Equestrian Achievement Division 1 Ages 5 to 8 I am the parent or legal guardian of the minor whose name appears below. They have my permission to participate in this program. I have read and understand the SCA’s Policies affecting Youth and been provided with a copy of “How to Protect Your Children from Child Abuse”. Signature of Parent or Guardian: Date: I desire that the Achievement Token, when eligible to be worn, be presented in the following manner by/at: ( ) Privately, by the parent/guardian ( ) At a local group event at the discretion of the Group Seneschal ( ) At a Baronial Event at the discretion of the Territorial Baron/Baroness ( ) At a Kingdom or Principality Level Event at the discretion of the Crown/Coronet Participant’s Name: Kingdom/Group: Mentor’s Name/Mbr # : Mentor’s Kingdom: Start Date: Completion Date: Please submit errors, omissions, comments or suggestions for changes to help improve this worksheet to: [email protected] Though there is controversy over the exact date horses were domesticated and when they were first ridden, the best estimate is that horses first were ridden approximately 3500 BC. There is some evidence that about 3,000 BC, near the Dnieper River and the Don River, people were using bits on horses, as a stallion that was buried there shows teeth wear consistent with using a bit. The horse played an important role throughout human history all over the world, both in warfare and in peaceful pursuits such as transportation, trade and agriculture. Horses in the Middle Ages differed in size, build and breed from the modern horse, and were, on average, smaller. They were also more central to society than their modern counterparts, being essential for war, agriculture, and transport. Horses in the Middle Ages were rarely differentiated by breed, but rather by use. This led them to be described, for example, as "chargers" (war horses), "palfreys" (riding horses), cart horses or packhorses. Reference is also given to their place of origin, such as "Spanish horses," but whether this referred to one breed or several is unknown. Another difficulty arising during any study of medieval documents or literature is the flexibility of the medieval languages, where several words can be used for one thing (or, conversely, several objects are referred to by one word). Words such as 'courser' and 'charger' are used interchangeably (even within one document), and where one epic may speak disparagingly of a rouncey, another praises its skill and swiftness. Equestrian Achievement Division 1 Ages 5 to 8 YAFA Equestrian Division 1 Worksheet completion table Done where and Completed with Activity Approved by when? whom? 1 Explain how to behave safely around horses at an equestrian event… 2 Explain what an equestrian marshal does and how you can identify one. 3 Name 3 kinds of equestrian games played at SCA events and the weapons used for each. 4 List 3 uses of horses in the Middle Ages. 5 Explain what spurs are used for when riding. What do spurs mean in the SCA? a) Ask a rider what his or her spurs mean to her/him. b) Ask a Knight what his or her spurs mean to him/her. 6 Do at least THREE of the following: a) Demonstrate how to safely lead a horse. b) Demonstrate how to groom a horse including feet. c) Demonstrate how to mount and dismount properly, and how to ride on a lead line. d) Demonstrate the ability to use weapons appropriately at a walk on a lead line. e) From the ground, demonstrate the proper use of at least two types of competition weapons f) Name 3 pieces of equipment used to control a horse and explain how they are used. g) Name and draw two types of barding. f) Define the following terms: Cavalry, Chivalry, Emprise, Joust, Quintain, and Equerry. Participant's Name: Page 2 of 5 Equestrian 1 Worksheet Equestrian Achievement Division 1 Ages 5 to 8 1. Explain how to behave safely around horses at an equestrian event. What does a red ribbon in the mane or tail mean? 2. Explain what an equestrian marshal does and how you can identify one. 3. Name 3 kinds of equestrian games played at SCA events and the weapons used for each. 4. List 3 uses of horses in the Middle Ages. 5. Explain what spurs are used for when riding. What do spurs mean in the SCA? a) Ask a rider what his or her spurs mean to her/him. b) Ask a Knight what his or her spurs mean to him/her. 6. Do at least THREE of the following, a. Demonstrate how to safely lead a horse. b. Demonstrate how to groom a horse including feet. c. Demonstrate how to mount and dismount properly, and how to ride on a lead line. d. Demonstrate the ability to use weapons appropriately at a walk on a lead line. e. From the ground, demonstrate the proper use of at least two types of competition weapons. f. Name 3 pieces of equipment used to control a horse and explain how they are used. g. Name and draw two types of barding. Use the attached pictures of a horse or draw your own. f. Define the following terms: Cavalry, Chivalry, Emprise, Joust, Quintain, and Equerry. I certify that the minor listed on page 1 has successfully completed the requirements for the Equestrian Achievement Token. Signature of Parent, Guardian, Local Group Officer or Achievement Mentor Date Requirement resources can be found here: Society for Creative Anachronism Equestrian Handbook Susan E. Harris. United States Pony Club Manual of Horsemanship: Basics for Beginners/D Level. Howell Book House, 2nd Edition, 2012 Barber, Richard & Juliet Barker. Tournaments: Jousts, Chivalry and Pageants in the Middle Ages, Woodbridge: The Boydell Press, 2000. Hyland, Ann. The Medieval Warhorse: From Byzantium to the Crusades. London: Grange Books, 1994 Website: Barding Article, Jan 2009 Participant's Name: Page 3 of 5 Equestrian 1 Worksheet Equestrian Achievement Division 1 Ages 5 to 8 Participant's Name: Page 4 of 5 Equestrian 1 Worksheet Attachment – (NOTE: It is not necessary to print this page.) Important notes of interest: — No Unauthorized Changes to YAFA Program. No Kingdom, Principality, group, or individual has the authority to subtract from, advancement requirements. Requirements may be added at the Kingdom level, to respect and protect the cultural climate of the individual Kingdoms. A youth may complete alternative achievement requirements because of physical or mental disability if the physical or mental disability is permanent, rather than temporary; OR because of religious, cultural or moral beliefs. The youth member must also complete as many of the regular requirements as his/her ability allows. — After soliciting parental/guardian input and obtaining parent/guardian approval to submit, the Achievement Mentor shall submit, in appropriate detail, the proposed alternative requirements for the achievement to the Local or Kingdom YAFA administrator for approval. The alternative requirements must be of such a nature that they are as demanding of effort as the regular requirements within the abilities of the youth. Once approval has been given, the specifics of the proposed alternative requirements shall be sent to the Society YAFA administrator for consideration in future revisions of the Achievement worksheets. • — Who Approves YAFA Division 1 Achievement Tokens? Parents sign for requirements that take place at home or in the family setting. When the requirements are completed, the work booklet is reviewed by the Achievement Mentor, or the local Youth Officer or Seneschal if no Mentor exists. • — “How good is good enough?” One of the SCA’s YAFA Core Values is to “Put into practice the seven noble virtues”. Performance in YAFA is centered on these, especially the importance of upholding one’s convictions at all times, and doing one’s best, especially when no one else is watching. When a young person has done this—their very best—then regardless of the requirements for any Token or award, at this age, it is enough; accomplishment is noted. This is why Achievement Mentors, or the local Youth Officer or Seneschal, and parents or guardians are involved in approvals. Generally they know if effort put forth is really the child’s best. Page 5 of 5 .