Details
Title
Medieval Britain: The Young Monk
Theme
Medieval Britain
Curriculum Focus
History
Age Range
Year 7
Scenario
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Overview
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Context
1
The caretaker of a cathedral uncovers skeletal remains in a hidden cavity below a tomb1 in front of the high alter;
The cavity was discovered after the floor was damaged by a flood;
A team of archaeologists are brought in by the Bishop to investigate;
They surmise the skeleton belongs to a young Benedictine monk2;
They speculate he might have been hiding from the riots of 12723 when the cathedral was attacked by the citizens of the
city (see notes) and for some reason got trapped and was unable to escape;
A team of historians (to be represented by the students) are brought in by the Bishop to view what’s been found;
He commissions them to investigate the history of the monk and to create an exhibition of the discovery for the
cathedral’s bookshop.
Expert Team
A team of historians
Client(s)
The bishop of the cathedral
Commission(s)
To create an exhibition for the cathedral’s bookshop telling the story of the young monk and the events surrounding the 1272
riots.
Bishop Herbert de Losinga http://en.wikipedia.org/wiki/Herbert_de_Losinga
http://en.wikipedia.org/wiki/Order_of_Saint_Benedict
3
See appendix 1, below
2
Planning imaginative-inquiry
Area of Study:
PLANNING THE INQUIRY
(Ref: *Inquiry Questions Grid)
How medieval monarchs attained and attempted to, not always successfully, maintain power and control over the British people
following the Norman invasion of 1066. Key studies will involve looking at the battle for the throne in 1066, the Norman's use of
castles and the Feudal System to establish their rule and threats to the realm as a result of the Black Death and Peasants Revolt.
Key Concepts /Skills/Competencies – The main focus creative thinking. A number of sessions based around art, textiles,
drama and music. An extended drama activity on the legend of La Gargouille will require extensive use of team working and
reflective learning will feature heavily in the textile based work on heraldry.
Skills
Historical skills include the understanding of the 'big picture'. Looking at a large time scale and a big question (Were Medieval
monarchs really in total control?). Small studies throughout the unit will inform students understanding. Local history sub-unit on
the Black Death in Suffolk and a visit to Norwich Castle Museum.
Developing an understanding of: (1) establishment and consolidation of Norman rule; (2) the threats to medieval rulers that often
Understanding destabilised their rule – plague, civil war, peasant revolts, internal power struggles; (3) of Medieval belief systems & how these
affected people’s understanding of the world, especially through religion.
1. The struggle for power: invasion, repression, and consolidation
2. Castles: building of castles, castle design, castle life, defences, battles, sieges, etc.
3. Feudal system: differences in rank and class, monarchy, knights, aristocracy, church, craftsman, peasants etc.
4. Cathedrals, monasteries, and the Church: the building and establishment of, influence of Norman & Gothic design
5. The role of the Church & religion in society: ownership of land, collection of taxes, influence of religious doctrine, wealth of the Church
6. Myth and Superstition: the role of magic, legends, monsters, demons, resurrection, God, signs, symbols, portents, stories, cult of Death
7. Clothing and heraldry: the signs of status and power
8. Law, order, and punishment: kinds of laws, types of punishments, torture, etc.
9. Health: diseases (particular Black Death), diet, food, medicine, role of magic, treatment for injuries
Knowledge
Planned
learning
outcomes
Aspects of
the area of
study likely
to interest &
engage
Inquiry
Questions
Lines of
investigation
1. Were Medieval monarchs really in total control?
2. What effects did the Norman invasions and rule have on British society and culture?
3. How did the Normans establish their rule in England?
4. How did the English respond to Norman rule?
5. What role did religion, the Church, and superstition play in Medieval society and culture?
6. What was the Feudal System and how did it operate?
7. What were the problems with the Feudal System and how did people oppose it?
8. What was it like to live in Medieval England?
1. The Norman invasion – the dispute between William and Harold Godwinson; preparations for war; the lead up to the war; battle of Hastings;
defeat of Harold and his bloodline; crowning of William I in London.
2. Consolidation of Norman rule – suppression of rebellion; building of castles; Doomsday Book and the establishment of Feudalism; William’s
sons & the consolidation of his bloodline; opposition to Norman rule; the domination of the French & survival of the English.
3. The growth, expansion, & influence of the Church – the building of the Great Cathedrals; role of the monasteries & the Church in society; it’s
influence on culture & belief; the wealth of the Church; it’s function during a time of death & disease.
4. Medieval belief, myth, and superstition – the role of stories, myths, and legends; the function of monsters and God; the use of signs, symbols,
and portents – explored through the telling of the legend of La Gargouille
5.
6.
PLANNING STEPS
Step 1: The History Team’s Noticeboard
Class (C) sitting together.
Teacher (T) sticks the poster on the board (see Appendix 4: “Noticeboard”)
“This is a noticeboard in an office, used in a story. What do you make of it?”
A short discussion follows.
Step 2: The story begins
T: “The story begins at 13:00 when the Team meet Mr. Johnson. Where do you think they would meet him in their office? Do they have a
particular room for meetings of this kind?”
Another short discussion
T: “So, when I sit here I could be Mr. Johnson from the story. Are you happy with that?”
Step 3: Mr Johnson
Teacher sits in the chair; now representing Mr. Johnson (Teacher in Role = TIR)
TIR: “Thank you for seeing me at such short notice, I know you are very busy. I’ve come to see you on behalf of the bishop. As you know
there has been a very interesting discovery and he would like me to discuss it with you and offer you a proposal [the students might need
some time to discuss what has just been said].
TIR (cont.): “I’ve brought along a Powerpoint, which will help me explain things better…”
TIR now explains how the caretaker found the cavity and answers questions.
Step 4: The “Offer”
TIR: “The bishop would very much like you to visit the cathedral and see what has been uncovered by the archaeologists. He is hoping you
will be able to solve some of the mysteries that surround it.”
Step 5: The Bones
A large sheet of paper.
A picture of a skull and some small bones.
Paper for drawing more bones.
The Teacher lays down the sheet of white paper (about the length of a person)
Shows the Class the skull and the small bones.
T: “Where should we place the skull?” [Let one of the students place the skull]
T: “Interesting, I wonder what that might mean?” [Discuss the implications of the students choice]
Repeat with the other small bones.
→ Give the Class the paper and ask them draw the other bones. Ask them to make a mark of something that might interest the
archaeologists (nothing big).
Class lay the bones on the paper.
→ Class also make Note-books – from A3 paper
Step 6: The Archaeologist
Archaeologist is represented by an Adult in Role (AIR) or a TIR
Function of the Role:
1. To give the Class/History Team background information on the finding of the cavity (see Appendix 2 & 3)
2. To tell them about what the cavity is like (small, cramped, stone, under the tomb, obviously made for a purpose (a hiding hole, made by
the monks, in case of emergency)
3. To tell them about the objects found there apart from the bones (Appendix 2)
4. To tell them that he was a young Benedictine monk (approx 14 – 16 yrs old), possibly given the job of hiding and protecting the precious
books of the Cathedral while it was under attack
5. To tell them about 1272 riot (see Appendix 3)
6. Answer their questions. Possibly including: Q: why didn't he climb out after the riot? [“He must have got stuck, we don’t know how].
Q: What can the archaeologists tell from the evidence? [A great deal about his age, his health, not much more]
Q: What is in the box? [“We think that was why he was there.]
Step 7: The objects found in the tomb
→ Class select one, draw that object: as it was when they monk hid; then (on the other side), how it is now.
- IDEA: The Codex: the great encyclopaedia of the monks of the cathedral. What did it contain?
- IDEA: other objects that where there, but have been destroyed by time: food, a bag, WHAT ELSE?
Q: what makes these objects special to the monk? What do they tell the historians?
- Not the parchment: create that together,
Q: Why was the monk writing? What kind of writing?
Q: What were the barriers, challenges? (Writing by tallow candles light, cramped, using a quill (blunt), ink running low).
Q: how does his writing change as he realises he is not going to get out?
Step 8: Explore how the monk came by the objects found with him in the cavity
1. Start by looking at the objects found with the monk. Could represent the monk with a student-in-role (SIR) or AIR.
2. Select one of the objects to look at more closely: “I wonder how he came by this, I’m sure there must be a story behind it.”
3. Spend some time looking at some of the objects (using the conventions and dramatic inquiry)
4. Explore some of the themes of culture: family, religion, war, learning.
5. Explore – belong, generosity, trust.
6. Question is: “why did the monks choose this monk to protect the precious books?”
7. Discuss some of the possible implications.
Step 9: Begin to draft the letter the monk was writing as he lay hidden in the Cavity
1. The First Page: His impression of the riot from his hiding place
2. Introduce the six forms of Dramatic Imagination: Sound/Silence; Darkness/Light; Movement/Stillness
3. Which ones would he concentrate on from his hiding place?
4. Draft together. Collect and combine ideas.
Resources
Appendix 1: Notes
The Riot of 1272
Relations between the Cathedral priory and the growing city of Norwich outside were not always good. There were many disagreements
over rights, duties and boundaries, which often led to friction and sometimes open hostility between the religious men and their lay
neighbours.
The worst riots occurred in 1272 when a mob set fire to the great gates of the monastery, broke in and destroyed the church of St Ethelbert.
Almost all the Norman monastic buildings were consumed by the flames and the Cathedral itself was grievously damaged by fire. The
detached belfry was also burnt because the citizens said the Prior had installed mercenary soldiers on it to shoot at passers by with bows
and giant catapults called ballistae. This picture shows the Cathedral as it might have looked at the time of the riots; you can see the
detached belfry with the catapults on top and the Norman cloisters on fire.
Most of the monks fled, but were killed and others dragged off into the city. For three days, chaos reigned and the Cathedral was plundered
of books, gold and silver and silk vestments (clothing).
When the riots were over, King Henry III came to Norwich and blamed the citizens. They were severely fined to pay for the repairs and
rebuilding, and they had to send a representative to Rome to ask for Pardon from the Pope. However, the Cathedral did not escape
punishment for its role in the riots, and Prior de Brumham was imprisoned.
It took many years to repair the deliberate damage done during the riots of 1272. The Norman Cloister had been badly damaged and so a
new Cloister was begun in 1297. Progress was slow, with the final stones not being laid until 1450.
The Cloisters
The work on the Cloister took so long because on a number of occasions the builders were asked to work on other projects. Also in 1349 1350, the Black Death killed many of the workforce. In fact, it wasn't until five years later (1355 - 1356) that work on the Cloister could
begin again.
The Cloister was beautifully decorated with roof bosses showing a wide variety of subjects from the crucifixion of Christ to a medieval
thief stealing some washing! You can see some of these images if you go to the Art in Architecture section.
Other disasters
In January 1362, a hurricane whipped its furious way around the city of Norwich. It reached the Cathedral and brought the wooden spire
crashing down through the roof, almost destroying the original Norman building.
Vellum is derived from the Latin word "vitulinum" meaning "made from calf", leading to Old French "vélin" ("calfskin").[1] The term
often refers to a parchment made from calf skin, as opposed to that from other animals.[2] It is prepared for writing or printing on, to
produce single pages, scrolls, codices or books. The term is sometimes used with a more general meaning referring to finer-quality
parchments made from a variety of animal skins.
Vellum is generally smooth and durable, although there are great variations depending on preparation and the quality of the skin. The
manufacture involves the cleaning, bleaching, stretching on a frame (a "herse"), and scraping of the skin with a crescent shaped knife (a
"lunarium" or "lunellum"). To create tension, scraping is alternated with wetting and drying. A final finish may be achieved by abrading the
surface with pumice, and treating with a preparation of lime or chalk to make it accept writing or printing ink.[2]
Appendix 2: Items found with the young monk
1. Skeletal remains
2. A letter written on a sheet of parchment; dated October 1272; the parchment is of high quality calf-skin (Vellum)
3. The remnants of a black robe
4. A metal holder for a tallow candle
5. The remains of a string of beads
6. A small wooden cross
7. The remains of a pair of leather sandals
8. A wooden chest, when opened found to be full of crumbling books – a large leather-bound bible in Latin, a leather-bound book of
prayer, the remains of a codex on various subjects (myths, mythical beasts, magic, medicine etc)
9. A small knife
10. Vial (for ink)
11. A clay container, probably for water and a small pewter cup
Appendix 3: Notes for the Archaeologist role
Norwich Riots of 1272
A market fair is held at Tombland (the area just outside the Cathedral gates) on Trinity Sunday (May 15th). Granted by permission of the
City Council.
The monks in the cathedral demand the traders running the market stalls pay them money because Tombland is part of the cathedral
grounds.
The traders refuse and continue the fair.
The monks hire mercenary soldiers from Yarmouth to shoot arrows at people at the fair and attack the market traders at night.
Norwich citizens attack by climbing to the top of the tower of St George Tombland church and fire flaming arrows into the cathedral
grounds.
The great bell tower at the west end of the cathedral catches fire and is burnt to the ground.
The monk’s mercenaries fire back with flaming arrows and rocks fired from giant catapults.
Buildings are damaged and fires start in the city.
The citizens attack again, some of the burning arrows they fire reach the cathedral itself – a distance of 700 feet.
The mercenaries flee leaving a fire on the cathedral’s central tower.
The cathedral catches fire, the roof burns and the tower is damaged.
Most of the monks flee, but some are killed and others dragged off into the city. For three days, chaos reigns and the Cathedral is plundered
of books, gold and silver and silk vestments (clothing).
The head of the monks (called the prior) returns with more mercenary soldiers and they attack the city. Many townspeople are killed.
King Edward I comes to Norwich in September 1272 to sort out the crisis.
King Edward listens to the monks and the citizens and decides the crisis is the fault of the citizens.
Many city people are hanged or burnt. The city has to pay 3,000 pounds a year for six years to pay for the cathedral to be rebuilt.
Appendix 4: Noticeboard
Written on a sheet of A3
The History Team
Noticeboard
Today’s meetings
9:00 Staff Meeting to discuss new website
11:00 Mrs. Brown from the BBC visiting to discuss research for Anglo-Saxon history series
13:00 Meeting with Mr. Johnson from the Cathedral to discuss proposal from the Bishop concerning their recent discovery.
17:00 E-Tech are visiting to look at the Internet connection speed (again!)