Medieval Festival Education Kit · Medieval Festival Education Kit Introduction ... In England,...

!1Medieval Festival at Upper Canada Village - Education Kit

Medieval Festival Education KitIntroduction The staff of Upper Canada Village have prepared this kit and background information as a teaching aid to accompany the upcoming Medieval Festival event. It will ensure that you and your students can make the most of the many learning opportunities presented by our festival, including a live jousting tournament, medieval performers, hands-on demonstrations, music and craftspeople. Our festival incorporates many of the major educational goals of the Ontario curriculum into an interactive and entertaining event.

Teachers are invited to use this resource as a starting point for introducing the Middle Ages to their students. We would love for you to share successful ideas with us, as well as any recommendations and adaptations to help us serve your needs and the needs of your students.

Arrival Information The Medieval Festival will take place at Upper Canada Village, behind Loucks Farm. Ask your bus driver to enter via the main entrance for Upper Canada Village off County Road 2. You will follow the loop (please see the map on pages 3 and 4) into the Upper Canada Village bus and vehicle parking lot. Festival staff will direct you from there. Transportation assistance will be provided for students with special needs.

From the Upper Canada Village entrance it takes about 10 minutes to walk to the festival gate near Loucks Farm. Students are expected to walk, and only to return to their bus at the end of their visit. Please follow the signs and ensure that students are closely supervised. Washrooms are available at both the Festival and at the Village entrance.

Scheduling Your Day The detailed schedule for the Education Day will be posted on the www.medievalfestival.ca and the www.uppercanadavillage.com websites by June 1st.

http://www.medievalfestival.ca/

http://www.uppercanadavillage.com/


Lord and Lady Ceremony Medieval Festival

Upper Canada Heritage Park

IMPORTANT – PLEASE READ!

During our Medieval Festival we will be hosting a special Lord and Lady Ceremony. Hundreds of years ago, the Kings and Queens of Briton would recognize any man or woman who had provided exemplary service to the Crown by designating them a Knight or a Lady. In England, this ceremony continues today, and these titles are still considered to be an immense honour.

As part of the fun at our Festival, we are planning to bestow honour on students whose schools would like to recognize them for their achievements in academics, extra-curricular activities, character development, or community service. We ask that you nominate one male student and one female student from your school from those students that will be at the Festival to receive the honour of becoming a Knight or a Lady. These students will be expected to attend the Lord and Lady Ceremony (Knighting Ceremony) during the Festival. Their names will be announced, along with their achievements, and they will be knighted before all in attendance at the Ceremony.

Please follow these guidelines:

➢ Each SCHOOL may only nominate ONE male student and ONE female student.

➢ When submitting your nominations, please include: 1. The name of the school. 2. The first and last names of both students. 3. One sentence explaining why each student has been nominated.

➢ Students and their teachers should make every effort to attend the Lord and Lady Ceremony (Knighting Ceremony). Due to the nature of the Festival, students cannot be knighted if they miss the ceremony, so please be prompt.

➢Nominations must be RECEIVED by the Tuesday prior to the festival. Any nominations received after Tuesday prior WILL NOT be included in the Knighting Ceremony. Please e-mail your nominations to [email protected].

➢ Thank you for your participation!

mailto:%[email protected].




Background Information for the Medieval Festival The festival at Upper Canada Village is a re-creation of a typical medieval fair (medieval from the Latin medium meaning ‘middle’ and aevum meaning ‘age’). Bright flags and pennants draw in visitors, just as modern lights do. Also like the fairs of today, medieval fairs were rarely permanent. You may notice that the structures, built without the aid of modern electric tools, seem more crude and temporary than today’s buildings. Craftsmen and farmers often built their own shelters or stalls. Entertainers, such as musicians, jugglers, jesters, and strolling players performed out in the open. People of all types flocked from miles around to the fair: to do business, to be entertained, to try their hand at the competitions, and for the festivities. The presence of exotic foreigners at the fair demonstrated Europe’s growing contact through trade with the Near East and the lands beyond.

Introduction to the Faire The Village and the Castle People in the medieval period saw themselves as divided into three basic social groups: people who fight (the nobility), people who pray (the clergy) and people who work (the commoners). Each group played a vital role in the success of the society as a whole. The nobility made up a very small percentage of the population, and titles were passed down through families. They had a special allegiance to the king, who rewarded loyalty with land and treasure. The role of the nobles was to defend the king, clergy and commoners from attack, be it from other lords or kings, or foreign invasions.

The nobility owned the land on which the common people lived. In exchange for his protection, the common people worked the noble’s land and paid him a percentage of their own harvests. Some nobles took advantage of the power they wielded over the common people to become cruel tyrants. Others believed that their right to ownership of the land came with responsibilities, an ideology called noblesse oblige.

Lastly, the clergy took care of the spiritual well-being of both the nobles and the commoners. This class made up the majority of literate people in the Middle Ages, and education was owned and run by the Church. Most members of the clergy came from the noble class. As well as working in the churches and cathedrals across the land, the clergy also had monasteries, inhabited by monks, who owned huge areas of land and could be quite powerful.

Discover the Costumes Fashions changed over time through the Middle Ages. However, many basic features remained the same. For example, nobles and commoners did not dress the same. The nobility could afford fine fabrics such as silk, which were both expensive and rare. Since the process of cloth dying was costly and time consuming, brightly coloured fabrics were also reserved for the nobility. Jewellery, also expensive and difficult to make, was worn only by the nobility. Men preferred practical garments, such as jackets and hose, while women wore elaborate dresses.

The common people wore garments made from materials more readily available, such as linen, wool and flax. Their clothes were plain and practical, usually in dull colours which were easier to dye. Since most could not afford the services of a cobbler, many people either went barefoot, or wore homemade leather boots.


While you are at our festival, see if you can guess who a person is based on what they are wearing. Come and check out our medieval fashions if you would like to find out more about the clothes people wore then.

Food and Drink The medieval diet was rather different from our own today. Without supermarkets or grocery stores, people had to catch or grow all their own food. Birds and fish were popular foods, since they were relatively easy to catch, and were exempted from certain religious fast days. The nobility were the only ones allowed to hunt wild game, such as deer, hogs and various wild birds. Common people had to make do with much less, living mostly on vegetables. In areas of Northern Europe, sheep were especially favoured, since they could be used for wool and later for food.

Keep in mind that many of the foods we take for granted today were unknown in the Middle Ages. The potato was not discovered until settlers came to the New World. Foods we consider common like lemons, oranges, bananas, and even sugar were not introduced into Europe until after the Crusades in the twelfth and thirteenth century.

Along with no grocery stores, the medieval people also had no refrigerators. This meant that food had to be preserved or it would go bad. Smoking, drying and pickling were all popular ways to keep food edible for longer. Many times, cooks simply added spices and seasoning to cover the taste of food that had gone bad. This need for spices helped to expand trade routes throughout the world.

In the Middle Ages, water was considered unhealthy to drink. Most commoners drank a watered down version of beer, or a drink made from fermented honey called mead. Both the commoners and the nobility drank ale, and the nobility drank wine.

Important festivals and religious holidays were often celebrated with feasts and banquets. These feasts were governed by rules dictating not only how people ate, but where they sat as well. The most important people sat closest to the lord of the castle, the least important, further away. Forks were not used in the Middle Ages, and people ate with their fingers, a knife and possibly a spoon. Instead of plates, they used trenchers, which were hard pieces of bread that soaked up liquid from the food and could be eaten at the end.

Games and Entertainment Medieval people enjoyed a wide variety of games and recreation. Adults played games such as checkers, backgammon, and dice games. Chess, too, was introduced after the Crusades. Gambling, betting on the outcome of any these games, also provided entertainment. More physical games and activities, played by children and adults, were bowling, blind man’s bluff, wrestling and simple ‘horseplay’.

The noble classes mixed entertainment with training for war. Tournaments, races and gymnastic feats all amused while preparing the participants for battle. Even commoners practised archery to hone their skills. Hunting was also widely popular among the noble classes, either with a pack of hunting dogs, or with specially trained falcons or birds of prey. However, hunting was reserved for the nobles, who owned the land and therefore the wild animals on it.


Fairs, festivals and feasts also provided an opportunity for professional entertainers. While the Church governed much of the arts, popular culture thrived. Festivals were full of music, singing, dancing and story-telling. Each village and area had its popular folk heroes and historic tales. Some of these included local saints who were particularly revered in one town or another. Jugglers, jesters, strolling players and other entertainers also amused the people.

Artisans, Craftsmen and Clerks In the Middle Ages, there were really no stores as we know them today. People either made what they needed themselves, or bought particular items from craftsmen. Weavers, potters, leather and wood workers, candle-makers, blacksmiths and others made the things that everyday people could not make for themselves. These types of workers were called craftsmen. More elaborate items, which required more skill to produce, were made by artisans. These included jewellers, armourers (who made swords, shields and armour), makers of musical instruments, and trades such as architecture. At our festival, you will be able to see many craftsmen and artisans creating and selling their wares. These artists and craftsmen pride themselves on their skills and often the authenticity of their reproductions.

Many jobs we might associate with the government today were filled by clerks in the Middle Ages. These were men who had some training from one of the church’s universities, and could read and write. They performed essential jobs in such things as administration of church lands, justice, and tax collecting.

Language in the Middle Ages Throughout the Middle Ages, Latin was the language of diplomacy and the upper classes. Over time, Latin began to change into local dialects, eventually becoming French, Spanish, Italian and other romance languages. English, as we know it today, developed from a combination of Norse, Celtic and French languages. Since the English language is always changing, you might not recognize the English of the Middle Ages.


Here are a few examples of some phrases that you might come across at our festival:

• Good morrow (Good morning) • Good day (Afternoon greeting or parting) • Good e'en or eventide (Good evening) • God ye good den (God grant you a good day) • By your leave (With your permission, please) • God save thee (a blessing) • Fare-thee-well (Goodbye) • nay (no) • ne'r (never) • aye or yea (yes) • oft (often) • wherefore (why) • mayhap or perchance or belike (maybe) • verily (very, truly) • prithee or pray (please) • fie (a curse) • grammarcy (thank you)

Knights and Chivalry Only members of the noble class could become knights, as they alone could afford the equipment necessary to go into battle: a horse, armour, a lance and a sword. After years of training and practice as a squire, young men became knights in an elaborate religious ceremony. The first knights were created by Charlemagne in the late eighth century, but the tradition continued and flourished through the Middle Ages. When they were not at war, knights continued to practice their skills in tournaments with jousting and mock combat. Jousting, where the two combatants were mounted on horseback and attempted to knock the other off with a lance, became especially popular as a spectator sport. Technically, knights still exist today, but they don’t ride out to joust or do battle any more. Today the title is more symbolic than practical. Knights, as they were in the Middle Ages, declined around the year 1450, when guns and canons replaced them as the most effective means of fighting.

At its height in the thirteenth century, the life of the knights was not just about warfare. Knights had to live by a code of chivalry which dictated how they should behave. It ordered that knights had to be true gentlemen, who had honour and served their lord loyally and especially their lady. Ideal knights and their exploits were the subjects of many popular stories such as La Chanson de Roland and La Mort d’Arthur.


Becoming a Knight Being a knight in the Middle Ages was a dangerous job: riding out into battle, con- ducting sieges, and defending king and castle. Knights had to practice long and hard to become good at fighting. Before a man could call himself a knight, he had to go through several stages of learning.

The first step to becoming a knight was to be a page. Boys became pages when they were six or seven years old. A page would be sent to a neighbouring castle to learn both warfare and manners. It was the job of a page to wait on his lord, help him dress and put on armour. The page also learned the basics of swordplay, using a wooden sword, and riding. The lady of the castle would teach the page about proper chivalric manners. He would also receive religious training from the castle’s chaplain.

If a page showed promise, when he turned fourteen he could become a squire. Squires served their lords on the battlefield, fetching replacement swords, lances, horses or other items lost or damaged in battle. The squire continued to learn about fighting and riding, often playing games against real knights with real weapons. A squire was allowed to carry a sword and shield, which demonstrated the rank he had achieved.

When a squire had learned all that he could, he was knighted, or ‘dubbed’. A special ceremony accompanied this experience. First, the squire conducted a vigil; that is he stayed up all night praying. Then, in the morning, a page helped him put on all the armour a knight traditionally wore. The squire would kneel before his lord, who slapped the squire, either with his hand or the flat of his sword. The lord would say, “I dub thee Sir Knight” as he did this. Next, the new knight would receive a sword, lance and spurs, all symbols of knighthood. Then the knight was ready to ride out into battle to defend his lord.

Weapons and Warfare Medieval battles were fought by a combination of knights and foot soldiers. As we have learned, knights fought while riding on horses. They used swords or lances to strike their opponents, and they carried shields to defend themselves. Knights also wore heavy, elaborate armour for protection. Even knight’s horses wore armour.

Foot soldiers, who were usually common people, fought with bows. Archery had been used in war for hundreds of years, but two types of bows are distinctly medieval. First is the crossbow. This bow was introduced to Europe some time in the tenth or eleventh century, but it had been invented in China hundreds of years before. The crossbow was very effective at short distances, but took a long time to load.


The second bow of the Middle Ages was the longbow. This bow has become famous due to its popularity in England. In fact, it was introduced to the English by the Welsh in the thirteenth century. Long bows were about six feet tall and made of wood from a yew tree. These bows were favoured because they could fire long distances and a good archer could fire six or seven arrows in one minute.

Sieges were frequent in the Middle Ages because of the strength of castles. Weapons such as trebuchets, ballistas, or catapults that threw rocks, arrows or other projectiles were used to try and break into a castle. Be sure to see the trebuchet at the festival! Attackers might also try to dig a tunnel under the walls of the castle. When a tunnel was finished, it was purposefully caved in, which could bring down the wall above it. This is where our modern term ‘undermining’ comes from. Defenders inside a castle tried to protect themselves against this by digging tunnels under the attacker’s tunnels.


Discover Lesson Plans A CLASSROOM PROJECT FOR STUDENTS

Thou are most beauteous this day. (You look pretty today.)

Thy voice is sweeter than that of an angel. (Your voice is beautiful.)

By my troth, mine eyes are blessed by your very visage. (In truth, the sight of your face is a blessing.)

Thy beauty eclipses the sun. (You are dazzlingly beautiful.)

Try creating a few compliments by yourself.

Hint: It might be a good idea to compare the person to a pleasant object. An example might be: “Your eyes are the color of a warm sunset.”


Discover More Lesson Plans

Lesson Plan for Monday SOCIAL STUDIES

Objective: Students will 1) Understand the occupations necessary to the survival of a town. 2) Use language from the Medieval Ages. 3) Choose names appropriate for the time. 4) Create name tags. 5) Greet each other using language from the period. 6) Draw parallels between the interdependence of the Middle Ages and today.

Materials: 1) Pencils / markers. 2) Handouts of names and greetings. 3) Paper. 4) Name tags. 5) Medieval music (baroque). 6) An instrument on which to play.

Procedure: 1) Review the name word search. 2) Discuss the town members it would take to produce a shirt.

For example: a shepherd to tend and shear the sheep, a herbalist to dye the wool, a spinner to spin the wool into thread, a woodworker to build the loom, a weaver to weave the thread into fabric on the loom, etc.

3) Distribute the list of names. 4) Distribute the nametags and supplies needed to make the name tags. 5) Have the students choose a first, middle and last name. 6) Have them create a name tag and put it on. 7) Distribute the greetings in the handout. 8) Demonstrate the greetings. 9) Have students form two circles, one inside the other. 10) Have each circle move in opposite directions when you start the music. 11) Stop the music at random intervals. When the music stops, have the students greet each other

in the appropriate way according to the material list. 12) Review what the students have learned. 13) Have the students save the names. They will use them in the Wednesday lesson.

Follow up: 1) Have the students pick an item from their home and trace where it came from and what

resources it took to make it.

Evaluation: Students will show competence in this assignment by: 1) Playing the game. 2) Participating in the homework assignment. 3) Allow students to work in small groups. 4) Write directions on the board.


Lesson Plan for Tuesday SOCIAL STUDIES

Pre-lesson warm up: Review the assignment from Monday.

Objective: Students will 1) Use physical mannerisms of the time period. 2) Use the reverence. 3) Speak in front of the class. 4) Use similes. 5) Use adjective and nouns to describe a person. 6) Create compliments for the rest of the class members. 7) Create period names for lunch foods. 8) Use heightened manners on the way to and during lunch.

Materials: 1) Description of Reverences. 2) Compliment worksheet. 3) Menu for lunch.

Procedure: 1) Go over the compliment list. 2) Have the students complete the compliment worksheet. 3) As a class go over the bows for the boy and girls. 4) Have the students stand on opposite sides of the room and bow to each other. 5) Have the class bow and compliment each other by turns. 6) Choose the top 10 complimenters. 7) Have a compliment contest. 8) Ideas for the winner:

a. Gets to compliment the teacher/ principal. b. Gets the winning compliment placed on the wall for the rest of the week.

9) Write the lunch menu on the board. 10) Allow the class to create new names for all of the items on the menu.

a. Tater tots might become “Tots of the royal potato”. 11) Before the students go to lunch, go over the way men escorted ladies when they walked. 12) Have the students escort each other to lunch. 13) Have them use heightened manner for that lunch period.

a. You might want to see if you can reserve a section in the cafeteria to make it less stressful for students to act this way apart from of the rest of the school.

Evaluation: Student will have achieved the objectives if 1) Student uses the skills shown during practice and lunch. 2) Student completes the worksheet.

New Assignment: 1) Have the student pick a favorite animal and draw that animal. Bring it to the next class. 2) Allow students to work in small groups for the worksheets. 3) Write directions on the board. 4) Allow student to demonstrate skills privately instead of in front of the class.


Lesson Plan for Wednesday SOCIAL STUDIES

Pre-lesson warm up: Have students take out the animal drawings previously assigned.

Objective: Students will 1) Create a coat of arms. 2) Decode the meanings of the different symbols. 3) Use the decoded symbols to describe the coat of arms. 4) Use their animal drawings as part of the coat of arms.

Materials: 1) Character’s names from Monday. 2) Heraldic meaning (Rodger’s Guide to Heraldry if the class is more advanced). 3) Piece of material supplied by the Medieval Festival organizers. 4) Markers, fabric paint, or additional material.

Procedure: 1) Have students write one paragraph describing why they chose that animal. 2) Hand out and review the shield and heraldic meaning. 3) Show the students a model you have made. 4) Have the students create a shield or coat of arms for the character they created on Monday. 5) Sew along the edge of the Banner/Pennant to seal the edging, fold over the top in order to slide

a piece of wooden doweling through to hang. If it is a pennant, fold over on the side and stitch.

Stitching Stitching

→ →

Evaluation: Student will have achieved the objectives if 1) They participate. 2) Follow guidelines. 3) Can explain the use of the components of the coat of arms.


Lesson Plan for Thursday

SOCIAL STUDIES

Pre-lesson warm up: Have students brain storm the meaning of Chivalry.

Objective: Students will 1) Discuss a code of chivalry. 2) Create a visual interpretation of one aspect of the code. 3) Demonstrate one aspect of the code. 4) Demonstrate one behavior that would break the code.

Materials: 1) Markers or colored pencils. 2) Large poster board or paper.

Procedure: 1) Write the definition of chivalry on the board.

a. marked by honour, generosity, and courtesy. b. marked by gracious courtesy and high-minded consideration especially to women.

2) Review any unfamiliar words. 3) Have students create a list of behaviors that are chivalrous as a class. 4) Break students into groups and handout supplies. 5) Have students create a poster showing one aspect of the code they have just created. 6) Share the posters. 7) If time, have the students create short commercial showing examples of a chivalrous behavior

and behavior that is not chivalrous.

Follow up: Go over rules and regulations that need to be followed at Medieval Festival. These procedures are put in place for the students’ safety as well as for the safety of our staff, performers, artisans, etc.

Evaluation: Student will have achieved the objectives if 1) They participate. 2) Can explain and demonstrate the behaviors of chivalry. 3) Small group teacher leading. 4) Write directions on the board. 5) Allow student to demonstrate skills privately instead of in front of the class.

Play Faire!


Discover Additional Plans

1) Have students create a journal entry for different times of the year. 2) Give each student a list of supplies needed for life.

Example – 2 pigs, 5 sacks of flour, water, lumber, etc. Then give the students a stack of trading cards with many of the needed supplies for each student. Have students trade cards to try to get everything on their list. a) To expand this exercise, have the students give all their cards to a lord; the lord then

redistributes the wealth. The students won’t have any say in what they get, but at least they get some.

b) Further expand. Have the students choose a lord and give part of their earnings to the lord. The lord then takes care of certain needs, such as roads, water supply. This would encourage the people to move closer to the government.

c) When that happens they need transportation, so the community must form near water. When resources grow slim, they must expand and trade. Basically you are recreating the social, economic and political history of Europe. This can be a daylong “game” used for reinforcement or as you move between sections of the history.

4) Have students create costumes for the characters they have developed. (Remember, no weapons, including wooden, are allowed at the festival.)

5) Create a newspaper for the time period. Use examples of discoveries, news stories of the time, recipes and other things the students may find interesting.

6) Build a castle. There are large differences between Medieval and Renaissance Castles. Have the students research and draw or build a castle.


T h e S t e p s o f KnighthoodIn the medieval times, many knights rode out to do battle. They made sieges on other castles, headlong charges into bloody battles, and defended their own castles against sieges. But knights weren't always so good at fighting. Knights had to pass long and hard hours of practice, practice, and practice. First they had to become a page. If they did well they became a squire. If squires were worthy they were dubbed and became knights.

PAGES When a boy born by a knight turns six or seven he is sent from his home to a nearby castle. There he takes the position of page and is trained by the lord of the castle to become a knight. A page helps his lord dress and put on armour. He plays many training games that include wrestling, piggy- back wrestling, sword practice with blunt wooden swords and tiny round shields called bucklers, and lance practice on a rolling log pulled by two other pages toward a quintain. (A quintain is a target on one end of a swinging board. On the other end is a bag full of sand. When the lance hits the target the rider has to duck or the bag of sand will strike him on the back or the head.) A page rarely ever learned how to read or write because it wasn't thought to be very knightly. The ladies of the manor (castle) taught him table manners. The page waited on his lord and lady. It was his duty and privilege to accompany his lord and lady at all times. He learned how to hunt and hawk. When his lord's armour was rusty, the page rolled the armour in a barrel of sand so that the rust was gone. He was taught to be quick, graceful, and flexible. He received religious training from the chaplain. He sometimes received training-in-arms from the squires.

SQUIRES

If the page showed promise, then at the age of fourteen, he became a squire. A squire is a Knight's personal servant. In battle, a squire would bring his knight replacements of lances, swords, horses, or any item lost or damaged in battle. The squire had to become accustomed to heavy armour. A squire played games with real weapons against real knights! The squire learned to ride his warhorse while keeping his weapon arm free. While he was a squire, he was allowed to carry a sword and a shield, which showed what rank he had achieved. The squire was taught not to kill many knights. Most knights held other knights for ransom. If he got through all of that, he was knighted or "dubbed". Before a squire was dubbed, he did lots of things in preparation. First, he prayed all night. He prayed without sleeping or eating. When morning came, he would take a nice, warm bath. Then he put on a special padded vest and hood so that his armour did not hurt him. Then he would have a page help him put on chain mail armour or plate armour. Then the almost knighted squire would put on a white tunic. The tunic was white because white is the color of peace. The tunic was so that his armour did not rust in the rain and sun. He knelt before his lord. Then his lord would slap him with his hand or the flat of the sword. As his lord was doing that, his lord would say, "I dub thee Sir Knight." Then the new knight would receive his sword, lance, and golden spurs. Each of the weapons had a good meaning. The lance had a saying. It was said, "As fear of the lance drives back the unarmed, so the knight drives back the enemies of the church." As for the sword, it was said that, "The two edges of the sword show that the knight serves God and the people." Then the knight was free to roam. He usually rode off on quests of adventure. He either stopped by the road or challenged any knight that passed by or he did battle for a damsel in need.

Knights existed between the year 800 A.D. and the year 1450 A.D. Knights were a great means of fighting until guns and cannons replaced them. Now knights have become almost a legend. Today we see knights in movies or books as a group of strong men who killed dragons and rescued princesses. If you want to learn more about what knights actually did, go to a library near you and you may be surprised to find a large selection of non-fiction books about knights that are more exciting than you ever dreamed!


The Ten Commandments of the Code of ChivalryI. Thou shalt believe all that the Church teaches, and shalt observe all its directions.

II. Thou shalt defend the Church.

III. Thou shalt repect all weaknesses, and shalt constitute thyself the defender of them.

IV. Thou shalt love the country in which thou wast born.

V. Thou shalt not recoil before thine enemy.

VI. Thou shalt make war against the Infidel without cessation, and without mercy.

VII. Thou shalt perform scrupulously thy feudal duties, if they be not contrary to the laws of God.

VIII. Thou shalt never lie, and shall remain faithful to thy pledged word.

IX. Thou shalt be generous, and give largess to everyone.

X. Thou shalt be everywhere and always the champion of the Right and the Good against Injustice and Evil.

The Code of ChivalryLive to serve King and Country.

Live to defend Crown and Country and all it holds dear.

Live one's life so that it is worthy of respect and honour.

Live for freedom, justice and all that is good.

Never attack an unarmed foe.

Never use a weapon on an opponent not equal to the attack.

Never attack from behind.

Avoid lying to your fellow man.

Avoid cheating.

Avoid torture.

Obey the law of king, country, and chivalry.

Administer justice.

Protect the innocent.

Exhibit self-control.

Show respect to authority.

Respect women.

Exhibit Courage in word and deed.

Defend the weak and innocent.

Destroy evil in all of its monstrous forms.


Crush the monsters that steal our land and rob our people.

Fight with honour.

Avenge the wronged.

Never abandon a friend, ally, or noble cause.

Fight for the ideals of king, country, and chivalry.

Die with valour.

Always keep one's word of honour.

Always maintain one's principles.

Never betray a confidence or comrade.

Avoid deception.

Respect life and freedom.

Die with honour.

Exhibit manners.

Be polite and attentive.

Be respectful of host, women, and honour.

Loyalty to country, King, honour, freedom, and the code of chivalry.

Loyalty to one's friends and those who lay their trust in thee.


Discover Heraldic Meanings Besides speaking differently than we do today, people in the middle ages communicated in a different way. They used heraldry on shirts, coats and other things to show their affiliation. This is very similar to the way people today wear the jersey of their favorite teams. Use this website for examples http://www.heraldicclipart.com

Study the list of colors and images used during the medieval in the following information from the Herald’s Notes on Blazonry. After you have studied the information, you are ready to create your own coat of arms. Here are the steps to follow:

1) Draw a shield on a large piece of paper and create your very own coat of arms. 2) When you are finished, write the description on the bottom of the shield, as they would have

described it during the middle ages.

For example:

vert, a lion rampant or

a gold lion in profile standing on his hind legs on a green shield.

Now - DISCOVER the importance of heraldry.

Roger the Herald's Notes on Blazonry for Beginners

Blazon = to describe a shield in words using heraldic terms. Emblazon = to draw or paint a shield from a blazon.

The simplest type of shield has only one main charge (the "things" on a shield are called charges), so it is blazoned with the colour of the field (background), and then the charge and its colour.

Colors:

Gules - bright red Azure - royal blue or sky blue (not pastel) Vert - emerald green Purpure - royal purple Sable - black

http://www.heraldicclipart.com/


Metals: Or - gold (yellow) Argent- silver (white)

The basic rule is "metal on colour, or colour on metal, but not metal on metal or colour on colour". "Proper", means in the most common colours found in nature for that object. The rule "metal on colour and colour on metal" is not always used when the charge is "proper".

Animals were shown in certain traditional postures, which were not meant to be realistic pictures of the animals. There were names for the positions in which the animals were shown.

Here are some of the most common: rampant - standing on hind legs rampant guardant - standing on hind legs, face turned toward viewer passant - walking couchant - lying down sejant - sitting

Vert, a lion rampant or a gold lion in profile standing on his hind legs on a green shield.

The background of the shield was often divided, and there are names for the common divisions.

Per bend azure and sable, a lion rampant argent or a shield divided diagonally, upper left to lower right, blue on top and black on the bottom, with a silver lion standing on his hind legs.

Vert, a tierce azure, in chief three roses or a shield divided vertically into three parts, the first one blue, the other two green, with three gold roses across the top of the shield.

Sable, a chevron inverted or charged with three mullets (stars) gules Black, with a chevron (an inverted V-shape) on which there are three red stars. (The red stars are on the chevron.)


Common divisions of shields are shown below, together with the most common major shapes, termed Ordinaries. Shield divisions do not have to follow the metal/colour rule, as they are considered to lie next to each other, not one on top of another. Ordinaries do follow the rule.

Chief Cross Saltire Tierce

Pile Pile Inverted

Bend Per Bend Bend wise

Fess Per Fess Fess wise

Chevron Chevron Per Chevron Per ChevronInverte

dInverted


Pale Per Pale Pale wise

Pall Per Pall Per Pall Inverted

Note that similar words can mean the name of a shape on the shield (a fess), how a shield is divided (per fess), or how smaller designs are arranged on a shield (fess wise).

Sometimes shields were divided into four parts, or quartered, to show the arms inherited from both sides of the family. The upper left quarter is named first, then the right upper quarter, then the two lower quarters in the same order.

Quarterly, 1st and 4th, azure, a gryphon or, 2nd and 3rd, argent, a cross moline gules

The first quarter and fourth quarters are blue with a gold gryphon, the second and third quarters are white with a red cross with split ends.


Objective: The students will

1) Use new vocabulary. 2) Design the front of a shield.

Heraldry Lesson Plan

Materials: 1) Handout Herald’s Notes on Blazonry on the preceding pages. 2) Colored pencils, markers, or paint. 3) Demonstration coat of arms prepared on board or transparency film.

Procedure: 1) Explain heraldry and its purpose. 2) Review new vocabulary by having students read along or out loud. 3) Show the coat of arms prepared for this demonstration. 4) Share the description with the class. 5) Create a coat of arms as a class. 6) Have the students create their own coat of arms. 7) Circulate and assist. 8) These can be displayed in the classroom.


Lesson Plan

MATH/SCIENCE

Objective: The students will

1) Use addition to create a menu. 2) Use multiplication to extend the menu. 3) Apply knowledge about nutrition to create a balanced diet.

Materials: 1) Pencils. 2) Handout titled “Medieval Menu Worksheet” on the following page. 3) Paper.

Procedure: 1) Read the word problems with the students. 2) Perform an example of the problem for students to observe. 3) Provide guided practice. 4) Allow students to complete the problems while the teacher circulates and assists.

Evaluation: Students will show competence in this assignment by correctly completing the assignment.

1) Provide card with the foods and values – similar to Deal a Meal. 2) Allow students to work in small groups. 3) Write directions so students can see.


Medieval Menu Worksheet

You are the head of a family. You need to provide enough food to keep the family healthy. Assuming that each family member needs the following; man = 1700, woman = 1300, child = 2000 calories per day.

1) If each person in the family is allowed the following per day, 4 starches, 4 vegetables, 2 fruits, and 1 meat, create a menu for each family member for a day.

2) What would you need for a week? 3) How much would the family need for a winter (4 months)?

TYP FOO AMOUNT CALORIESvegetable carro 1 4.4

celer 1 19.lettuc 1 1.4

Lima beans 1 216.green beans 1 34.

starches barle 1 651.brea 1 128.

frui squas 1 27.appl 1 medium 81.

grape 1 113.fig 1 507.

date 1 489.cherrie 1 84.berrie 1 47.apricot 1 309.

mea bee 3 11chicke 1 149.

duc 1 184.trou 1 214.

salmo 1fille 280.por 3 365.

veniso 3 147.qua 1 134.egg 1 209.


Jobs Word Search

Find the words in the puzzle.

Peasant Shepherd

Tailor Carpenter Ironworker Architect Alchemist

Stonemason Butcher Sheriff Farmer Baker

Juggler Town Crier

Nobleman Noblewoman Gravedigger

Groom Poet

Huntsman Woodsman

Minstrel Smithy Leather

Worker Tax Collector

T H L H Y U T U S W C F R S J O P G Y T F J L D H J T E R UZ F C A R P E N T E R R T D E H K R U J K I O L F R A D E RW E T Z X C V F B H G F N O B L E W O M A N W E V G X R U GW M I N S T R A L X W N J U W M K L O I H Y G T F B C E D RE R F T G Y H U J U O Z S X D N H T F R G U J K O N O G T CW E A Z S X D C F C O Q A W E R C T G Y H U J V F C L D R TP L I K O J U H Y G D E R F V G Y R T R E S C G H U L X D ER T Y V S A W S V G S W E R T Y H G I A R F T T G Y E C V BW E R D H H U N T S M A N X D E R G H E A B G J H Y C Y D TC V B M E W E W T Y A M M S E D T G U V R R T Y U I T O J GA S E D R R F P A W N E S R F V G T Y H N K U H T F O P L JQ A Z X I S W E H D C V F R I R O N W O R K E R R F R V G TP L 0 K M I J N B E H U Y G V F T R G J Y G D E G A S B J KM N B V F C X Z A S R Q W E R P O I U Y T G H J K L M N B GW V F R T H J V G H J D J U F R C G S E D R F T G Y H U J GL O K I J U H Y G Y J I N B V C X X N M K L E B U T C H E RA Q S W D E F R G L E A T H E R W O R K E R M A R T Y I I OT A I L O R A D S D G R E W E R T Y U I K. J N K M K I H G OZ X C V F R T U K O P N D S E D R F T B J L M E D R F T T MS X D D D D D T Y U I O P L E N O B L E M A N R T Y R R E XC V B G R A V E D I G G E R H Y J S S E D R F V B N M Y T UG H F R D R F T H S E D R F T V B N T M H F D E T S E F R GF A R M E R C X S D E D R F A S D F G O N D E R F T G J M VQ C D R F G T S T O N E M A S O N B G T N U Y S E E D R F TX D T G Y V F C D E S E D R Y T D R D S F M Y H U J V S X DA S D F G H Q W E T C S M I T H Y V G T Y U A C F R E S T GM L P O K J U H Y G T F R G T T B Y G T D S V S D R G T B HZ P E A S A N T X S E D A R C H I T E C T D E R O T G Y H UM A L C H E M I S T B G T Y H U Y T R F E D E D S N S W C EL K J U H N B G T F V G T R E D C J U G G L E R T A I L O R


Siege Weapons

The Trebuchet

A trebuchet is a medieval siege warfare weapon used to break down the walls of castles.

It was the successor of the catapult; it could take heavier rocks and projectiles, and fling them farther, with more accuracy.

It worked by dropping a great weight that was attached to the short end of a long lever-arm.

The long end of the lever was thereby raised with considerable velocity, pulling a sling that contained the projectile.

The sling would increase the effective length of the lever arm, adding even more speed to the projectile before the sling released it.

The Ballista The Ballista, also known as the Arbalist, was an ancient missile launcher designed to hurl long arrows or heavy balls.

The Greek version was basically a huge crossbow fastened to a mount.

The Roman ballista was powered by torsion derived from two thick skeins of twisted cords through which were thrust two separate arms joined at their ends by the cord that propelled the missile.

The largest could accurately hurl 60 lb (27 kg) weights up to about 500 yards (450 m).

Hand Weapons

Crossbow The crossbow was in use in China in the 3rd century A.D. In 1100 A.D. a crossbow killed William Rufus, son of William the Conqueror. Original crossbows in Europe were composites of wood, horn and glue. The bowstring was made from hemp or flax.


By the 14th century, the crossbow was made of steel and several different devices were used to "span" or pull back the bowstring; the graffle hook or belt and claw, the windlass, the crannequin and the goat's foot. The front of the crossbow had a stirrup so the crossbowman could get proper leverage to span the bowstring. Bolts or quarrels were the arrows used. Point blank range was 60 to 70 yards, and maximum range at a 45 degree of elevation was 350 yards. The rate of fire was two quarrels per minute. Because of this slow rate of fire, the crossbow was not an efficient weapon against Native Americans.

Longbows The longbow became legendary because of its use by the English during the 14th century. The longbow was actually introduced to Edward I by the Welsh during his campaigns to subdue them in the 13th century.

The longbow was a "self" bow because it was made of one wood and not a composite. The wood used was yew (Taxus baccata, an evergreen tree or shrub with flat dark green needles and scarlet berries). The longbow was made from the bole of the tree (the trunk) versus the bough (the branches), which made it extremely strong.

The length of the longbow was from foot to eye level of the bowman. The arrow length was a "cloth yard", i.e., the distance from the tip of the nose to the tip of the middle finger. This allowed for the maximum draw on the bowstring.

The rate of fire was six to seven arrows a minute with the first arrow still in flight when the sixth or seventh arrow was fired. The effective minimum range was 200 yards and maximum range was 400 yards. According to English accounts, the Powhatans' bows had a point blank range of 40 yards and a maximum range of 120 yards.

The longbow was inexpensive to make, and English law required possession of a longbow as well as requirements for practice with the weapon on a regular basis.

There are two references to use of the longbow in America by the English: 1) Raleigh was told to equip 150 of his expected 800 men with longbows. Did he send long bowmen to Roanoke? 2) After the 1622 attack, 400 longbows with 800 sheaves of arrows (a sheaf has 24 arrows) were to be sent to Jamestown. The leaders of the colony, however, directed that the weapons be sent to Bermuda and stored there within easy sailing distance of the colony. It was feared that if longbows fell into the hands of the Powhatans they would learn English technological secrets and improve their bows, making them more deadly.


Swords In close combat, the short sword was far more manoeuvrable than the long or broadsword.

Axes and Tomahawks Used for close in fighting, axes and tomahawks began as farming implements, which found use with both horse and foot soldiers. They were quickly available and inexpensive.

A. Hook Tomahawk B. Medieval Tomahawk C. French Tomahawk D. Viking Axe Tomahawk E. German 14

th century

F. Cast Tomahawk G. Foot Soldier's War Hammer H. Large Viking Axe I. Double Viking Axe J. War Axe K. Perrins Axe

Pole Arms Probably another extension of farming or pruning implements, pole arms extended the reach of a foot soldier and placed him on more equal terms with horsemen.

A. Swiss Vogue B. Fauchard C. Bill D. Gisarne E. Halberd (Plain) F. Halberd Hangerford G. Broad Bill H. English Halberd I. French Vogue J. Scythe K. Trollsbane Axe L. Glaive M. Corseque N. Battle Axe

Firearms

Gunpowder was introduced into Europe from China in the first half of the 13th

century. Guns are first mentioned in a 1326 manuscript depicting a vase-shaped cannon firing a large arrow.

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