unhealthy; petals. Only the very wealthy engaged in ‘having a stew’. listen to, the music your parents listen to and the TV OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 132 133

Australian Curriculum focus medieval Gothic churches and more modern Australian churches HISTORICAL KNOWLEDGE AND 3 Construct stained glass windows with coloured UNDERSTANDING Medieval buildings tissue paper (see the weblink in the obook extras panel on this spread). • Signifi cant developments and/or cultural achievements, One enduring (and more obvious) feature of Europe’s medieval society such as architecture, medieval manuscripts and music is its architecture. Most European cities and towns that began during 4 Students could take a page from their notes and • The dominance of the Catholic Church and the role of the medieval period still have buildings that date back hundreds redo it in the style of an illuminated manuscript signifi cant individuals such as Charlemagne of years. These buildings include castles, churches, cathedrals as shown in Source 3.40. and monasteries. As you can see from Source 3.39, some of these structures were very large, often the biggest building in a town or city. HISTORICAL SKILLS Spires and bell towers, if included, added greater height. • Use historical terms and concepts. Gothic style • Identify and locate relevant sources, using ICT and Many medieval buildings are examples of Gothic architecture. As a other methods. style, it became prominent in modern France, England, Germany and • Identify the origin and purpose of primary and Italy from about 1100. While each region had slight differences in secondary sources. their architecture, there were many common features, especially with churches. It is signifi cant that many Christian churches in Australia • Locate, compare, select and use information from still incorporate these features. They include: a range of sources as evidence. • a cross-shaped fl oor plan, called a cruciform (a symbol of the cross • Draw conclusions about the usefulness of sources. on which Jesus Christ was killed) • arches and windows that come to a sharp point at the top • Use a range of communication forms (oral, graphic, • fl ying buttresses, a supporting structural feature that enabled the written) and digital technologies. buildings to be built to a great height (some fl ying buttresses look a bit like giant insect legs) • stained glass windows that, together with sculptures, provided religious education for a people who could mostly not read or write. Source 3.40 A page from Getting started an illuminated Medieval writings manuscript created By studying medieval buildings and writing you in the 15th century, Relatively few people in medieval Europe could read or write: those who could write were mostly priests which records the can reinforce with your students the key historical Source 3.39 Canterbury Cathedral—signifi cant not only for its impressive architecture but also for the New Testament vital role it played in the lives of medieval Christians and monks, and a few nuns. Among these nuns were the French writer and scholar Héloïse d’Argenteuil (c. concepts: 1100–1164) and the German abbess Hildegard of Bingen (1098–1179). All documents were written by hand gospel of John • Evidence (until the printing press was invented in the early 1400s). This was a very time-consuming process. Hence, • Continuity and change medieval writings, especially in the early medieval period, were signifi cant and valuable works. Religious manuscripts included copies of the Christian Bible, prayer books and guides to religious life. • Cause and e ect What developments and Other medieval manuscripts detailed laws, or administrative details about a kingdom or a landholding. • Perspectives Some rulers arranged for others to write their communications or, sometimes, accounts of their lives or • Empathy achievements infl uenced life in those of their ancestors. It was very rare for the common people to write anything, including diaries and 3.2 letters. This fact greatly limits our knowledge of how the poor lived in medieval Europe. • S i g n i  c a n c e • Contestability. medieval Europe? Illuminated manuscripts Here is an example of using these key concepts to Medieval Europe experienced great changes, both good and bad. Illuminated manuscripts are written works with highly decorated illustrations, often of scenes associated explore medieval buildings, particularly Canterbury Although the arts such as music and architecture fl ourished, religious with the text. Sometimes the artwork was to fi ll a space, decorate the fi rst letter of a word, or to provide a border for the text. Workbook resources Cathedral as shown in Source 3.39. You could use wars and devastating plagues took their toll. It was also a time of social Illuminated manuscripts were signifi cant historical documents. For a start, they were very valuable. changes that aff ected the entire structure of society. At times, it Activity 3.2 Medieval church windows these activities with your students and then develop feudal Many materials and skilled craftspeople were needed to make them. They were generally written on a similar set to explore medieval writing. may have seemed to the people of medieval Europe as if their world had parchment or on vellum (made from the skin of sheep, cows or goats). Paints were made from plants, been turned upside down. ground-up semi-precious stones, charcoal and spices. Sometimes even earwax and urine were used Evidence: What does the building in Source 3.39 to create colours. Gold and silver were also prepared so they could be painted onto manuscripts. reveal about the people who built it and used it in Enter the ID numbers below into the search  eld of medieval times? What can we learn about the history 132 oxford big ideas history 8: australian curriculum chapter three medieval europe 133 of Christianity in Britain from examining this your obook to access these resources. building? ID03.01 Flashcard glossary: Medieval Europe S i g n i  c a n c e : Why is this cathedral a signi cant ID03.33 Weblink: Canterbury Cathedral building. What e ect would a building such as this that shown in Source 3.30. For most of your life you Continuity and change: What were the in uences Skillbooster: Practical activities building? What are some of the features that make have on medieval peasants and on medieval lords? have been watching the great cathedral being built. from the past on Gothic architecture? Find out about  is website includes a virtual tour of the cathedral one place more signi cant than another? Compare Try one of these practical activities with your How might this change the way that people behaved? Today is the day that the  rst Christian Mass will be Romanesque architecture in Europe. Which features as well as showing how buildings like this can re ect the image of Canterbury Cathedral with the image of students. held in the new cathedral. Describe your feelings as of this earlier style were retained by Gothic builders their histories. Fenis Castle in Source 3.67. Which of these buildings Perspectives: How might the masons and labourers 1 Paint a medieval church in its original colours you enter the building and see for the  rst time its and which were changed? How did the Gothic ID03.34 Weblink: Medieval church colours is the most signi cant? What information would you who worked to construct this building have felt about SAMPLE (see the weblink for this game in the obook extras interior and its size. You may like to use the virtual style in uence later builders? What is neo-Gothic need to make a more informed decision about the it? How might the priests, monks and nuns who lived panel on this spread). BBC interactive game that allows you to paint a tour to help in your description (see the weblink in architecture? How similar is it to the medieval medieval church in its original colours. signi cance of these places? and worked in the area have felt about it? 2 Visit a large Christian church or cathedral in the obook extras panel on this spread). Gothic style? ID03.35 Cause and e ect: Why did Christian communities Empathy: Imagine that you are a medieval peasant your local area and look for similarities between Weblink: Make stained glass windows build such large places of worship? Discuss this who lives near the town of Canterbury in a home like Make a tissue paper stained glass window. question and list some of the causes of this type of ID03.36 Weblink: Medieval arches BBC animation on building with arches OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 134 135

Australian Curriculum focus 3 a An elaborately illustrated manuscript, often decorated with scenes related to the text, intricate designs for the fi rst letter of a page and borders HISTORICAL KNOWLEDGE AND around the text. UNDERSTANDING The Book of Kells Medieval music b Parchment or vellum and paints made from The Book of Kells is a version of the four New Testament • Signifi cant developments and/or cultural achievements Music formed an important part of many medieval various combinations of plants, ground-up, gospels over 300 pages long. It is believed to have been such as medieval manuscripts and music celebrations. It marked the end of harvests, written in Ireland about 1000 years ago. The monks who semi-precious stones, charcoal, earwax, spices, provided entertainment in kings’ courts, and was wrote and illustrated the Book of Kells used quills and special gold, silver and urine. an important part of religious life. HISTORICAL SKILLS inks, some made from materials not found in Ireland. It is a Most of the popular music of the day has been c Answers may include: they were highly valuable religious work, and so was written in Latin, the language of • Identify a range of questions about the past to inform lost. However, traces of tunes that peasants sang documents, they provide an insight into medieval medieval Christianity. a historical inquiry. and danced to can be found in folk and traditional art, they provide an insight into medieval theology, It combines local Celtic designs with illustrations of music. More evidence is available of music created • Identify and locate relevant sources, using ICT and animals, and of the life of Jesus Christ and his disciples. and they are some of the few written primary for formal settings (e.g. church services and other methods. sources from the Middle Ages in Europe. Medieval legends coronations). It is signifi cant that Western music • Identify the origin and purpose of primary and was fi rst written down during this period. 4 Answers may include: it is over 300 pages long, it was Many medieval legends have provided inspiration secondary sources. made in Ireland, it is around 1000 years old, it was throughout the ages for writers, poets and, more recently, Musical instruments written in Latin, it is a copy of the four New Testament • Locate, compare, select and use information from fi lmmakers. Two of the more enduring of these—and hence Many instruments used today in Western music gospels, it was written with quills and inks made from a range of sources as evidence. the more signifi cant—are the legends of Beowulf (one of Source 3.44 A stringed medieval instrument called a dulcimer trace their origins to the medieval period (some the oldest surviving epic stories in English literature) and of materials not found in Ireland, and it combines Celtic • Draw conclusions about the usefulness of sources. even earlier). These included various types of drum; King Arthur and his knights of the Round Table. designs with illustrations of animals and of scenes from stringed instruments such as lutes, mandolins, the life of Jesus. harps and early violins; and wind and wood instruments such as fl utes, recorders and types 5 Because it provides information on aspects of Skillbooster: Contestability of bagpipes. medieval life such as the code of chivalry; because it is an enduring and infl uential legend; because it has Contestability occurs when particular interpretations Source 3.41 An illustration of St Matthew from the Book of Kells continued to infl uence popular culture; and it refl ects about the past are open to debate, for example, as a Check your learning many of the values and attitudes of medieval Europe, result of a lack of evidence or di erent perspectives. 1 List three of the characteristic features of Gothic architecture. such as bravery, loyalty, fraternity and chivalry.  e story of King Arthur provides an opportunity evidence: King Arthur—did he exist or not? Geoffrey of Monmouth wrote A An inscription among the ruins of 2 Suggest reasons why the building shown in in 6 Answers may include: that he was taught by a wizard for you to demonstrate how interpretations of the There are many variations in the details of the story of King Arthur. History of the Kings of Britain Tintagel Castle (Cornwall) translates as: Source 3.39 is such a signifi cant building. The story goes that Arthur was a Celtic king, the son of the ruler 1136, compiled in part from texts Artognou, father of a descendant called Merlin; that he had a magic sword called written by other monks. Artognou is an past are open to debate and how fact and  ction can 3 Consider what you know about illuminated Uther Pendragon. Arthur led his people against the invading of Coel, made this. Excalibur; that a hand reached out of the lake at Avalon It describes Romanised Britain, old-English form of ‘Arthur’. Tintagel be woven together so tightly that it becomes almost manuscripts. Saxons, around the 5th or 6th century CE. A wizard named Merlin and the reign of a ruler focus on … is said to be Arthur’s birthplace. Welsh to take the sword; and that Arthur was buried on a a In your own words, explain what an illuminated taught him as a boy. named Arthur (and the small impossible to work out which is which. records describe a Celtic leader (c. 5th magical island. manuscript is. Men came from far away to serve King Arthur. His most brave empire he created). or 6th century) called Coel the Old. Before reading the evidence on King Arthur ask your b List some of the materials used when painting and noble knights sat at a round table to show their equality. 7 Answers may include: Annales Cambriae, The British an illuminated manuscript. They were renowned for their courage and honour and went on students a simple question: Do you think that King In the mid 1100s, Chrétien de A Welsh monk Nennius in his book History, A History of the Kings of Britain. c Why might such documents be thought of many quests, including the search for the Holy Grail. The code Troyes translated Geoffrey of Arthur and the knights of the Round Table were real The British History (c. 830) mentions 8 Chrétien de Troyes, in his French translation of Historia as signifi cant? of chivalry they lived by made it a great shame that the knight Monmouth’s book into French. a king’s name—Arthur—and people or are they  ctional characters like Superman His version mentions Camelot, 4 Write down three facts about the Book of Kells. Arthur most valued, Sir Lancelot, fell in love with Arthur’s wife, 12 battles that he fought. Regum Britanniae (see Source 3.43) or Spiderman? Guinevere. the Round Table, Sir Lancelot 5 Explain why the tale of King Arthur is a signifi cant and the Holy Grail quest for Make sure that all students have answered the medieval legend. Arthur was killed fi ghting his ambitious son, Mordred, at the the fi rst time. In 1191, the monk Gerald of Wales reported seeing human remains 6 Describe two aspects of the reported story of King Battle of Camlan. As he was dying, he asked that his magical question (do not give them a middle option, such as sword, Excalibar, be thrown into a nearby lake. It was grabbed at Glastonbury Abbey (in Somerset, Arthur that suggest his tale is a fantasy, An 8th-century text, Annales partially fact and partially  ction) and then ask them by a hand that shot up from the water. Arthur was buried on the England) and an inscription not fact. Cambriae, refers to two battles which translates as: magical island of Avalon. on what evidence they based their decision. List the 7 Name three ancient British texts that provide fought by a king named Arthur: Here in the Isle of Avalon lies buried the Battle of Mount Badon (c. various sources and discuss their reliability. evidence that a ruler named Arthur existed. Many later English kings claimed descent from King Arthur, whom the renowned King Arthur, with they called the ‘one true King of the Britons’. This helped them to 517) and the Battle of Camlan. Guinevere his second wife. 8 Consider what you know about the legend of  e next step is to head to the school library and ‘prove’ their lawful right to the thrones of both Wales and England. King Arthur. Who fi rst mentioned Camelot and the Source 3.42 La Morte d’Arthur [The Death of Arthur] by James Source 3.43 Some sources of evidence for the possible existence using the catalogue, track down every book,  ction Holy Grail? Archer (1824–1904) of King Arthur or non- ction and including encyclopedias, that mention King Arthur or any part of the Arthurian 134 oxford big ideas history 8: australian curriculum chapter three medieval europe 135 story, such as the Round Table, Camelot, Excalibur Enter the ID numbers below into the search  eld of and Lancelot. Open the books to the relevant pages your obook to access these resources. and lay them out on one large table in the library. Where does the story of King Arthur come from? 2  is is supported in Annals of Wales written Complete this activity by asking students which Answers: Check your learning ID03.37 Weblink: Story of King Arthur Students should select one of these books and record Perhaps this will tell us whether he is real or not. Use in the late 10th century and other historical parts of the Arthurian story they consider to be fact 1 Answers may include: a ‘cruciform’ fl oor plan; arches whether it treats the story as fact,  ction or a mixture the  rst two weblinks provided in the obook extras accounts from the period that describe a battle and which they think are  ction. Once again, ask for and windows that come to a point at the top; fl ying  e sources for the story of King Arthur of both. Where possible, students should also be panel on this spread to  nd out about the sources 500 years earlier ‘in which Arthur carried the their evidence to support their claims. If you want to buttresses; sculptures and stained glass windows telling ID03.38 Weblink: Historians and Arthur shown where to  nd the acknowledgements in the of the Arthurian stories. As you read through each Cross of our SAMPLELord Jesus Christ for three days and take this further, access the Edsitement website (see religious stories for those who could not read or write. Find out what historians say about Arthur book that lists the sources of information. What has source, construct a  ow diagram showing how pieces three nights on his shoulders and the Britons the weblink in the obook extras panel on this spread) 2 Because it is an exceptional example of Gothic ID03.39 Weblink: Edsitement the author used as sources to back his or her claims of the story have been added over time.  e  rst three were the victors’. which contains lessons, resources and activities on architecture, it was the seat of the head of the Church that Arthur is fact or  ction? Discuss the reliability entries of your  ow diagram are suggested below. 3 Geo rey of Monmouth in his History of the Kings the sword in the stone, the knights of the Round in Britain (the Archbishop of Canterbury), and it was Edsitement website containing lessons, resources and of these books and their sources. Discuss the various central to Christian rituals and traditions in England. activities on King Arthur 1 History of the Britons written in c. 829–830 CE of Britain (c. 1136) makes Arthur a king and gives Table, Excalibur, the Holy Grail and the isle of descriptions of Arthur. Do the more reliable sources, describes a man named Arthur who fought the him a location: the isle of Avalon. Avalon. ID03.40 Weblink: Arthurian legend for example, state that he is a legend or that he was a Saxons and was chosen as the commander of the Website on the Arthurian legend including a short real historical  gure? British forces. National Geographic video 137 Weblink: Roots the of Crusades Weblink: Orchestra instruments Orchestra Weblink: Weblink: Medieval instruments minstrels often simply recited old songs and ballads. old songs often simply recited minstrels the 20th century. Enter the ID numbers below into the search  eld of Enter the ID numbers into below the search  your obook to access these resources. ID03.41 A guide to medieval and Renaissance instruments ID03.42 See the instruments used in a modern orchestra. ID03.43 the HistoryWatch Channel presentation Roots of the Crusades. to rank these motivations from the ones that they believe had the greatest impact Europeans on to the ones that they believe the were least important. Discussthe results this of activity. your learningAnswers: Check 1 their own works, whereas largely wrote Troubadours 2 of Catholic life into to be a feature Because it continued 137 book extrasbook chapter three medieval europe chapter three First Crusade (1096–1099) Second Crusade (1147–1149) Third Crusade (1188–1192) Fourth Crusade (1202–1204) Fifth Crusade (1217–1222) Sixth Crusade (1228–1229) Seventh Crusade (1248–1254) Eighth Crusade (1270) The dates of the eight major Crusades, 1096–1270 (see the (see weblink in the o

1000 1100 1200 1300 Source 3.47 3.47 Source Watch the HistoryWatch Channel video Roots of the Crusades panel this on and spread) list the motivations of the crusaders described in this short video.What motivations were mentioned in the video that did not income up the brainstorm? e video mentions the sermon Urban Pope II of in  as1096 the catalyst the for Crusades. Read Source 3.46 and add any new motivations to the list the on whiteboard. When the list is complete, ask students (when CE ghting in 1096 to the Byzantinein to 1096 emperor a great impact that had cant events the start the Crusades of ect: Translated extract from Pope Urban response II’s were a series were religious of in wars today’s fought ght these barbarians. You must hurryYou to help your brothers in the East, need who your a Persian help people, the … For Turks, have attacked them. I urge you with passionate prayer—not I, but God—that, as messengers of Christ, you urge men ranks … to of all move quickly to get rid of these awful people from the lands of your brothers. Christ commands it. And any if go there who should die on the way by land, or in crossing the sea, or in fi these non-Christians, their sins be forgiven shall Let … those ghtingyour brothers relativesand now haveof you who been fi fi it was absorbed into the growing Islamic Empire). After this it was absorbed into the growing Islamic Empire). After lived time, Christian pilgrims and merchants had peacefully mid 11th with Muslims in the region for centuries. Then, in the century, things changed. In 1050, a more militant Islamic group, the Seljuk Turks, This expanded their territory and took control of Jerusalem. against new Islamic regime committed many serious offences access Christian traders and pilgrims in the region and cut off city of to important religious sites. They also threatened the Constantinople, capital of the Christian Byzantine Empire. send This growing threat caused the Byzantine emperor to in a plea for support to Pope Urban II in 1096. This request, The turn, motivated the Pope’s response (see Source 3.46). of the effect, or consequence of his response, was the start First Crusade. cause and eff Jerusalem had been under Muslim control since 637 3.46 Source

Crusades Skillbooster: Discussing values e motivations the of crusaders need to be  understood students by looking before more closely the at these outcomes of wars. holy Before y outlinebeginning, what the Crusades were brie without mentioning they why occurred. Complete a ‘think, pair, share’ activity the on question: ‘Why would people from Europe attack other groups in the Middle East?’ Build a list up responses of the on whiteboard. The Crusades signifi were information more the about startFor the of Crusades, see the focus on … on focus Religious warfare—the Crusades Religious warfare—the The Middle East in the fi rst part of the 11th century. Basically, warsthe Basically, century. 11th partrst of the Middle East in the fi between fought were Christians and Muslims gain to over control religiouskey in and sites around Jerusalem. Although historians argue the about total number agree wars most of that fought, were (see crusades between and place 1270 took major 1096 that eight 3.47). Source Europe.on Christian soldiers (called ‘crusaders’) from all over Europe part took in the wars. Common including people, youths, in ght the also inwere up the fi desire travel caught to far to away caused many people Christianity. greatname of of The movement changes—both good and bad. Focus feature on below.

book book SAMPLE An artist’s impression of three wandering minstrels How was a troubador different from a minstrel? Why is the medieval form of singing known as cant legacy of medieval Europe? chanting a signifi A further extension activity is to take an image of a modern orchestra the (see weblink in the o extras panel this on Overlay this spread). image with a sheet clear of plastic such as might you use an for overhead transparency and shade in those members theof orchestra that are playing instruments that existed in medieval times. What are the instruments that did exist not in the medieval period? Research when they out nd developed were as those and  instruments.musical Source 3.45 learning Check your 1 2 cant, has it cantly, book extrasbook . Troubadors were musicians were who . Troubadors were medieval were entertainers. They sang, oxford big ideas history 8: australian curriculum oxford Some minstrelsSome part were the household of minstrelsSome came be to known as Minstrels and troubadours Minstrels instruments,played and stories recited poems. told They sang everyday about things Others such as love. gures or events. recitedlengthy ballads famousabout fi a king Hundredsof them a noble. of or might special a as such royal a for event, be employed towns Some andwedding cities coronation. or minstrels Some employed events. public for minstrels wandered simply around the countryside, performing fairs at and community gatherings. troubadours wrote their many of own This works. is signifi provided usas with it evidence their of musical style and lyrics. They became in prominent the late medieval period. Music and religion was a veryMusic important part church of life. Hymns and religious often were songs part of services in churches Religious and monasteries. frequentlysongs were sung without instruments. This so-called chanting was typically performed choirsby monks of and boys. Signifi continued as a feature life Catholic of the to present day. 136 To see images these of To and other historical instruments see the weblink in the o panel this on spread. By clicking the on image of each instrument can you hear what the instrument sounded like. If your students access have to individual with computers speakers, they could hear what these instruments sounded like together. Unfortunately, they are all not playing the same fun,tune of a bit for but can you recreate a medieval orchestra. tambourine cymbals dulcimer lyra drums hurdy-gurdy dulcimer jaw harp organ vielle. • • • • • • • • • •

other methods. secondary sources. as evidence. range of sources values in primary and secondary sources. such as medieval manuscripts and music such as medieval manuscripts original form has or undergone some changes stillbut exists in a modern orchestra has or disappeared altogether cult some for is be may di place origin. of  instruments as the (such drum) could it but uence a wide of range cultures of the show in and civilisations including Islam and African cultures.  u t e recorder bagpipe gemshorn ute pan  pipe bladder lute mandore harp gittern psaltery OXFORD BIG IDEAS AUSTRALIAN 8: HISTORY CURRICULUM 3 MEDIEVAL EUROPE Medieval instruments: Skillbooster: Musical instruments Give each student the name a medieval of musical instrument from the followinglist. Each student must research their instrument and produce a fact le that includes the following information: 1 An image the of instrument 2 A description the of was way it played 3 An explanation whether of is it still in played its 4 a sentence describing Perhaps the instrument’s 5 A list information of sources. • historical events, developments and periods. Sequence • historical terms and concepts. Use • using ICT and sources, and locate relevant Identify • of primary and Identify the origin and purpose • a from select and use information Locate, compare, • attitudes and of view, Identify and describe points HISTORICAL SKILLS • cultural achievements cant developments and/or Signifi Australian Curriculum focus Australian KNOWLEDGE AND HISTORICAL UNDERSTANDING • • • • • • • • • • • 136 OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 138 139

Australian Curriculum focus European society. On the mind map students should show the various uses of each of these new ideas, HISTORICAL KNOWLEDGE AND such as exploration, education, warfare and health. UNDERSTANDING Who were the Crusaders? Discuss as a class the topic: ‘Because they brought back many new ideas, the crusaders lost the wars but • Signifi cant developments and/or cultural achievements A range of people from all walks of life—from kings to young peasants—decided such as medieval manuscripts and music to join the Crusades. Although the primary motivation for most people who won the peace.’ • The dominance of the Catholic Church and the role of joined the Crusades was the desire to fi ght for Christianity, many people also signifi cant individuals such as Charlemagne chose to go to the Holy Land for adventure, to escape from the miserable life of a peasant, or simply to get rich. During this deeply religious time, most Christians believed that taking part HISTORICAL SKILLS in the Crusades would be a sure way of gaining entrance into Heaven when they died. Many teenage peasants who took part in the Crusades were encouraged by • Sequence historical events, developments and periods. their local priests to join the fi ght. They believed that their youth and lack of ‘sin’ • Use historical terms and concepts. would make them more successful than older Crusaders. • Identify and locate relevant sources, using ICT and In spite of some battles that were won, overall, the Crusades failed to meet other methods. their main objective. The Holy Lands were not regained by the Christians and many Crusaders never returned home at all. Some were killed in the fi ght for • Locate, compare, select and use information from the Holy Land. Others died of disease or injuries. And others were sold as slaves, a range of sources as evidence. never to see their homes and families again. • Use a range of communication forms (oral, graphic, The Crusades did, however, benefi t Europe and its peoples in many ways. written) and digital technologies. Trade with eastern regions was increased. With the growth in trade came the need for more and further excursions to unknown lands. This, in turn, brought about new ideas, greater knowledge and more inventions. People’s lives in general improved; they were healthier and better educated. And, with the end of feudalism, they became more independent. Skillbooster: Thinking about the Crusades  ese pages describe a series of wars known as the Crusades, when Christian Europeans invaded, captured and then lost places in the Muslim world.

Ask students to think carefully about these Crusades ATLANTIC London and the time period in which they took place. What OCEAN Paris problems of communication, transport, supplies and Caspian Source 3.49 A scene from the fi lm Kingdom of Heaven, depicting one of the sieges of Jerusalem during the Crusades weaponry did the crusaders have to deal with? Have Sea students list some of these problems as a series of Black Sea questions. For example: New devices such as the New castle designs Rome Constantinople windmill, the astrolabe and (e.g. concentric castle) 1 How far is it from Paris to Edessa? What the magnetic compass geographic obstacles would the crusaders have to overcome? Mediterranean Sea Different ways of 2 How would they travel from Europe to the New designs for ships Some new ideas and technologies Jerusalem drawing maps Middle East? What di culties would this cause? 3 How fast could the crusader armies travel if some

were on foot? How long would it take them to New ways of practising medicine reach places such as Jerusalem? What would they 0 400 800 (Arabic medicine was more advanced kilometres eat on the way? than that in Europe at the time) The key cities at the time of the Crusades, and the approximate route Source 3.48 Source 3.50 Some of the new ideas and technologies Crusaders brought back to Europe from the Holy Land 4 Who would lead these armies? How would they taken by the fi rst Crusaders decide on the targets or the battle tactics when they arrived? 138 oxford big ideas history 8: australian curriculum chapter three medieval europe 139 5 How would they deal with injuries on the battle eld? 6 How would they communicate between armies or Skillbooster: Google Earth tour the tutorial video (see the weblink in the obook • First Crusade: Konya (Turkey), Kozan (Turkey), Skillbooster: The returning crusaders sections of armies? What di culties would this • Students can use Google Earth to research and extras panel on this spread) students could add Antioch (Turkey), Tripoli (Lebanon), Jerusalem  e text states that ‘the returning crusaders … create? present information on the Crusades. Have a place mark to each place and then create a (Israel), Deir al-Balah (Gaza Strip) brought back many new ideas to Europe’ and that 7 How long would crusaders be away from their students select one of the following Crusades or tour.  is is a wonderful tool that really brings • Second Crusade: Antioch (Turkey), Tripoli these ‘had longer term impacts on defence and homes? What problems would this create? conquests and locate each of the places listed in these places toSAMPLE life and helps students place them (Lebanon), Acre (Israel), Damascus (Syria), exploration’. Some of these new ideas are listed in Enter the ID numbers below into the search  eld of Now ask students to try to answer some of the Google Earth.  ey can explore each place using in their correct geographical context. Students Edessa (now known as Şanliurfa in Turkey) Source 3.50. Other examples include public libraries your obook to access these resources. questions. Remember the level of technology and the zoom feature and by using the photographs might like to take this a step further and follow •  ird Crusade: Limassol (Cyprus), Famagusta and hospitals. ID03.44 Weblink: Map of the Crusades education available to people in the Middle Ages. the path of the crusaders from their homelands, (Cyprus), Acre (Israel), Ja a (Israel) that are linked to notable places. If possible, they Ask students to research each of these new ideas An interactive map of the Crusades Few, for example, could read and write and only the in places such as Paris and Bruges. should  nd a site linked to the Crusades, such as • Saladin’s Conquests: Cairo (Egypt), Aqaba to  nd out what they were.  en, students should wealthy could a ord to have a horse or armour. ID03.45 Weblink: Google Earth a crusader castle. Following the instructions in (Jordan), Damascus (Syria), Hama (Syria), Aleppo construct a mind map showing how each of these Tutorial video on creating place marks in Google (Syria), Tiberias (Israel), Beirut (Lebanon), inventions had long-term and bene cial impacts on Jerusalem (Israel) Earth and then using them to create a tour OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 140 141

Australian Curriculum focus the Middle Ages; the emperor may have offered huge incentives of land or wealth to other European rulers to send troops to support the HISTORICAL KNOWLEDGE AND Byzantines; and Constantinople may have fallen UNDERSTANDING to the Seljuk Turks. • Signifi cant developments and/or cultural achievements, bigideas 9 Individual responses will vary. such as changing relations between Islam and the 10 Individual responses will vary. West (including the Crusades), architecture, medieval 3.2 What developments and achievements infl uenced manuscripts and music • The dominance of the Catholic Church and the role of life in medieval Europe? signifi cant individuals such as Charlemagne Remember Analyse 1 List three reasons why the Crusades were a signifi cant 7 Refresh your memory on some of the key features of Gothic HISTORICAL SKILLS event for the society of medieval Europe. architecture. See if you can locate at least one example • Sequence historical events, developments and periods. 2 Consider what you have learned about medieval of each in the following photographs of gothic cathedrals manuscripts. (Sources 3.51, 3.52 or 3.53). In your notebook, identify • Use historical terms and concepts. a Why were medieval manuscripts generally regarded a feature that is visible in each source and draw a rough • Identify a range of questions about the past to inform as works of signifi cance? sketch to represent that feature. a historical inquiry. b What was so special about illuminated manuscripts? • Identify and locate relevant sources, using ICT and c List two examples of religious manuscripts produced in medieval Europe. other methods. • Identify the origin and purpose of primary and Understand secondary sources. 3 Conduct some research to fi nd out more about Hildegard of Bingen. Based on what you fi nd: • Locate, compare, select and use information from a a Why do you think she is regarded as a signifi cant Source 3.52 A window of Notre Dame des Fleurs Chapel, France range of sources as evidence. individual in medieval European history? • Draw conclusions about the usefulness of sources. b List three works that she wrote. Suggest for each why you think it might have been a signifi cant work at the • Identify and describe points of view, attitudes and time. values in primary and secondary sources. 4 Why do we know so much more of the music and lyrics • Develop texts, particularly descriptions and written by troubadours than we do about the songs and Evaluate explanations that use evidence from a range of sources tunes of simple peasant folk? 8 Consider what you have read in this chapter about the that are acknowledged. 5 Given that tastes and fashions change over time, suggest takeover of Jerusalem in 1050 CE. why the story of King Arthur and the Knights of the Round a What was the immediate effect on the Middle East Source 3.53 An aerial view of Cathedral of Our Lady of Chatres, • Use a range of communication forms (oral, graphic, Table has remained such an enduring legend for writers, region of Jerusalem’s takeover by a more militant France written) and digital technologies. poets, artists, fi lmmakers and television producers, even Islamic group? Create up to the present day? What aspects of this tale make it b What do you think might have been the effect on 10 Design your own Gothic cathedral (on paper or using so signifi cant? the Middle East region and surrounds if this had not ICT tools). Be inspired by illustrations and relevant happened? Apply information provided in this section. Include a plan view c Predict what might have happened in 1096 if the Pope (as seen from directly above) and close-up sketch of Answers: Big ideas 6 In small groups, brainstorm aspects of our Australian society of the day had told the Byzantine emperor who wrote two important features. 1 Answers may include: the Crusades left a signifi cant today you think are noteworthy enough (for whatever to him ‘that he was on his own’ in dealing with the reason) for historians some 1000 years from now to decide Seljuk Turks. cultural legacy by infl uencing areas such as medicine, that they were signifi cant features of our society. A group 9 Listen to some examples of medieval music. (Your teacher shipbuilding, and map making; the Crusades were spokesperson will present a summary of the group’s might arrange for this.) Rate what you hear according to a fi ndings to the class. an important event in history and marked a shift in set of criteria (aspects against which you judge something). the relationship between the Christian and Islamic It is important that you decide on these criteria before you worlds; and they had a long-lasting effect, leading to listen to the music. Source 3.51 Notre Dame Cathedral, France eight crusades in total and a permanent breakdown in relations between the East and the West. 2 a Because very few people could read and write, 140 oxford big ideas history 8: australian curriculum chapter three medieval europe 141 making the surviving written primary sources rare and extremely historically signifi cant. b They were illustrated and required a tremendous amount of work to complete. b Answers may include: Ordo Virtutum (The Play 5 Points raised might include: the values refl ected in the newspaper articles, recorded oral histories, sporting b Christian, Islamic and Jewish traders and pilgrims c The Book of Kells and the Christian Bible. of Virtues), which is the earliest surviving morality legend of King Arthur are those we idealise and wish achievements and the stories of famous Australians. may have continued to have had friendly relations play and the only early medieval drama to survive to hold today, such as chivalry, loyalty, equality and in the region, and Jerusalem may have remained a 3 a Hildegard was signifi cant because she had a 7 Individual responses will vary. Points raised might with its original music; Physica, which was an bravery; the stories themselves are exciting and appeal fairly neutral city in the Middle East. great deal of infl uence in a staunchly patriarchal include: fl ying buttresses (Source 3.51), sculptures infl uential text on the natural sciences; and Scivias to young people thirsting for tales of adventure, in society. She founded two monasteries and was a (Source 3.51), arches and windows that come to a point c Answers may include: the Byzantine emperor may (Know the Way), which was a book of Hildegard’s particular; andSAMPLE because we can apply our own values prolifi c writer on theology, botany and medicine. at the top (Source 3.52), stained glass windows (Source have attempted to reach a fi nancial agreement visions interpreted as religious messages. It was and beliefs to the legend, such as seeing Arthur’s She was in correspondence with some of the 3.52), and a ‘cruciform’ fl oor plan (Source 3.53). with the Seljuk Turks to keep Jerusalem open widely distributed and acclaimed in Europe. legendary Round Table as a founding stone of modern most powerful people of her time, such as Pope 8 a It threatened Christian and Jewish traders and to Western traders and pilgrims, similar to the democracy. Eugene III and the German Emperor Frederick 4 Because troubadours wrote their own music and lyrics, pilgrims, and also threatened the Byzantine city of payments made to stop Viking raids earlier in Barbarossa, and attracted a large group of so there are some surviving primary sources. Most 6 Individual responses will vary. Points raised might Constantinople. followers. She was also a vocal critic of certain peasants were illiterate, so few records of their songs include: Australian popular music, signifi cant buildings Church practices and was an infl uence on modern and music have survived. such as the Sydney Harbour Bridge and Parliament natural medicine. House, Australian fi lms, Australian books, archived OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 142 143

Australian Curriculum focus invention being more signi cant. For example, ‘your invention might have made warfare more e cient HISTORICAL KNOWLEDGE AND but mine made it possible for farmers to produce more food so that people could live in towns’. A UNDERSTANDING A time of change winner will need to be decided in each match (either • Continuity and change in society in ONE of the During the 14th century, there were three major events in Europe that rapidly reduced the population: by an independent umpire or by thumbs up or down following areas: crime and punishment; military and The Great Famine of 1315–1317: This famine mainly affected northern Europe (including England). defence systems; towns, cities and commerce from the spectators). Losing inventions are knocked The poor suffered greatly. A monk described how ‘plump dogs were stolen … men and women in many out while winners advance in the draw until there is places secretly ate their own children’. a grand  nal.  is tournament works best if you start HISTORICAL SKILLS The Hundred Years War: This war was fought between England and France between 1337 and 1453. The with 8, 16 or 32 inventions. • Use historical terms and concepts. English were driven out of Normandy, ending their claim to the crown of France. A young woman, Joan • Identify and locate relevant sources, using ICT and of Arc, was burned at the stake for her role in uniting the French.

other methods. The Black Death: This pandemic arrived in Europe in 1347, reducing the population by about a third. Its • Locate, compare, select and use information from a most common form was the bubonic plague. It is caused by a bacterium found in the blood of the rat fl ea. range of sources as evidence. Medieval Europeans knew nothing about germs, and paid little attention to hygiene. • Use a range of communication forms (oral, graphic, written) and digital technologies. Short-term impacts of these changes The events listed above dramatically changed the society of medieval Europe. France’s population alone was halved during the 14th century. Peasants fl ed, creating huge labour shortages. Those prepared to stay (on manors or in skilled jobs in towns) often demanded higher wages to do so. Suddenly, they had more Digging deeper: Think, pair, share bargaining power because their services were in demand. In towns, it also led to outbreaks such as the Peasants’ Revolt of 1381. Complete a ‘think, pair, share’ activity on the three great events in medieval Europe described on this

spread under the heading ‘A time of change’. Key Source 3.54 An artist’s impression of jousting knights cause and eff ect: the Peasants’ Revolt question: The Peasants’ Revolt took place in mid-1381 in England. This revolt, which involved separate but related uprisings by serfs, eventually led to Which aspects of society would be greatly changed by the end of serfdom in England.

these wider changes and which would remain largely focus on … How and why did society in The lower classes under the feudal system in place were not well unchanged and therefore be an example of continuity? treated. They lived in great poverty and were virtual slaves as they were permanently ‘attached’ to the land. In spite of their great poverty, serfs In a ‘think, pair, share’ activity each student medieval Europe change? were required to pay taxes to support King Richard II’s military exploits. considers their own responses to the key question (in 3.3 Also, the Black Death had severely reduced the population, but the All societies change over time, even if this change is very gradual. New italics above) before sharing it with one other person. King passed a law to ensure that workers could not ask for better  is pair discusses the similarities and di erences developments, such as changing technology or ideas, or contact with employment terms (such as higher wages or freedom to travel). When other societies usually have a major infl uence. Social change is rarely some peasants near London refused to pay taxes, an attempt was between the two individual responses before joining due to just one factor. When change does occur, it does not mean that made to stop their protests through fi nes or by placing men in the a class discussion on the topic. stocks as punishment. But the discontent was felt in many places, and some older traditions do not continue. For this activity, students could consider some of the uprising swelled throughout London and beyond. The leader of the Options This was certainly the case in medieval Europe. In the late medieval period, revolt, Wat Tyler, was killed by the Mayor of London. these aspects of medieval society but should also be there were changes that weakened the feudal and manorial systems and, to some Although the demands for better working and living conditions were not encouraged to add some more of their own: How continuity and change were extent, reduced the authority of the Church. The process of change from Europe’s immediately met, the upper classes did begin to realise that they could refl ected in Europe’s medieval society medieval society into early modern society took several hundred years. Even then, not rule over the peasants as they had in the past. They also realised • movement of people within and between is discussed in respect to the topic traces of earlier traditions continued. that large groups of workers could be a signifi cant political force to Source 3.55 An illustration of Richard II and the countries areas listed below. Choose one of these: reckon with, and that some changes had to be made. killing of Wat Tyler during the Peasants’ Revolt • religion and the in uence of the Christian church • towns, cities and commerce • crime and punishment • farming practices • military and defence systems. • trading and commerce in towns and cities

• the authority of kings and queens over the people 142 oxford big ideas history 8: australian curriculum chapter three medieval europe 143 • warfare and con ict • feudalism • supply of food about signi cant change. Some inventions from this Students could select one of these inventions (or How important were the consequences of an event? of millions of people throughout history. Students • developments in medicine and public health period include: another from their own research) and conduct some What was the duration of the event? How relevant is should develop the most compelling argument they • the construction of new buildings such as • gunpowder • artesian wells research into the signi cance of this invention. it to the contemporary world?’ can in support of their invention. churches • spectacles (glasses) • windmills Signi cance is a key historical concept and can  e aim of this activity is for students to decide You then need to decide how you will reach a • music Enter the ID numbers below into the search  eld of • mechanical clocks • wheelbarrow be de ned as ‘theSAMPLE importance that is assigned to which invention of the medieval era is the most consensus decision about the most signi cant your obook to access these resources. • crime and punishment. particular aspects of the past, for example events, • printing • horseshoes signi cant. In e ect, each student becomes the invention. One way is to have each student present ID03.01 Flashcard glossary: Medieval Europe developments, movements and historical sites’. Skillbooster: Signi cant inventions • magnetic compass • mouldboard plough advocate of the invention that they have researched, their  ndings while the other class members score Signi cance includes an examination of the ID03.46 Weblink: Medieval inventions  e late medieval period was a time of great • traverse board • stirrups so they need to devise a range of reasons why they the invention against agreed criteria.  e highest principles behind the selection of what should believe it to be a very signi cant invention. It may, scoring invention at the end wins. Another more  is website lists inventions from the Middle Ages. inventiveness (see the weblink in the obook extras • astrolabe • siege engines be investigated and remembered and involves In some cases, those listed are not new inventions but panel on this spread). Many new ideas, methods and for example, have made it possible for explorers to interesting way to complete this exercise is to host a • J a c o b ’ s s t a  • longbow consideration of questions such as: How did people adaptations of older inventions or old inventions that products were being developed, tried and adopted. travel much greater distances and spread European tournament where each invention is pitted against • quadrant • mail armour. in the past view the signi cance of an event? had a profound impact on medieval society. Some of these inventions would have profound ideas around the world or it may have saved the lives another and students present their reasons for their impacts on society for hundreds of years and bring OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 144 145

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING Long-term impacts of these changes New markets, new goods and • Continuity and change in society in ONE of the Social systems such as feudalism and manorialism, together with booming commerce following areas: crime and punishment; military and belief systems such as Christianity had helped to sustain the society Not all those who drifted from country manors settled down of medieval Europe and keep it stable. The changes forced on society, defence systems; towns, cities and commerce immediately in towns. Some moved around as wandering increasingly so from the 13th century onwards, made people more ‘salesmen’. The goods they offered for sale were often cheap aware of the world around them. and basic. HISTORICAL SKILLS This led, in time, to movements that questioned some aspects of The best profi ts came from selling goods from faraway the Church (the Reformation), the place of humans in the scheme of • Use historical terms and concepts. places. The risks in getting these goods, though, were high: Source 3.56 A magnetic compass; its needle points to things, and their potential (the Renaissance), even to cherished ideas pirates, rough terrain, extreme weather and predators. • Identify and locate relevant sources, using ICT and magnetic south-southeast long held about religion (the Scientifi c Revolution). Nonetheless, some merchants were prepared to take these other methods. Some of these new ways of looking at things were helped by new risks. Some of those who did made huge profi ts. • Locate, compare, select and use information from inventions such as the compass, the astrolabe and the printing press (invented by Johannes Gutenberg around 1400). a range of sources as evidence. Marketplaces and fairs The magnetic compass, invented by the Chinese, seems to have Merchants sold their goods in marketplaces and, commonly, been fi rst used in Europe in the late 12th century to help sailors at huge open-air fairs held each year in Europe. Buyers navigate the English Channel. fl ocked to these displays. Purchases were often made in bulk The astrolabe was an ancient navigation tool used across the and taken away on carts. Skillbooster: The town of Fribourg European and Islamic world. Together with the magnetic compass, Once travelling merchants had made their wealth, they  e town of Fribourg in Switzerland (shown in the astrolabe enabled European sailors to travel across oceans to might then opt to settle in towns. Merchant communities claim new lands. Source 3.60) contains some of the best preserved formed, particularly in Italian cities. This led to the rise of The printing press revolutionised people’s access to the written merchant guilds, which controlled a town’s retail industry. buildings and other structures from the medieval word. Books could now be produced quickly and cheaply. Most Business partnerships developed, too, between merchants. period and dates from 1157. Students could annotate importantly, new ideas could spread rapidly. the image of the town with Post-it note labels Moneylending and fi nancial records Towns, cities and commerce As commerce continued to fl ourish, moneylending and Source 3.60 The medieval city of Fribourg, in Switzerland. Many of its medieval showing features that were common to many towns buildings still remain, including St Nicholas Cathedral. fi nancial record keeping became more common in Europe. in this period. Encourage students to develop their Medieval Europe was an agricultural society. Its various kingdoms Using money and issuing loans were established practices Source 3.57 An astrolabe was used to chart the movements were largely divided into feudal landholdings. From about 900 CE own labels but here are some they could use if they among Islamic merchants in the Holy Land. of planets and stars. are struggling. onwards, especially after 1000, things started to change. More towns began springing up as the threat of barbarian raids began to reduce. Many of these practices were brought back to Europe by the •  e town is built next to a river for a supply of This trend increased over time. Some towns grew into cities. Crusaders in the 12th and 13th centuries. Loans enabled fresh water. By about 1200, there were around 600 cities in Europe, three •  e town is located on a loop in the river which times as many as there were 50 years earlier. Many cities also had cathedrals, so they attracted Christian pilgrims as well as merchants. Towns that grew up around Port and river towns, gives protection from invasion on three sides. castles or from manor which expanded as sea villages trade recovered •  e town is on a hill as this helps with defence. Town populations •  e original town is surrounded by walls with Town populations included people who had left manors. Some of very few gates. these peasants went on to earn a living as artisans or skilled workers. Those who worked in the same craft or specialist occupation (such as Types of towns •  e most prominent building is the Catholic butchers or carpenters) started banding together to form guilds. They Cathedral. commonly met in guildhalls to discuss quality standards, conditions • Buildings within the city walls are closely packed of work, fair pay and prices; and to set up apprenticeships. together. The growing strength of town populations meant loyalties began Old Roman towns that were Towns that grew out of to change. The one-time bond to the manor lord became weaker as rebuilt, continuing some former merchant ‘stopovers’ Once students have completed their annotations, townspeople became more independent. This trend continued as Roman building traditions on land routes (especially at discuss as a class what conclusions can be drawn Source 3.58 A reproduction of Johannes Gutenberg’s towns became richer through trade and commerce. and architecture crossroads) printing press. It used movable type, arranged within wooden Source 3.61 A 15th-century artist’s impression of a covered medieval about medieval life based on these labels. For frames, to print a page of text. Source 3.59 Some types of towns that developed in medieval Europe European marketplace example, the Catholic Church was at the centre of many people’s lives, townspeople lived in constant 144 oxford big ideas history 8: australian curriculum chapter three medieval europe 145 fear of invasion. Skillbooster: Researching a medieval town wonderful example of a medieval town that is largely Bruges  ourished as a port town whereas Fribourg Students could  nd out more about Fribourg by intact. Students may  nd it easier to research this grew due to its strategic importance as an easily using the weblink listed in the obook extras panel city, and  nd examples of a guild hall and a central defendable town. Students could try to  nd examples on this spread and their own research. Ask them to marketplace, as there are many websites dedicated of the other types of medieval towns described in Enter the ID numbers below into the search  eld of  nd examples of the buildings, social groups and to showcasing the medieval architecture of Bruges. Source 3.59: merchant towns, rebuilt Roman towns your obook to access these resources. institutions that are listed on this spread: guilds, SAMPLE An extension of this activity is to compare the two and castle towns. guild halls, marketplaces and a town charter. ID03.47 Weblink: Town of Fribourg medieval towns and to  nd examples of similarities  e o cial website for the Swiss town of Fribourg.  e Belgian city of Bruges (see the weblink in and di erences. the obook extras panel on this spread) is another  is contains some photo galleries, a webcam and some history notes. ID03.48 Weblink: Town of Bruges  e medieval city of Bruges is World Heritage listed. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 146 147

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING more goods to be purchased; this extra fi nancial activity boosted town Crime and punishment economies. Some merchants’ families became so wealthy they lent • Continuity and change in society in ONE of the money even to monarchs. Many also invested in prestigious public Under the early feudal system, different courts dealt with different types of offences. following areas: crime and punishment; military and works in their town or city. Minor matters (such as a nagging wife) were heard by village courts; a woman found defence systems; towns, cities and commerce guilty might have to wear a scold’s bridle. A manor court heard slightly more serious Growing independence of towns matters, for example a charge that a serf’s son was being educated without the lord’s With changes in town wealth and population came another push permission. In such cases, the serf might be fi ned. HISTORICAL SKILLS for change. Townspeople wanted more independence from feudal More serious charges were dealt with in the Church courts (for charges such as heresy) • Use historical terms and concepts. restrictions and more rights. At this time, the lord typically ‘owned’ the and the king’s court (for charges of treason). • Identify the origin and purpose of primary and town/s within his realm and expected dues to be paid by the people in By modern standards, punishments for crimes handed down by most courts was money rather than in produce from the farm, as had happened on the severe. Confessions for such crimes were frequently obtained through torture (through secondary sources. manor. the use of thumbscrews and other devices). People could be executed by being burnt or • Locate, compare, select and use information from A town might present a petition to a lord setting out their demands skinned alive. Traitors were frequently executed by being hanged, drawn and quartered. a range of sources as evidence. for such freedoms. In return for payment, some towns were given what This last puishment involved fi rst hanging a person, cutting him down while still alive, • Draw conclusions about the usefulness of sources. they asked for. A charter set out what had been agreed by the lord and then pulling out his intestines while he watched, and fi nally attaching each of his hands town spokespeople. and legs to a horse and having the horses pull him apart. • Identify and describe points of view, attitudes and values in primary and secondary sources.

Freedom to come to and go from town The ability to trade freely Getting started Decision-making of laws

 e section on crime and punishment is one of Some rights sought Not being forced to by townspeople three studies to be undertaken to examine the key do degrading work historical concepts of continuity and change. You on the manor may like to establish what students already know Freedom from the lord’s control for runaway serfs (or do not know) about modern justice systems The ability to hold trials in after living in a town for that began in medieval Europe. Spend a little time town courts, rather than one year and one day Source 3.64 An artist’s impression of medieval trial by combat describing a modern trial, and outline the role and at the lord’s manor court importance of aspects and individuals such as: Source 3.62 Some of the rights sought by townspeople Trial by ordeal and combat The legal system of early medieval Europe required those accused of crimes to prove their • the jury and jury selection Check your learning innocence. They did this by swearing an oath before God. Witnesses might also swear • the judge in sentencing oaths to support the accused or the accuser. Sometimes, the oath of the accused was 1 Europe began a period of change from around 1000 CE onwards, tested using trial by ordeal. There were two types of ordeal: • truth and aspects such as perjury and swearing to causing towns to form and grow. • Ordeal by fi re—The accused held a red-hot iron for some time (see Source 3.63), put uphold the truth a What change encouraged the growth of towns? an arm in a fi re or walked across burning coals. If, after three days, the burn was not b How did some of these early towns form, and where? • parliament, rather than courts, in making laws healing, they were seen to be guilty. c Explain why the rebuilding of some old Roman towns was an • Ordeal by water—The accused placed an arm in boiling water and checked three days • the purpose of punishment and the types of example of continuity and change. later to see if the burns had healed. If not, they were seen to be guilty. They also could punishment given to o enders. 2 Where could ordinary Europeans buy many of the goods merchants be bound and tossed into a river. If their body fl oated, they were seen to be guilty. If brought back from distant markets? Skillbooster: The art of justice Source 3.63 This painting shows they sank, they were innocent but dead! 3 Explain broadly how many medieval towns were changed by: a woman trying to prove her dead Another trial commonly used for members of upper classes was trial by combat, where Source 3.63 is a detail from the Justice of Emperor a people abandoning manors husband was innocent of a crime against the king by holding a the accused fought the accuser. Sometimes a champion (e.g. a strong knight) fought on b growing numbers of people in the same occupations or crafts Otto by the Dutch painter Dirk Bouts the Elder.  e red-hot iron in one hand and her behalf of a weaker party. The winner (or whoever they represented) was innocent; God c the public investments of very wealthy merchants two panels that make up the original painting now husband’s head in the other. was believed to ensure this. Guilty people were punished or killed. They might have ears d a growing desire for independence from feudal lords. hang in the Royal Museum of Fine Arts in Brussels or hands cut off, or worse.

but were originally intended for the Louvain Town 146 oxford big ideas history 8: australian curriculum chapter three medieval europe 147 Hall to serve as a reminder of the virtue of justice and the importance of reason. Use the weblink listed in the obook extras panel • Why would the town council of a medieval town b Some towns grew up around castles or manor 2 At marketplaces and at the huge open-air fairs held c This allowed towns’ economies to fl ourish and for on this spread to look at these two panels and to ask an artist to produce paintings such as these to villages. Others were rebuilt Roman towns, port each year. the townspeople to benefi t from the public works, examine the ways in which artists communicate their be hung in the town hall? and river towns which expanded as the sea 3 a It increased the size of towns; it brought an infl ux such as providing jobs for unskilled labourers. attitudes and values through art. Here are a series of • What does this tell us about the attitudes and trade recovered, and towns that grew out of old of skilled workers, contributing to the creation of d Led to movements for independence from feudal questions that you could use in a class discussion. It merchant resting points. values of the town council? guilds; and it encouraged townspeople to seek lords and the creation of town charters to set out would help students to have copies of both panels, SAMPLE c These types of towns were built on the sites greater independence from manor lords. the rights of townspeople. • How might these paintings in uence the or use a data projector or interactive whiteboard to of Roman towns and incorporated aspects of townspeople who saw them? b It led to the creation of guilds, which met to set display them at the front of the classroom. Roman building traditions, roads and architecture, quality standards, discuss work conditions, fair • What values does the painter wish to Answers: Check your learning refl ecting a signifi cant continuity with Roman pay and prices, and arrange apprenticeships. Enter the ID number below into the search  eld of communicate through these paintings? 1 a The threat of barbarian raids decreased, so larger society. However, they were still distinctly medieval your obook to access this resource. • What evidence is there in the paintings for your numbers of people left the protection of the feudal towns, and they were expanded beyond the ID03.49 Weblink:  e Justice of Emperor Otto manors for the greater independence of the towns. Roman sites to meet the needs of the growing answer? Detailed analysis of the Justice of Emperor Otto urban population, refl ecting change. • How e ective do you think that he has been? OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 148 149

Australian Curriculum focus Skillbooster: Interactive An interactive learning activity for medieval torture HISTORICAL KNOWLEDGE AND chambers is available on the obook (see the link in UNDERSTANDING Medieval torture Victims were tied to a wheel, often above the obook extras panel on this spread).  is activity ground so birds could attack them. Arms • Continuity and change in society in ONE of the chambers and legs were broken by hitting them includes a range of illustrations, images, and audio through the spokes. and/or video resources for students. following areas: crime and punishment; military and Medieval justice was typically This device was called an iron maiden defence systems; towns, cities and commerce harsh, with people (who were often because it was shaped like a woman. innocent) punished for the smallest Victims would be locked inside this metal offence. Some punishments (such as box, which was lined with spikes. being put in the stocks or the pillory) HISTORICAL SKILLS Victims were bound tightly and a • Identify and locate relevant sources, using ICT and were designed just to humiliate the constant stream of dripping cold water offender. More serious punishments fell on the same spot on the face. other methods. involved horrifi c torture and slow Hundreds of spikes on the back, • Identify the origin and purpose of primary and death. seat and arms of the Judas chair penetrated the victim’s body. secondary sources. Often, the remains of mutilated Sometimes a slow fi re was lit • Locate, compare, select and use information from corpses were left to rot in public underneath. places as a warning to others not to a range of sources as evidence. offend. This was designed to act as a • Use a range of communication forms (oral, graphic, deterrent. written) and digital technologies. The victim’s head was slowly crushed by turning the wheel. The rack pulled the victim’s arms and The head crusher smashed the legs out of their sockets. Limbs were victim’s teeth and made his or often torn off. her eyes pop out. Teaching tips Consider putting Source 3.65 up on the interactive whiteboard to test students’ understanding of Molten lead was poured into a container and sprinkled over the methods of torture. Tools such as the zoom feature victim through the holes at the end. help to bring this graphic alive in your classroom.  is would also work with a standard data projector using a laptop, desktop computer or tablet. Skillbooster: Discussing punishment Read the introductory text with your students and use this to initiate a discussion about the purposes of punishment. Students should consider times in their own life when they have been punished and what purpose was served by being punished. As new points are raised in this discussion, list the key purposes on the board. Rats were placed in a cage that opened onto a victim’s stomach.  ere are generally accepted to be  ve primary When the cage was heated, the purposes of punishment: only way for the rats to escape was to gnaw through the 1 Deterrence: People are less likely to engage in victim’s body. illegal acts if they know they will be punished Source 3.65 An artist’s impression for doing so.  e medieval practice of putting an of a medieval torture chamber o ender in the stocks was used as a deterrent to

others. 148 oxford big ideas history 8: australian curriculum chapter three medieval europe 149 2 Rehabilitation:  e punishment is designed to help o enders change their ways so they are less likely to re-o end. by placing them in order from the least serious to the •  ghting in public Medieval punishments included: • being branding by hot iron 3 Incapacitation: O enders cannot commit a crime most serious and then consider a similar ranking of • being educated without permission • having hand, ear or  ngers cut o while in prison or a er they have been executed. • death, perhaps by beheading medieval punishments.  is would work better in • witchcra • imprisonment Enter the ID numbers below into the search  eld of 4 Retribution:  e o ender harmed society, •  n e s small groups as students have to discuss and justify • murder • torture (see Source 3.65). your obook to access these resources. therefore society has the right to in ict harm in • being placed in the stocks their rankings of crimes and their punishments as ID03.50 Interactive: Medieval torture chambers return. • abusive languageSAMPLE• whipping For more information on medieval punishments well as their assigning of punishments to the crimes. see the weblinks in the obook extras panel on this ID03.51 5 Restitution: Some punishments, such as a  ne or • drunkenness • being pilloried (placed on public display while Weblink: Were medieval punishments Medieval crimes included: spread. community service, can be used to compensate • hunting in the royal park chained to a post) cruel? the victims of the crime. • t h e  • heresy Use primary source material to answer the key Students could consider some common crimes • kidnapping for ransom • marrying a relative question: ‘Were medieval punishments cruel?’ from the medieval era and decide on a suitable • vagrancy • a wife nagging her husband. ID03.52 Weblink: Torture devices • adultery punishment for each of them.  ey may like to begin A description of 10 medieval torture devices OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 150 151

Australian Curriculum focus more detail. Place these images on slides 2, 3 and 4. Beneath each of these three images write HISTORICAL KNOWLEDGE AND a few sentences explaining why this feature is an important characteristic of this type of castle. UNDERSTANDING Changes to the medieval justice Medieval warfare Include any bibliographical details on the slide. • Continuity and change in society in ONE of the system Warfare was one of the most important ways a medieval 3 Now it is time to link these four slides together. following areas: crime and punishment; military and In 1154, King Henry II became king of England. The kingdom in Europe could become powerful (either by defence systems; towns, cities and commerce types of courts mentioned earlier continued to exist fi ghting to expand its territory or to defend itself). The focus ( is is the method to link the  rst two slides. during his reign. But Henry II also wanted all his subjects was often on capturing the enemy’s stronghold, usually a Simply repeat the method for the remaining to have access (if they desired) to royal justice. So he and castle. Castles were typically built in places that were easier slides.) On the  rst slide insert a shape such as a HISTORICAL SKILLS his court (king’s court) travelled around the land, hearing to defend: on top of a cliff or hill, on an island, or jutting out circle onto the part of the castle described in the • Use historical terms and concepts. cases. Judges began recording court decisions. into a lake. Over the centuries, this initiative continued to second slide. By right-clicking on the shape when be refi ned. It set the basis for today’s common law, Castle fortresses it is in its correct place you can adjust the format as practised in England and Australia (where judges’ In times of peace, a castle was home for a ruler (or feudal of the shape and change the line colour and other decisions are based on those made for similar trials in the lord), his family, servants and vassals (see Source 3.29). Only features. Most importantly, select ‘no  ll’ so that Teaching tips past). Another initiative of King Henry II was trial by jury. a small band of soldiers was needed as guards. In war, the the shape becomes transparent. Consider organising a visit to a magistrates’ court. It, too, continues to this day as a key part of the Western castle became a hive of military activity as the lord called justice system. on his vassals to supply him with foot soldiers, armour, 4 Once you are happy with the shape, right click Remember that the focus of this depth study weapons, and often horses. on it and select ‘hyperlink’. Select ‘place in this is to examine continuity and change in crime The Magna Carta document’ and then ‘slide 2’. Complete this by and punishment. While the focus tends to be on By the early 13th century, King John was England’s king. Changing castle design clicking ‘OK’. Check this works by viewing the how things have changed in many ways since medieval He was not popular. He had raised taxes, fought a series Castle designs changed and developed through the feudal slideshow. times, there are still many aspects of the modern of unsuccessful wars and upset the Pope. The Pope was Source 3.66 A barrister addressing the jury—a modern legacy of changes era, improving on weak features and continuing those that Source 3.67 Fenis Castle in Italy; note the protective outer wall (with its so angry that he had banned religious services in English introduced in England by King Henry II worked. battlements) and the multi-storey keep inside the walls 5 You also need to make a link back to the  rst slide justice system that date from medieval times. churches. Motte and bailey castles so viewers can access the other points of interest Most magistrates’ courts in Australia have an The nobles decided to act. They negotiated with King Early fortresses were called motte and bailey castles. The in the castle. Insert into the bottom of slide 2 John, forcing him (reluctantly) to agree with much of education o cer who can take bookings and help you motte was a raised area (such as a hill) on which a wooden what they put in their charter. The Magna Carta marked a shape that hyperlinks back to the  rst slide. organise your visit.  ey tend to be popular places for fortress was built. Below it was an open area called the bailey, a signifi cant legal change in England: the monarch  ere is a shortcut button for this in the shapes where barns, workshops and stables were located. Both the school visits so make sure that you book ahead and would be subject to the will of others, not just God. menu. It is in the ‘action buttons’ section and is bailey and motte were encircled by a gated timber palisade that you properly prepare your students. No longer could he rule exactly as it suited him. This is (fence-like barrier, made of logs), a ditch (sometimes fi lled called ‘beginning’. seen as one of the fi rst steps towards the development of Some of the features of crime and punishment in with water) and an earth bank. legal and political rights for ‘the people’ and the start of 6 Now repeat steps 3–5 for the two remaining slides medieval times are listed here. modern democracy. King John did go back on some of his Stone castles with keeps in your presentation. agreements, but the momentum for change continued. 1 For each feature, students should note whether it By the late 10th century, stone structures (called keeps) were When students have completed their presentations, The charter, the Magna Carta, was agreed at Check your learning is largely unchanged today from medieval times, starting to replace the wooden fortress in the motte and they should show them to their classmates. Each Runnymede in 1215. King John’s royal seal was affi xed 1 England’s King Henry II introduced a number of initiatives. bailey design. These keeps, usually rectangular and up to four somewhat di erent today from medieval times, or to it. Among its provisions was a signifi cant change for student should ensure that they view presentations a Name two that produced signifi cant change storeys high, were fi tted out to withstand a siege. Thick stone simply no longer practiced. medieval justice: trial by ordeal would be abolished. No of each of the three castle types.  ey can then in medieval England’s legal system. walls replaced the palisade and a wide moat replaced the more could people be condemned, tortured or killed on a Accused persons swore an oath before God. b Why are these examples of continuity and change? ditch. Access to the castle was by drawbridge. complete a compare and contrast activity, such the grounds of suspicion or rumour. b  e oath was sometimes tested by ordeal: 2 How was the medieval practice of trial by ordeal changed as a Venn diagram, showing the di erences and Some other key aspects of the Magna Carta included: Concentric castles either by  re or water. by the Magna Carta? similarities of each of the castles. A follow-up activity • a description of the position of the Church in England Some 200 years later, a new type of castle design emerged 3 The words ‘Magna Carta’ mean ‘Great Charter’ c  e accused person might  ght the accuser in • an outline of feudal responsibilities and obligations is to discuss the advantages and disadvantages of in Latin. Do you agree that it was ‘great’ (however you defi ne in Europe: the concentric castle. It was based on designs a trial by combat. • a promise of fair laws, and for all to have access to the word)? Discuss as a class. Crusaders had seen in the Holy Land. This stone and/or brick each of the castle designs. the courts castle had two outer walls (with battlements) to provide an d Guilty people were punished. 4 Do you think that trial by ordeal was fair? Give reasons for • guidelines on how the charter would be enforced. your view. extra barrier against attack. The outermost wall was often e In some places, a whole village would be curved. The wall closest to the centre was the highest. There Source 3.68 Krak des Chevaliers in today’s Syria, once occupied by Crusader punished for the crimes of one resident. was a greatly reinforced gatehouse, but no keep. knights, is a concentric castle; note the much higher inner wall. f Judges were in charge of courts. g Fines collected were paid to the victim of the 150 oxford big ideas history 8: australian curriculum chapter three medieval europe 151 Enter the ID numbers below into the search  eld of crime. your obook to access these resources. h In some courts, a jury decided on the guilt of ID03.53 the accused. Weblink: Fenis Castle have access to it; and basing legal decisions on it ignored the rights of the vast majority of the population— i  e accused person could choose to be purposes for which castles were created and how they Students can research their chosen castle and Use the website, which includes a short video and similar decisions made in the past (common law). the serfs and workers; and it was never equally enforced. represented by someone else. have changed over time. present their  ndings using PowerPoint.  is is a webcam, to explore the history, frescoes and b Because they set the foundations for common law, 4 Individual responses will vary but might include: it had a good opportunity to demonstrate to students j  ere was a range of courts and accused Skillbooster: Castle PowerPoint architecture of the castle. still with us today. However, the modern justice no rational basis, it was based on superstition; it did not the usefulness of linking together slides within a people were tried in the court depending on presentation ID03.54 Weblink: Krak des Chevaliers system has continued to evolve and change. For actually prove or disprove guilt. presentation so that it becomes an interactive tour for their social status. SAMPLE Great Buildings Online web page on Krak des example, the monarch no longer has judicial powers. Each student or group of students can be allocated a the person viewing it. Here is a suggested method for 2 Students then need to decide for each feature Getting started Chevaliers, includes images, description and a plan 2 It was abolished. medieval castle that is still largely intact.  ere should teaching this technique. whether it is an example of continuity or an 3 Individual responses will vary. Points raised might include: Write the word ‘castles’ on the board.  e class should be a range of the three main castle types, as described drawing example of change. 1 Select a photograph of the castle that shows three For: it abolished the unjust and superstitious practice of brainstorm all words, thoughts or ideas that they can ID03.55 Weblink: Carisbrooke Castle in the ‘Changing castle design’ section of the student of the key features of the castle in a single image. Answers: Check your learning trial by ordeal; it placed the fi rst limits on the monarch’s link to the term. A er a short brainstorming session, book selected by the students. Ensure that Fenis Castle, Place this image in the centre of the  rst slide. Website for Carisbrooke Castle, an English motte authority; and it promised fair laws and equal access link the ideas raised by looking at areas such as castle Carisbrooke Castle and Krak des Chevaliers are three 1 a Answers may include: introducing trial by jury; 2 Select images from your research of each of the and bailey castle.  is website includes an interactive to the courts. Against: it only gave rights to the upper type, purpose, structure, attack and defence. Point of the castles selected.  ere are weblinks for each of allowing any subject who desired ‘royal justice’ to three key features shown in the  rst slide in tour of the castle and grounds. classes; the king ignored many of the points of the charter; out to students that they are now going to discover the these castles in the obook extras panel on this spread. OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 152 153

Australian Curriculum focus Answers: Check your learning 1 On an island, on a cliff top or jutting out into a lake.

HISTORICAL KNOWLEDGE AND Source 3.71 Remains 2 As a home for a ruler, his family, servants and soldiers in Changes in medieval warfare of a medieval fi ghter’s peacetime, and as a stronghold in wartime. UNDERSTANDING Castle warriors chain mail armour Until about the 12th century, armour was made of chain mail (small 3 Answers may include: Castles developed from motte • Continuity and change in society in ONE of the War in medieval Europe meant knights were obliged to hoops of iron linked together, which was fashioned into a knee-length following areas: crime and punishment; military and provide their lord with their own fi ghting services and those and bailey designs, which were fortifi ed keeps made tunic (see Source 3.71). A coat of cloth was usually worn over the tunic. defence systems; towns, cities and commerce of others they recruited. Some recruits were professional from earth and wood on large hills, into stone castles From about 1300 onwards, metal plate armour became more common. Its design soldiers, men of the upper social class. They might be the with external walls and keeps by the end of the 10th would change further so it eventually protected the whole body. Whole-body armour younger sons of noble families, wanting to improve their made a shield less necessary. century. The keeps of these castles were similar in HISTORICAL SKILLS standing through military service. (The eldest son inherited When using a shield, the fi ghter had only one hand for his sword. So, early sword design to the original baileys. Crusaders returned from • Use historical terms and concepts. the father’s entire estate then.) Such soldiers were often called designs were for one-handed use. As armour changed, so did designs of swords: they the East with new ideas on castle design and this led to men-at-arms. • Identify the origin and purpose of primary and were larger and made for two-handed use. The aim of these weapons was not so much Other fi ghting recruits were commoners (peasants). These the development of concentric castles which no longer secondary sources. to cut as to bash. Two free hands meant that weapons such as the mace (an iron club), men, often called up straight from the fi elds or towns, fought had keeps. Gunpowder and advanced siege weapons morning stars (a metal ball attached to a chain and handle), fl ails and war hammers • Locate, compare, select and use information from as foot soldiers (often archers) as they could not afford horses. eventually made castles redundant. Armour in the early could be more easily used. a range of sources as evidence. Their weapons and armour were much simpler than those of medieval period usually consisted of chain mail over knights and men-at-arms. • Draw conclusions about the usefulness of sources. Gunpowder a padded coat for the wealthy and cheaper padded Source 3.69 A modern recreation of a knight practising his jousting skill Gunpowder reached Europe during the 13th or 14th centuries from China (where it • Identify and describe points of view, attitudes and with a quintain (a post to act as an opponent for practice). Medieval knights Military training or leather armour for peasants. Most soldiers were was fi rst developed some 400–500 years earlier). It was another factor that helped to values in primary and secondary sources. used a quintain to help them perfect the accuracy of their lance blows. also protected by a helmet or cap and a shield. From To stay fi t and trained for war, knights fought jousts. Often end Europe’s feudal system. It did so by changing how wars were fought. the start of the 14th century, plate armour developed. these were public spectacles. Heavily armoured knights It was fi rst used effectively during the Hundred Years War between France and charged each other on horseback holding wooden lances England. Now castle walls could be more easily broken down: sappers could blow This was soon replaced by full-body plate armour, ahead of them. Sometimes a long wooden fence, called a them up or gunpowder could be used in weapons fi red at them. By about 1350, forms which made shields redundant. Plate armour was too Skillbooster: A medieval tournament tilt, separated the charging horses. The idea was to knock an of cannon were becoming commonplace. expensive to equip entire armies with and gunpowder opponent off his horse. The use of fi rearms in warfare gradually reduced the importance of knights weapons which could pierce plate armour soon made it Source 3.70, showing a medieval tournament, is a Sometimes the contest was not between two knights but on horseback. Early cannons could be fi lled with metal fragments and fired at the redundant. rich primary source of information about medieval hundreds of fi ghters (knights on horseback and foot soldiers). enemy. Early fi rearms also increased the distance between fi ghting armies. Plate 4 a Answers may include: closing the portcullis and Europe. By dividing the image into sections, students These events were called tournaments (see Source 3.70). They armour could defl ect the early ‘bullets’ and grapeshot, but it meant that all soldiers in were mock battles, similar in principle to today’s military can explore di erent aspects of this period of history. battle now required armour. The increased expense of so equipping an army shifted gate, building the castle with thick walls and a training exercises. By the 13th century, tournaments had the responsibility for this onto kings, not feudal nobles. And so the importance of moat, dropping missiles on to attackers through Here is an assortment of activities and discussion become colourful spectacles that created great excitement knighthood began to diminish. In place of knights, new types of professional soldiers murder holes and shooting arrows through questions on various sections of the source. among medieval communities. Source 3.72 A medieval fi ghter’s full emerged who led new types of troops. plate armour (made in the 15th century for the crenels or through slits in the walls called Top le : viewing box the Count of Tyrol, Archduke Sigismund Heraldry of Austria) embrasures. 1 Examine the people in the viewing box. What It was common for noble medieval families to adopt a badge, b Answers may include: undermining the walls with does their position at the tournament and their or coat of arms. This practice was called heraldry. Each son sappers, poisoning the castle’s water supply, Ribauldequin: a wheeled in a family added a specifi c symbol to the family’s coat of Pot de fer (iron pot): an clothing suggest about their social status? trolley with multiple barrels for Check your learning cutting off the castle’s food supply, caving in the early form of cannon that arms (for example, a fi ve-point star for a third-born son). A use against troops in the fi eld. fi red a large metal arrow 1 Name three places in which a castle might commonly be built gate with a battering ram, climbing the walls with 2  is box is virtually all women. What does this knight’s coat of arms was featured prominently, on clothing, It was fi rst used in 1339. for security. tell you about medieval society? shields and on their horses’ coats. This meant a knight could scaling ladders, shooting arrows at the defenders 2 What two main purposes did castles serve in feudal Europe? Centre top: musicians be identifi ed on a battlefi eld, whether fi ghting or among the from behind mantlets, using siege weapons piles of the dead. Petard: a small Some new weapons 3 Explain briefl y how both castle design and armour design like trebuchets, ballistas and mangonels, and 1 What instruments are these men playing? explosive grenade changed over time. Where relevant, explain what aspects of Coats of arms were usually colourful and sometimes attacking the walls with a protective siege tower each continued (even if in another form). 2 What roles do you think the music served at this highly decorative. Design features included crosses, checks, or ‘belfry’. stripes, wavy lines and symbols such as crowns, lions, 4 Study Source 3.74, which follows. tournament? Bombard: an early form Baton au feu a List three ways of defending a castle under attack. 5 Points raised might include: made shields, chain battlements, weapons and the fl eur -de-lys (a simplifi ed image of cannon used for siege (stick of fi re): an 3 Are there equivalents of music being played at Source 3.70 A medieval artist’s impression of a tournament of a lily). warfare. It fi red heavy metal early hand-held b List three tactics or items an attacking army might use to mail and plate armour redundant; made the cavalry modern sporting tournaments? What role does balls and stones. cannon force the surrender of a castle. increasingly less important than artillery on the music play at modern sports festivals? 5 Draw a fl ow chart to show some of the ways gunpowder battlefi eld; made castles redundant as a form of Source 3.73 New weapons in the age of gunpowder changed medieval warfare, both in the short and longer term. Top right: coats of arms defence; increased the range at which battles could be

1 Describe the coats of arms on display at this 152 oxford big ideas history 8: australian curriculum chapter three medieval europe 153 fought; changed battlefi eld tactics; made knighthood tournament. increasingly less relevant and important; and led to the 2 Why did a knight carry a coat of arms? development of professional armies. 3 Design your own coat of arms. You could make used for? Which ones would be best in close 2 What did owning a horse for battle tell others For further discussion  ere are many people who re-enact historical events a small cardboard  ag of your coat of arms and  ghting, such as that shown in this source, and about your social status in medieval times? How useful is Source 3.70 for  nding out about (also known as living history) such as medieval display it proudly at the top of your pencils. which weapons would be better when the 3 How would a soldier weighed down with armour medieval tournaments? What are the limitations tournaments.  e annual Abbey Medieval Festival in 4 Are there equivalents of coats of arms at modern men-at-arms are further apart? and weapons have mounted a horse? of using an artist’s impression and what are the Brisbane, for example, attracts around 20 000 visitors sporting tournaments? 3 Describe the various examples of armour in this 4 Why do you SAMPLEthink some of these horses are advantages for modern historians? Do you think that (see the weblink in the obook extras panel on this Middle le : tournament battle image. Sketch some of the di erent helmets and wearing blankets to cover their  anks? the artist was present at the tournament or not? Give spread). You may  nd an example of historical 1 Make a list of the weapons being used at this shields. Bottom some reasons for your answer. re-enactment in your local area. Why do you think tournament. Can you  nd examples of the 4 Is this a real battle or an example of military people choose to re-enact an event such as a medieval 1  ere are three men standing behind a fence What do you think was the artist’s point of view Enter the ID number below into the search  eld of following: mace,  ail, crossbow, lance and training? Give some reasons for your answer. tournament? carefully watching the tournament. What do you on tournaments? Did he, for example, support the your obook to access this resource. halberd? Middle right: horsemen think their roles are? Give some evidence for your concept of a tournament or was he opposed to it? 2 Conduct some research into each of these ID03.56 Weblink: Abbey Medieval Festival 1 What would be the advantage of being on answer. How can you tell? weapons. How was each used and what was it Home page for the Abbey Medieval Festival horseback in a battle? OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 154 155

Australian Curriculum focus Weapon De nition

Sappers A large tree trunk used to bash HISTORICAL KNOWLEDGE AND down a gate or wall UNDERSTANDING A battering ram (large tree trunk, External walls (up to four metres thick) Castle siege sharpened to a point) was wheeled in, from which defenders on the battlements Mantlet Giant crossbow • Continuity and change in society in ONE of the its operators protected by an overhead could fi re weapons or drop boiling oil Besides directly attacking a castle, siege tactics following areas: crime and punishment; military and wooden shelter covered in wet animal included cutting off the castle’s food supply, Moat The fortifi cations on the top of the skins. It was used to repeatedly ram a poisoning its water supply or digging under defence systems; towns, cities and commerce castle walls gate or section of wall. a portion of its wall. Rarely was a siege won The camp of the army laying siege quickly or easily. Hoardings Wooden structures jutting out HISTORICAL SKILLS A ruler who withstood attack on his castle from the tops of towers became stronger by reputation. An attacking • Use historical terms and concepts. Mangonels were like a leader able to overthrow a castle became stronger Trebuchet Engineers who tunneled under giant slingshot, fl inging • Identify a range of questions about the past to inform because of the loot and land he took. Strong smaller rocks or burning castle walls a historical inquiry. In a belfry, attackers ran pieces of wood. lords attracted more vassals. up internal ladders to a Crenellations A reinforced metal gate • Identify and locate relevant sources, using ICT and drawbridge that allowed other methods. them to mount the top of Ballista Thin wall openings the wall. • Locate, compare, select and use information from A ballista was like a king- Portcullis A moveable shield used by a range of sources as evidence. sized crossbow that fi red archers • Develop texts, particularly descriptions and arrow-like bolts. Battering ram Used a counterweight to fl ing explanations that use evidence from a range of missiles into the castle sources that are acknowledged. • Use a range of communication forms (oral, graphic, Embrasures A giant slingshot written) and digital technologies. Mangonel A water-fi lled ditch around a castle

Skillbooster: Under siege Hoardings were timber structures jutting out from the 1 Using 21st-century ideas and knowledge—but Trebuchets used a counterweight to fl ing battlements. These protected castle archers. Missiles only materials and technology available to missiles such as huge rocks or rotting could be dropped through holes in the wooden fl oor. animal carcasses over castle walls. medieval people—have students design a siege engine (that is, a weapon suitable to use by those Walls were thick to withstand the impact of laying siege to a castle) they think would have Skilled longbow archers could fi re arrows missiles and direct hits by great distances every fi ve seconds. been most e ective in the siege scene depicted in siege engines wheeled in Source 3.74. Students could work in small groups, close to the walls Archers used mantelets sharing ideas. Using ICT tools or a model of their (moveable screens) as cover. siege engine, students could present their group’s

design solutions to the class, explaining how it Crossbows fi red heavy Portcullis, a reinforced Crenel, the opening in a crenellation or Missiles could be dropped through bolts that had more (usually metal) gate operated would be e ective. battlement, through which to attack murder holes in the gatehouse. force than arrows. by ropes and pulleys 2 In small groups, students could write a short Thin wall openings, called loopholes or arrow slits, historical account to describe what is happening prevented the entry of all but in the siege illustration on these pages.  ey will the most accurate of arrows. A water-fi lled moat prevented attackers need to make up some details (for example, the having easy access to castle walls. lord’s name, who his supporters are, what might Scaling ladder have prompted the con ict). Students should use Source 3.74 Artist’s impression of an attacking army laying siege to a castle Merlon, the raised portion of the crenellation, which protected defenders the visual and textual information in Source 3.74 154 oxford big ideas history 8: australian curriculum chapter three medieval europe 155 Workbook resources to describe this ‘incident in history’ as accurately Activity 3.3 Castle construction as possible. In the  nal paragraph, they should describe the outcome of the battle. Make sure they explain which tactics were most successful the table in the right-hand column of this spread. Skillbooster: Interactive and decisive in the battle. Once students have tried to complete this activity An interactive learning activity for the castle siege from memory, they can then correct their mistakes Enter the ID numbers below into the search  eld of For more information on castle sieges see the is available on the obook (see the link in the obook by referring to the picture.  ey can then divide the your obook to access these resources. weblinks in the obook extras panel on this spread. extras panel on this spread).  is activity includes list into defensive weapons and attacking weapons. ID03.57 Interactive: Castle siege a range of illustrations,SAMPLE images, and audio and/or Skillbooster: Memory test Can they  nd examples of speci c strategies or ID03.58 video resources for students. Weblink: Castle attack and defence Give your students three minutes to carefully examine structures developed to counteract another speci c  is website uses images of medieval castles to the picture on these pages.  ey should pay close strategy or weapon? For example, a portcullis describe methods of attack and defence. attention to the names of particular attack or defence was a direct response to the battering ram.  is ID03.59 Weblink: Destroy a castle weapons and techniques. Once the time is up, students could be used as a springboard for a discussion on should close their books and attempt to match the name arms escalation, or the arms race as it is called in Online game which requires students to adjust of the weapon or technique with its de nition using modern times. a trebuchet to destroy a castle wall OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 156 157

Australian Curriculum focus groups called guilds to represent their interests; the emergence of a genuine middle class; and the massive depopulation caused by the Black HISTORICAL KNOWLEDGE AND Death. UNDERSTANDING Option 2: People began to turn away from the • Continuity and change in society in ONE of the bigideas strict social hierarchies and limitations promoted following areas: crime and punishment; military and by the Church and the monarchy; the emergence defence systems; towns, cities and commerce 3.3 How and why did society in medieval Europe change? of a middle class demanding rights and freedoms; miscarriages of justice; inconsistency in legal 8 Is there any relationship today in Australia that is similar to Remember Feature Assessment of effectiveness Suggested improvements HISTORICAL SKILLS the relationship between a lord and a vassal? Explain your decisions; and improving literacy rates. 1 Write short defi nitions in your own words for the following answer, giving examples. Portcullis • Use historical terms and concepts. terms: Option 3: New technologies emerged; new ideas 9 What do you think is the most signifi cant change that has Drawbridge for architecture developed; and contact with For Option A (towns, cities and commerce): charter, guild occurred in your community in the last fi ve years? Explain foreign civilisations during the Crusades. For Option B (crime and punishment): heresy, treason why you think it occurred and how you think it will affect Murder holes your community in the short and longer term. For Option C (military and defence): men-at-arms, heraldry. Crenels 11 Individual responses will vary. Answers: Big ideas 2 In your own words, defi ne the word ‘barbarian’ as the 12 Individual responses will vary. Analyse Moat 1 Option A: Charter: a document outlining the rights Romans used the term. 10 For the option you studied in this section, identify: 13 Answers may include: the Church was extremely and freedoms given to townspeople in exchange for 3 What religious institution played a dominant role in most people’s lives in medieval Europe? a in what way/s it saw change introduced for the society wealthy because it was exempt from taxes and was payment to their lord. Guild: a group of workers from of medieval Europe Create 4 Who was known as the Holy Roman Emperor? given huge areas of land; the Church convinced people the same profession who band together to set prices, b what aspects of it (directly or indirectly) have continued 15 Complete one of these activities: 16 Design and create a coat of arms for your own family similar that they needed to follow the Church’s teachings to through to the present day to those shown in the banners below. Select colours and quality standards, working conditions and wages. Understand Option A: Role-play either a discussion at a guildhall meeting go to heaven and avoid eternal torment in hell; the c the causes and consequences of any changes (consider symbols that you think say something about your family’s 5 Use a concept map to explain why the 14th century was about a topic of concern (choose a trade or occupation) or Option B: Heresy: the adoption of beliefs contrary to any impacts on such things as daily life, social structure, ancestors and achievements (you may want to conduct Holy Roman Emperor provided military support for such a period of change in medieval Europe. Include in it the representations senior townspeople make to a feudal the offi cial Church dogma, could be punished by law. the environment, belief system and so on). Present your some research fi rst to fi nd out what the various parts of some of aspects you have covered in your option study for lord for more independence for their town. the Roman Catholic Church; and the Church took fi ndings in a form of your choice (such as an essay, a a coat of arms means). Most importantly, come up with Treason: a general legal term covering extreme crimes this section. Think, too, about how some of the changes Option B: Scenes such as those shown in Source 3.65 advantage of the conservative nature of society to role-play discussion with others, an extended concept an appropriate motto (a saying that you think has some against your nation or sovereign. you list impacted on existing systems such as feudalism, were everyday practice for a long time in medieval Europe. map, a visual display, a series of storyboards and so on). signifi cance for your family). maintain strict traditional hierarchies. manorialism and Christianity. Discuss with a partner to what extent you agree that Option C: Men-at-arms: Professional soldiers, who were When you have completed the coat of arms, label each 14 Points raised might include: Porticullis: Effectiveness: 6 Explain how each of the following helped to bring about aspects of such behaviour still continue in some parts of the Evaluate feature, explaining its meaning and signifi cance. often the younger sons of noble families who wished to change in medieval Europe: magnetic compass, astrolabe, world today. is reinforced, usually metal, strong and can be closed 11 In a class brainstorm, predict what might have happened increase their social standing through military service. printing press. Option C: Write a dialogue (based around quickly, but it also has gaps through which attackers in the society of medieval Europe if factors causing change some aspect of the attack shown, and Heraldry: the practice of having a coat of arms to in your optional study had not happened. could fi re arrows or other projectiles at the defenders. Apply medieval warfare) between two or more represent a noble family, and the rules governing it 12 In small groups, discuss the concept of knighthood today. Improvements: add more reinforced metal crossbeams 7 In your notebook, complete the following table, which asks characters in Source 3.74. How is it similar to medieval knighthood and how is it 2 Individual responses will vary. An example might be: you to identify modern roles in Australian society with roles to make it more diffi cult for projectiles to fi t through. different? Do you think knighthood is still relevant today? tribal peoples from outside the Roman Empire. in medieval Europe under feudalism (Source 3.22 will come You should provide reasons and examples to support your Drawbridge: Effectiveness: could be raised to deny in handy as a reference for you). 3 The Roman Catholic Church answers. access to the gates but was made of wood and was 4 The Emperor of the Holy Roman Empire. The Medieval Europe Australia today 13 Why do you think the Church was so powerful in medieval therefore fl ammable. Improvements: covering the pope declared Charlemagne Holy Roman Emperor Lord Europe? In what ways did the Church hold power over underside of the drawbridge with treated animal skins to people, both physically and mentally? in 800 CE, and Charlemagne’s son Louis the Pious Monk make it more shock absorbent and less fl ammable. 14 Look at Source 3.74 and note the various protective succeeded him. Peasant elements of the castle and the ways in which the castle is Murder holes: Effectiveness: extremely effective way of 5 Individual responses will vary. Points raised might being attacked. With a partner, complete the following table dropping projectiles onto the heads of attackers in the Steward include: it was a period of massive population growth to assess the defences of the castle and determine the gatehouse. Improvements: Cover the murder holes with effectiveness of those features, as well as how they could Hayward wooden covers to prevent accidents and stop attackers and subsequent depopulation, the creation of new be improved to combat the weapons of the enemy. Reeve societies out of power vacuums, there was increased For bonus points, add another column to this table and from fi ring arrows back through the holes. contact with foreign civilisations via expeditions such suggest how the enemy’s weapons could also be improved Crenels: Effectiveness: allows defenders to launch as the Crusades, new ways of organising society to be more effective against the design of the castle. projectiles and fi re arrows from the battlements, and such as feudalism developed, towns increased in allows greater visibility of the enemy’s movements both number and size rapidly, skilled workers began from the walls but also provided easier access for an

to group together to represent their own interests, the 156 oxford big ideas history 8: australian curriculum chapter three medieval europe 157 attacking army with scaling ladders. Improvements: towns enabled the creation of a new ‘middle class’ build metal spikes into the crenels and cover them in who wanted a say in their own governance, towns and grease, fat or oil to prevent attackers from using them to cities resisted their traditional ties to manor lords, new gain access to the walls. general labourer; Steward: a building manager, or a commerce; and the prosperity of the towns Option C: castles developed from motte and bailey evolved into trade unions; and towns and cities are legal systems developed, rights traditionally reserved Moat: Effectiveness: provides an effective barrier to business manager, or a personal assistant; Hayward: contributed to the emergence of a ‘middle class’ designs to stone keeps to concentric castles; governed as autonomous units. for nobles were extended to the new middle class, any attacking army but can be fi lled in to allow belfries, a security guard or a CCTV operator; Reeve: a union who wanted a greater say in government. larger armies with more professional soldiers Option B: common law is still part of the Western and the Black Death provided a challenge to powerful ladders and battering rams access to the walls, and can leader. Option B: systems of trial and punishment from emerged; armour developed from padded cloth legal system; trial by combat and trial by ordeal are institutions such as the monarchy, nobility, and the be easily poisoned if it is also the castle’s water supply. 8 Individual responses will vary. the early feudal system, such as trial by ordeal and chainmail to full metal plate armour; shields still illegal; torture is still practiced in many parts Church. Improvements: ensure that the moat is connected to SAMPLEbecame less important for knights; swords 9 Individual responses will vary. and trial by combat, were abolished; all subjects of the world; and most people have the right to 6 The magnetic compass and the astrolabe both allowed a continuous supply of fl owing water to make it more were given access to Royal courts rather than only changed from cutting weapons to bashing appeal and to trial by jury. sailors to navigate more accurately, making it possible 10 a Option A: skilled workers moved to the towns diffi cult to fi ll in, that it is extremely deep to prevent local manor courts; checks were placed on the weapons to deal with the plate armour; weapons for Europeans to explore unmapped parts of the world. in search of greater independence and better Option C: guns and artillery are the dominant attackers from tunnelling under it, and that it is not the absolute power of the monarch; judicial decisions became increasingly two-handed rather than one- The printing press allowed books to be reproduced living and working conditions; towns became forms of warfare; soldiers still train for warfare castle’s only supply of fresh drinking water. began to be based on a specifi c set of legal handed; and gunpowder eventually made plate cheaply, allowing new ideas to spread quickly. increasingly independent from manor lords; the through mock combat; body armour is still used armour and castles redundant. 15 Individual responses will vary. population of towns and cities grew enormously; precedents; more people began to be extended in warfare; and defending armies still take refuge 7 Lord: a landlord or a business owner who franchises out 16 Individual responses will vary. the number of towns and cities grew rapidly; the right to appeal; the right to be tried by a jury of b Option A: most people now live in towns and behind strong fortifi cations. their business; Monk: a monk, a priest or a university skilled workers in the towns began to form your peers was extended to the middle classes; cities; most of the towns and cities founded in academic; Peasant: an unskilled worker, such as a c Option 1: European society became more stable guilds; towns became richer through trade and and the basis of modern common law emerged. the medieval period are still inhabited; guilds have and less dangerous, skilled workers began to form OXFORD BIG IDEAS HISTORY 8: AUSTRALIAN CURRICULUM 3 MEDIEVAL EUROPE 158 159

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND UNDERSTANDING • The way of life in Medieval Europe (social, cultural, connectingideas economic and political features) and the roles and relationships of different groups in society • Signifi cant developments and/or cultural achievements, Medieval Europe such as changing relations between Islam and the Source 3.77 A meeting West (including the Crusades), architecture, medieval Heart of the Western world of Australia’s upper house manuscripts and music of parliament—the House You will have seen or heard references in the of Representatives • Continuity and change in society in ONE of the media and elsewhere to terms such as ‘the Western following areas: crime and punishment; military and defence systems; towns, cities and commerce world’, ‘the West’ and ‘Westernisation’. Australia, • The dominance of the Catholic Church and the role of for instance, is a Western country with a Western signifi cant individuals such as Charlemagne culture, as is the United States, Canada, Norway and so on. All Western countries share a cultural heritage and historical traditions that originated in Source 3.76 The scientifi c HISTORICAL SKILLS (Latin) name of the koala is System of government western Europe. Th at heritage draws on the culture Phascolarctos cinereus. • Sequence historical events, developments and periods. Meetings of parliament in Australia can be traced back to men • Use historical terms and concepts. and traditions of medieval Europe and ancient Language who advised the king, later called the Great Council. England’s • Identify and locate relevant sources, using ICT and Rome (of which it was once a part). In turn, ancient King John, in signing the Magna Carta in 1215, promised that the Latin was the offi cial language of the ancient law would be important in the country’s rule, not just the will of other methods. Rome had, before that, absorbed much from Romans. It became the language used in the monarch. This led to meetings of both nobles and ordinary • Locate, compare, select and use information from a ancient Greece. medieval Europe for offi cial documents and people to talk about important matters. range of sources as evidence. Church services. Until recent times, it was still The Great Council was expanded to include more ordinary the language commonly used in many Roman • Use a range of communication forms (oral, graphic, people. In 1350, when it became known as a parliament, it was Catholic Church services. Latin is the basis broken into two groups. The nobles (lords) met in one place and written) and digital technologies. Christianity of a great many English words we use today. the ordinary people (commoners) in another. This arrangement Christianity dominated the history of medieval Europe. Scientists use Latin words to classify areas of later developed into Britain’s upper house of parliament, the Its teachings infl uenced behaviours, value systems their study. House of Lords, and its lower house, the House of Commons. and ideas about justice and punishment. Its workers— 1 Why might it benefit students in Australia Australia inherited this governing system. Answers: Christianity mostly monks—preserved a great many ancient and today who want to become botanists if they 1 The word ‘parliament’ comes from the French word parler, medieval documents. Its traditions greatly infl uenced art, have studied Latin? meaning ‘to talk’. How relevant do you think this word is to 1 Australia’s fi rst white settlers were from Britain, and architecture and music. 2 The origin of English words in a dictionary is both the governing system in Australia and England’s medieval Britain became and remained a Christian nation Australia’s fi rst white settlers were from Britain, identified at the end of each entry. Find ten arrangements? only because of the spread of Christianity during the bringing their ‘western Europe’ traditions and beliefs with English words with Latin origins. 2 Think back to what you have learned about the history of medieval period. them. Since that time, Australia has changed. It now has a 3 The Viking invaders who later settled in medieval Britain. Why might its governing body be called a multicultural population and growing links with Asia. parts of medieval Europe introduced their parliament, based on a French word? 2 Answers may include: the infl uence of rational thought, 1 What debt does Australia’s classification as a Christian language: Norse. English words such as 3 What important principle did the Magna Carta set out that a secular government and state education system, nation owe to medieval Europe? ‘window’, ‘egg’, ‘kick’ and ‘ugly’ have Norse allowed ordinary people to have more say in the rule of their origins. Use a dictionary to fi nd fi ve more. scientifi c advances, education, the rise of non-traditional 2 As a class, discuss why Australia today is an example country? belief systems in the West and migration. of continuity and change in respect to its status as a 3 Individual responses will vary. Points raised might ‘Western’ country. include: Architecture: the style of churches. Public 3 Locate an example, in each case, of how Christianity has Today, Australia’s debt to the legacy of medieval Europe is still strong, though weakening in some areas. Decide, influenced architecture, public behaviour, art and music in through group discussion, what sort of country you think Australia will be in 100 years time. How do you think it will have behaviour: there is an expectation that people in public This church service, held within St Andrew’s Source 3.75 this country. changed? To what extent do you think it will then be defi ned as a Western society? offi ce behave in a certain way and appeal to certain Cathedral in Sydney, continues a tradition set in medieval Europe. values, such as not swearing. Art: the Blake Prize is an annual prize for religious art. Music: the Hillsong Church 158 oxford big ideas history 8: australian curriculum chapter three medieval europe 159 releasing albums that top the charts. Answers: Language 3 Individual responses will vary. Some examples may 2 Because the rulers and nobles of early medieval Britain 1 Because most plants’ formal names are in Latin. include: doona, die, fl at, fog, gawk, gift, husband, lad, were Normans and spoke French dialects. 2 Individual responses will vary. Some examples may keel, kid, knife, outlaw, oaf, race, sting, troll, wand, skull, 3 It promised that the people and the law would be include: agriculture, villa, villager, casino, estate, reindeer, ombudsman, mire, litmus, geyser, blunder important to the way the country was governed, not just via, terrain, terrestrial, terrace, subway, suburban, Teacher resources and awe. the will of the king and the ‘will of God’. submarine, subterranean, aquarium, scholar, school, SAMPLE Chapter 3 Medieval Europe maritime, me, circumnavigate, circumspect, quiet, Answers: System of government Editable chapter test miracle, mirage, peril, fi lial, beast, in, ancient, antique, 1 Individual responses will vary. Points raised might Available online at www.oup.com.au/ altitude, magnify, terrier, have, habit and novel. include: that parliaments always involved talking, even in bigideashistory8. Click on the ‘Teacher medieval Europe when it was clearly the powerful elite Resources’ tab and enter the password (which telling the majority of the population what to do. can be obtained by contacting your Oxford representative).