Geoffrey Chaucer's Franklin in the Canterbury
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Unit 8: the Feudal System
The Artios Home Companion Series Unit 8: The Feudal System Teacher Overvie w AFTER THE Fall of Rome and the conquests and raids of the Vikings, the people of Europe needed protection and security. It was out of this need that the feudal system arose. Lesser lords and knights would pay tribute to more powerful nobles in exchange for their protection. While this may sound good in theory, the resulting system had its disadvantages, such as abuse of the poor. In this unit we will study the effects of feudalism. Miniature from the Queen Mary Psalter, c. 1310, of men harvesting wheat with reaping-hooks. It is a depiction of socage (paying rent in the form of labor) on the royal demesne (the land which was retained by a lord of the manor for his own use and support) in feudal England. Reading and Assignments Based on your student’s age and ability, the reading in this unit may be read aloud to the student and journaling and notebook pages may be completed orally. Likewise, other assignments can be done with an appropriate combination of independent and guided study. In this unit, students will: Complete one lesson in which they will learn about the feudal system. Define vocabulary words. Explore the following websites: ▪ The Middle Ages - The Feudal System: http://www.angelfire.com/hi5/interactive_learning/NormanConquest/t he_middle__ages.htm ▪ Britain’s Bayeux Tapestry: http://www.bayeuxtapestry.org.uk/ Visit www.ArtiosHCS.com for additional resources. Medieval to Renaissance: Elementary Unit 8: The Feudal System Page 76 Leading Ideas God orders all things for the ultimate good of His people. -
Washington, Bowdoin, and Franklin
WASH ING T 0 N, BOWDQIN, AND FRANKLIN, AS PORTRAYED IS 0CCASI0NAL AD L) RESSES. WashnQ ton JVitz.o nal Jtioimm ent Proposed heLght in clotted lines, 48.5 fi Completed, shown by dnrk lznes, 174 fi Stone Terrace, 25f* hzgh dLarneter 2OOfS WAS HIN G T 0 N, BOWDOIN, AND FRANKLIN, AS PORTRAYED IN OCCASIONAL ADDRESSES: BY vxi ROBERT C. WINTHROP. I WITH A FEW BRIE-F PIECES ON KINDRED TOPICS, ASD WITH NOTES AKD ILLUSTRATIONS. LITTLE, BROWN, AND COMPANY. 1876. 7 /' Entered according to Act of Congress, in the pear 1876, by LITTLE, BROW6, AND CONIPANY, In the Office of the Librarian of Congress, at Vashington. Cambridge : Press oj 70hWilson and Soti. PREFATORY NOTE. I ‘&VE so often, of late, been called on for copies of some of these productions, -no longer to be found in a separate or convenient form,-that I have ventured to think that they might prove an acceptable contribution to our Centennial Literature. They deal with two, certainly, of the greatest figures of the period we are engaged in commemorating; and BOWDOIN,I am persuaded, will be’ considered no un worthy associate of WASHINGTONand FRANKLINin such a publication. The Monument to Washington, to which the first pro duction relates, is still unfinished. It may be interesting to recall the fact that the Oration, on the laying of its corner-stone, was to have been delivered by JOHNQUINCY ADAMS. He died a few months before the occasion, and it was as Speaker of the House of Representatives of the United States, of which he had long been the most illus trious member, that I was called on to supply his place. -
Unit 8: the Feudal System
The Artios Home Companion Series Unit 8: The Feudal System Teacher Overview AFTER Charlemagne’s empire was broken up and Norsemen began to raid, Europe’s rulers needed to find a way to protect their lands and people from invading marauders and other enemies. Over time the feudal system developed, by which powerful lords offered protection to lesser lords, expecting service in return. Castle – a traditional symbol of a feudal society (Orava Castle in Slovakia) (By Wojsyl - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=101646) Reading and Assignments In this unit, students will: Complete two lessons in which they will learn about the rise of the feudal system, and feudal warfare, journaling and answering discussion questions as they read. Define vocabulary words. Medieval to Renaissance: Middle School Unit 8: The Feudal System Page 97 After each day’s reading, a wonderful time of exploration will be spent on the suggested websites dealing with feudalism and William the Conqueror or reading one of the library resources suggest the teacher or parent. ▪ The Middle Ages – The Feudal System: http://www.angelfire.com/hi5/interactive_learning/NormanConquest/t he_middle__ages.htm ▪ Britain’s Bayeux Tapestry: http://www.bayeuxtapestry.org.uk/ Be sure to visit www.ArtiosHCS.com for additional resources. Leading Ideas God orders all things for the ultimate good of His people. And we know that for those who love God all things work together for good, for those who are called according to his purpose. — Romans 8:28 Vocabulary Key People, Places, and Lesson 1: Events homage vassal recompense fealty adherent villein William the Conqueror serf Lesson 2: none Homage of Clermont-en-Beauvaisis Medieval to Renaissance: Middle School Unit 8: The Feudal System Page 98 L e s s o n O n e History Overview and Assignments The Feudal System “The root idea [of feudalism] was that all the land in a country belonged to the King, who held it from God alone; but of course no one man, king although he might be, could farm the land of a whole country. -
Second Serfdom and Wage Earners in European and Russian Thought from the Enlightenment to the Mid-Nineteenth Century
CHAPTER 1 SECOND SERFDOM AND WAGE EARNERS IN EUROPEAN AND RUSSIAN THOUGHT FROM THE ENLIGHTENMENT TO THE MID-NINETEENTH CENTURY The Eighteenth Century: Forced Labor between Reform and Revolution The invention of backwardness in Western economic and philosophical thought owes much to the attention given to Russia and Poland in the beginning of the eighteenth century.1 The definitions of backwardness and of labor—which is the main element of backwardness—lies at the nexus of three interrelated debates: over serfdom in Eastern European, slavery in the colonies, and guild reform in France. The connection between these three debates is what makes the definition of labor—and the distinction between free and forced labor—take on certain character- istics and not others. In the course of the eighteenth century, the work of slaves, serfs, and apprentices came to be viewed not just by ethical stan- dards, but increasingly by its efficiency. On that basis, hierarchies were justified, such as the “backwardness” of the colonies relative to the West, of Eastern relative to Western Europe, and of France relative to England. The chronology is striking. Criticisms of guilds, serfdom, and slavery all hardened during the 1750s; Montesquieu published The Spirit of the Laws in 1748, which was soon followed by the first volumes of the Ency- clopédie.2 In these works the serfdom of absolutist and medieval Europe was contrasted with the free labor of Enlightenment Europe. Abbé de Morelli took up these themes in 1755, condemning both ancient serf- dom and modern forms of slavery, in both the colonies and Russia. -
Land and Feudalism in Medieval England
Land and Feudalism in Medieval England by Magistra Rosemounde of Mercia Most people know that the feudal system controlled property ownership in England after the Norman conquest of 1066, but without a real understanding of what that means. Feudalism (the term was not actually used until the 17th century) was a social as well as an economic system. It combined elements of Germanic tradition with both Roman and Church law. It is a law of conquerors. The basis of English feudalism was that every person's position in society was defined through a relationship with land, because land was the major source of revenue and the real source of power. Prior to the Conquest, two types of land holdings were known in England: the Celtic, and later, the Germanic or Saxon. Under Celtic custom, all land was held by the sword. There were no legal institutions to protect ownership, only the owner's ability to hold it. Under the Saxon system, land ownership was tied to families. Land was not held of any superior and was not allowed to leave family possession. This form of holding was called folk-land. Folk-land was measured by dividing it into large counties that were then subdivided into hundreds. Later, as Saxon law was influenced by Roman law and the Christian Church, two other holdings developed: book-land, land that was a gift from a superior, and laen-land, land that was loaned to someone outside the family unit in exchange for something. This changed with the Norman conquest. William the Conqueror and his successors, claimed ownership of all the land in England, and everyone else held their land either directly or indirectly from the King. -
Jimmy Gentry
THE UNIVERSITY OF TENNESSEE KNOXVILLE AN INTERVIEW WITH JIMMY GENTRY FOR THE VETERANS ORAL HISTORY PROJECT CENTER FOR THE STUDY OF WAR AND SOCIETY DEPARTMENT OF HISTORY INTERVIEW BY G. KURT PIEHLER AND KELLY HAMMOND FRANKLIN, TENNESSEE JULY 22, 2000 TRANSCRIPT BY KELLY HAMMOND REVIEWED BY PATRICK LEVERTON GREGORY KUPSKY KURT PIEHLER: This begins an interview with Jimmy Gentry in Franklin, Tennessee on July 22, 2000 with Kurt Piehler and … KELLY HAMMOND: Kelly Hammond. PIEHLER: I guess I’d like to ask you a very basic question. When were you born, and where were you born? JIMMY GENTRY: I was born right here. Not in town; just out of Franklin, in what is now called Wyatt Hall. My family rented that house. I was there, but I don’t remember. (Laughs) So I was born right here. PIEHLER: What date were your born? GENTRY: Uh, November 28, 1924 or 5. Don’t ask me those questions like that. (Laughter) ’25, I believe, ‘cause I’ll soon be seventy-five. That must be right. PIEHLER: And you are native of Franklin. GENTRY: I really am. I have lived in Franklin, outside of Franklin, which is now in Franklin, and now I am back outside of Franklin. But Franklin is my home base, yes. PIEHLER: And could you maybe talk a little bit about your parents first? I guess, beginning with your father? GENTRY: Alright. My father originally came from North Carolina. Marshall, North Carolina, as I recall, near Asheville, and then he worked first for the railroad company for a short time. -
The Open Fields of Cheshire
THE OPEN FIELDS OF CHESHIRE BY DOROTHY SYLVESTER, M.A., F.R.G.S. /CHESHIRE has long lain in the no man's land of early \-s cultivation systems. In a borderland zone, and with the assembled information as to open arable lands limited to a few examples, it has been widely believed that common arable fields had little place in the development of Cheshire agronomy. H. L. Gray came nearest to the truth when he wrote in 1915 in English Field Systems that the vestiges of open common field mentioned in Tudor surveys suggested that earlier most hamlets in the county had had a certain amount of open arable land. Yet he only named twelve places in which it occurred. This opinion received little support from English historians and in 1938, the late Dr. C. S. Orwin's view was summed up in these words: "In Cumberland, Westmorland and Cheshire only a few scattered instances (i.e. of open field) have been found, those in Cheshire being mostly in the neighbourhood of Chester." (1) Nor was Orwin alone in assuming that it was correct to leave Cheshire almost a blank on the distribution map of open field in England. In the late 1940s a number of Manchester geographers began work on rural Cheshire from various angles and not by any means with the open-field question as their main concern. In particular, Mrs. Vera Chapman made a study of the Dee and Gowy valleys in Cheshire from which originated the paper Open Fields in West Cheshire, published in TRANSACTIONS Volume 104. -
The Franklin's Tale
The Canterbury Tales by Geoffrey Chaucer 1/44 Contents Part One: The Prologue................................................................................3 Part Two: The Knight's Tale........................................................................ 8 Part Three: The Nun's Priest's Tale............................................................14 Part Four: The Pardoner's Tale...................................................................20 Part Five: The Wife of Bath's Tale.............................................................26 Part Six: The Franklin's Tale......................................................................32 Track 1: Part One Listening Exercise 4.................................................. 38 Track 2: Part Two Listening Exercise 5..................................................39 Track 3: Part Three Listening Exercise 4................................................40 Track 4: Part Four Listening Exercise 4................................................. 41 Track 5: Part Five Listening Exercise 5&6.............................................43 Track 6: Part Six Listening Exercise 4....................................................44 2/44 Part One: The Prologue In April, when the sweet showers① fallandfeedtherootsintheearth,the flowers begin to bloom②. The soft wind blows from the west and the young sun rises in the sky. The small birds sing in the green forests. Then people want to go on pilgrimages. from every part of England, they go to Canterbury to visit the tomb of Thomas Becket, the martyr③, who helped the sick. My name is Geoffrey Chaucer .People say that I am a poet but I am not really very important. I am just a story-teller. One day in spring, I was stayinginLondonattheTabardInn④. At night, a great crowd of people arrived at the inn, ready to go on a pilgrimage to Canterbury. I soon made friends with them and promised to join them. 'You must get up early,' they told me. 'We are leaving when the sun rises.' Before I begin my story, I will describe the pilgrims to you. -
Who Lived in the Medieval Village?
Starter: How much do you now know about the types of people who lived in a medieval village? Mark an X on your knowledge line. 0 1 2 3 4 5 Not confident Very Confident Who lived in the Medieval village? Learning Outcome: 1. To describe the different types of villagers in a medieval village – rank the villager 2. To investigate the Feudal system Learning outcome and LSQ Learning Outcome 1. To describe the different types of villagers in a medieval village – rank the villagers 2. To investigate the Feudal system LSQ 1 – Describe 1 theme we looked at last lesson? 2 – Why was life hard for common people? 3 – Why did people who were ill often die? 4 – How did they solve crimes? 5 – How did doctors relieve a headache? Learning Outcome 1. To describe ad explore the different types of villagers in a medieval village – rank the villagers 2. To investigate the Feudal system and relevance in the middle ages LSQ 1 – Why was the church so important to people? 2 – Who owned the land ? 3 – Why do you think punishments were so tough? 4 – What religion were people in England? 5 – Who rules England before the middle ages? Starter: Historical Enquiry You have been transported back in time to a medieval village. Task: What 3 questions would you like to ask? • https://www.bing.com/videos/search?view=detail&mid=1F064816E 1029115AD0C1F064816E1029115AD0C&q=life+in+the+middle+age s+villages&shtp=GetUrl&shid=ad80c30e-8a80-49a2-9826- 0201c33c936f&shtk=VGhlIEZldWRhbCBTeXN0ZW0gQW5kIFRoZSBE b21lc2RheSBCb29r&shdk=QWZ0ZXIgdGhlIGRlYXRoIG9mIEVkd2FyZC B0aGUgQ29uZmVzc29yLCB0aGVyZSB3YXMgYSBibG9vZHkgZm91ci1 3YXkgYmF0dGxlIGZvciB0aGUgdGhyb25lLiBEaXNjb3ZlciBob3cgV2lsb GlhbSB0aGUgQ29ucXVlcm9yIGRlZmVhdGVkIHRoZSBsYXN0IG9mIHR oZSBWaWtpbmcga2luZ3MsIGFuZCBvbmUgb2YgdGhlIHJpY2hlc3Qgb WVuIGluIEVuZ2xhbmQsIGluIG9yZGVyIHRvIHNlaXplIHRoZSB0aHJvb mUgYW5kIGFsbCBvZiBFbmdsYW5kYg%3D%3D&shhk=ymEOIk2LciU mMopfQF5YZetftqkjdlNmpIWgHl5V%2Fg4%3D&form=VDSHOT&sht h=OSH.YIPAO9SX0eVG506P5ewHxw Task One: Data Collection • You are going to meet six villagers. -
Domesday & Manor Life
Date: What was life like in the Middle Ages for the majority of people? Villein: Peasants with land to farm. Villeins were not allowed to leave their manor Serf: Peasants with land to farm. A Serf could move if necessary But it was safer to stay Manor House: Home of the lord (Tenant in chief) Domesday Book: A survey By William to assess the land and wealth of his new country (and tax people) Tithe: A tax (10% of earnings paid to the Church Aim: To understand what the Domesday Book was for and Begin to understand what it was like to live in the Middle Ages There are some 13,418 towns and villages recorded in the Domesday Book, covering 40 of the old counties of England. The majority of these still exist in some form today. Perhaps nothing showed William’s desire to control his new country more than the making of a countrywide survey, the results of which were recorded in the Domesday Book. William wanted to collect this information for a number of reasons, including the following: • He feared another Viking invasion and needed to know where he could station and feed his soldiers • He thought that some of his barons might be holding lands that should belong to him or the Church • He wanted to be able to collect more taxes Answer in full sentences: Why did William want to collect all of this information? Questions William’s commissioners wanted to know: Name of the manor; who held it in King Edward’s time; who holds it now; how much land there is; how many ploughlands belong to the domain and how many belong to the men; how many villeins; cottars; slaves; freemen; how much woodland; pasture; meadow; how many mills or fisheries; how much has been added to the estate or taken away; what it was worth and what it is now worth; All this is to be recorded for three periods: as it was in King Edward’s time; as it was when King William granted the manor; and as it is now. -
Black's Law Dictionary®
BLACK'S LAW DICTIONARY® Definitions of the Terms and Phrases of American and English Jurisprudence, Ancient and Modern By HENRY CAMPBELL BLACK, M. A. SIXTH EDITION BY THE PUBLISHER'S EDITORIAL STAFF Coauthors JOSEPH R. NOLAN Associate Justice, Massachusetts Supreme Judicial Court and JACQUELINE M. NOLAN-HALEY Associate Clinical Professor, Fordham University School of Law Contributing Authors M. J. CONNOllY Associate Professor (Linguistics), College of Arts & Sciences, Boston College STEPHEN C. HICKS Professor of Law, Suffolk University Law School, Boston, MA MARTINA N. All BRANDI Certified Public Accountant, Bolton, MA ST. PAUL, MINN. WEST PUBLISHING CO. 1990 "BLACK'S LAW DICTIONARY" is a registered trademark of West Publishing Co. Registered in U.S. Patent and Trademark Office. COPYRIGHT @ 1891, 1910, 1933, 1951, 1957, 1968, 1979 WEST PUBLISHING CO. COPYRIGHT @ 1990 By WEST PUBLISHING CO. 50 West Kellogg Boulevard P.O. Box 64526 St. Paul, Mn 55164-0526 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Data Black, Henry Campbell, 1850-1927. [Law dictionary] Black's law dictionary / by Henry Campbell Black. - 6th ed. / by the publisher's editorial staff; contributing authors, Joseph R. Nolan ... let al.] p. cm. ISBN 0-314-76271-X 1. Law-United States-Dictionaries. 2. Law-Dictionaries. I. Nolan, Joseph R. II. Title. KF156.B53 1990 340' .03-dc20 90-36225 CIP ISBN 0-314-76271-X ISBN 0-314-77165-4 deluxe Black's Law Dictionary 6th Ed. 2nd Reprint-1990 PREFACE This new Sixth Edition starts a second century for Black's Law Dictionary-the standard authority for legal definitions since 1891. -
Franklin's Tale
FRANKLIN’S TALE The Portrait, Prologue and Tale of the Franklin FRANKLIN’S TALE 1 The portrait of the Franklin from the General Prologue where he is shown as a generous man who enjoys the good things of life. He travels in the company of a rich attorney, the Man of Law A FRANKLIN was in his company. rich landowner White was his beard as is the daisy. Of his complexïon he was sanguine.1 ruddy & cheerful Well loved he by the morrow a sop in wine. in the a.m. 335 To liv•n in delight was ever his won, custom For he was Epicurus's own son That held opinïon that plain delight total pleasure Was very felicity perfite. 2 truly perfect happiness A householder and that a great was he; 340 Saint Julian he was in his country.3 His bread, his ale, was always after one. of one kind i.e. good A better envin•d man was never none. with better wine cellar Withouten bak•d meat was never his house food Of fish and flesh, and that so plenteous 345 It snow•d in his house of meat and drink food Of all• dainties that men could bethink. After the sundry seasons of the year according to So chang•d he his meat and his supper. Full many a fat partridge had he in mew pen 350 And many a bream and many a luce in stew. fish / in pond Woe was his cook but if his sauc• were Poignant and sharp, and ready all his gear.4 tangy His table dormant in his hall alway set / always Stood ready covered all the long• day.