Inside the Medieval Mind:
POWER
PROGRAMME LENGTH
1 hour
SCREENING DETAILS
Monday July 30 at 9.30am EST/ NZ
This program is an examination of the social hierarchy of medieval England and its
development during the Middle Ages.
The discussion of Church, Knights, and Kings is centred on the modern concept of
equality. The changing life and role of peasants is also included.
Some carefully chosen sections of this program could be used with younger students
however it will appeal to older students more. This program will be enlightening for
older students.
Denis Mootz
STAYING FOCUSED.
This is the data collection stage of the activity.
The detailed questioning is designed to ensure that students decode the visual and aural materials
presented to them in the video.
The video programs can be stopped at the end of each section. This will allow students to share and
discuss answers.
Introduction.
Note the description of the medieval slave trade.
Why was inequality so easily accepted in the medieval world?
Act 1.
Note details of the ‘natural order’.
Who established this class system?
What was wergild?
Note details of the various wergild categories. Implications?
Note the “orders” of medieval society.
Who were the “workers” in this society?
Note the discussion of the language of class. Implications?
Note details of the life of peasants/serfs.
Note William Langland’s description of the life of peasant women.
How were serfs considered by their lords? Implications? Results?
How were rebellious serfs treated?
Note details of the stocks.
Note the case of the Nuthumbrian serf who attempted to “run away”.
How did inequality extend to the wilderness? Result?
Note the wilderness created by William 1. Result?
Who were the foresters?
Note the use of the stirrup to measure dogs.
What penalties applied to humans who broke the forest laws? Implications? Result?
Note the case of Hugh the Scot.
Note the definition of “outlaw”. Implications?
How did outlaws survive?
How was law used by the ruling classes?
Why didn’t the people rise against this inequality?
Act 2.
Note details of King William 1, the Conqueror.
How did William reward his Norman supporters?
Why did the Normans build castles? Result?
Note the role of castles.
Note details of the Great Hall.
Note the definition of aristocrat. Implications?
What bound the aristocratic “fighting” class together?
Note the origins of chivalry. Implications? Result?
Note the role and duty of the knights.
Why was war important to knights? Result?
Note details of Edward the “Black Prince”.
How did he earn his name?
Note the action of the citizens of Limoges. Result?
Why were the French knights spared?
How were the knights, the warring class, held in check?
Note the symbolism of the coronation ceremony at Westminster Abbey.
What was the relationship between a King and God?
Act 3.
Note the description of the various powers of the medieval King.
How did aristocrats manage to survive?
Note the King’s most important responsibility.
Note the case of Hubert de Burgh. Result? Implications?
How did Kings exercise control over the kingdom?
Note the discussion of transport and communications. Implications?
Note details of the kingdom of Henry 11. Result?
Note the result of domestic quarrels in the royal household.
Note the case of Edward 11 and Queen Isabella. Result?
Note the rule of King John.
Note the power of the medieval Church.
Who was the head of the Church in England?
Why did a crisis arise over the appointment of a new Archbishop?
How did King John react?
How did the Pope respond? Result?
How did King John upset the aristocracy? Result?
Note details of King John’s military affairs. Result?
How did King John attempt to regain the favour of the Church?
How did the aristocracy respond? Result?
What was King John accused of by the aristocracy?
Note the events of May 1215.
Note details of the Magna Carta. Implications? Results?
What process did Magna Carta begin?
Note details of the use of Westminster Hall by medieval kings. Result?
Why was it necessary for the king to open his council to those below the aristocracy? Result?
What impact did these events have on the ordinary people?
Act 4.
What event in 1348 changed the situation in England? Result?
Why did the price of labour go up? Result?
Note the case of the ploughman William of Kayburn. Implications?
Why were wages frozen in 1349?
Note the other laws introduced to control the lower classes. Result?
Why did rebellion break out under Richard 11? Result?
Note the events of June 1381.
Note the terms in which John Ball addressed the rebels. Implications? Results?
Note the role of Wat Tyler in the peasant rebellion.
Why was the Archbishop of Canterbury targeted by the peasant rebellion? Result?
What did the peasants demand of King Richard 11? Result?
Note the terms in which Richard 11 addressed the peasants.
Note the discussion of the imminent changes in medieval society.
Note the details of Alice Chaucer. Implications?
What eventually replaced blood and land as the means of rising in society? Result?
EXTENSIONS.
Useful, interesting, challenging, books, sources and websites will provide materials to supplement and
complement the History presented in the video program.
The data collected here should be used in the notemaking below.
Some useful Internet sites:
The Middle Ages: http://en.wikipedia.org/wiki/Middle_Ages
http://www.middle-ages.org.uk/middle-ages-timeline.htm
http://www.bbc.co.uk/history/british/middle_ages/
Feudal System: http://en.wikipedia.org/wiki/Feudalism
http://www.historyonthenet.com/Medieval_Life/feudalism.htm
http://www.middle-ages.org.uk/feudalism.htm
http://www.newadvent.org/cathen/06058c.htm
Normans: http://en.wikipedia.org/wiki/Normans
http://en.wikipedia.org/wiki/Norman_conquest_of_England
William 1: http://en.wikipedia.org/wiki/William_I,_Duke_of_Normandy
http://www.middle-ages.org.uk/timeline-of-william-the-conqueror.htm
http://www.bbc.co.uk/history/historic_figures/william_i_king.shtml
Knights: http://en.wikipedia.org/wiki/Knight
http://www.middle-ages.org.uk/middle-ages-knights.htm
http://www.metmuseum.org/toah/hd/feud/hd_feud.htm
http://en.wikipedia.org/wiki/Chivalry
Serfdom: http://en.wikipedia.org/wiki/Serfdom
http://studyingsocieties.wikispaces.com/Life+of+a+Feudal+Peasant
http://westernreservepublicmedia.org/middleages/feud_peasants.htm
Church: http://www.historylearningsite.co.uk/medieval_church.htm
http://westernreservepublicmedia.org/middleages/feud_clergy.htm
Edward 11: http://www.middle-ages.org.uk/timeline-of-king-edward-ii.htm
Black Prince: http://en.wikipedia.org/wiki/Edward,_the_Black_Prince
http://www.bbc.co.uk/history/historic_figures/black_prince.shtml
http://en.wikipedia.org/wiki/Siege_of_Limoges
Henry 11: http://www.middle-ages.org.uk/timeline-of-king-henry-ii.htm
Richard 11: http://www.middle-ages.org.uk/king-richard-ii.htm
http://www.bbc.co.uk/history/british/middle_ages/richardii_reign_01.shtml
Black Death: http://www.bbc.co.uk/history/british/middle_ages/black_01.shtml
http://www.bbc.co.uk/history/british/middle_ages/black_impact_01.shtml
http://awylie.tripod.com/plague4.html
Peasant’s Revolt: http://en.wikipedia.org/wiki/Peasants'_Revolt
http://www.portregis.com/Curriculum/History/A%20Form%20Revision/Lent10/Peas%20Rev%20AS.pdf
http://www.middle-ages.org.uk/the-peasants-revolt.htm
http://faculty.history.wisc.edu/sommerville/123/123%20162%20PeasantRevolt.htm
John Ball: http://en.wikipedia.org/wiki/John_Ball_(priest)
Wat Tyler: http://en.wikipedia.org/wiki/Wat_Tyler
King John: http://www.middle-ages.org.uk/timeline-of-king-john.htm
Magna Carta: http://www.middle-ages.org.uk/magna-carta.htm
http://www.bbc.co.uk/history/british/middle_ages/magna_01.shtml
Alice Chaucer: http://en.wikipedia.org/wiki/Alice_de_la_Pole
Froissart: http://en.wikipedia.org/wiki/Froissart%27s_Chronicles
NOTEMAKING.
This is the collation stage of the activity. Students need to organise the field of information and begin to
explore its context.
Directions and /or Inquiry questions are provided for notemaking / summary exercises that
will follow the viewing of the video.
The materials / data for the summaries have been collected above.
The activity could be done in teams, groups, or by individuals, or as a class with teacher direction.
1. Draw up a timeline / chronological chart of the events described and discussed in this program.
2. Note details of Norman England.
3. Note details of the feudal system.
4. Note details of the role of the Church in the feudal system.
5. Note details of the role of knights in the feudal system.
6. Note details of the role of peasants in the feudal system.
7. Note details of the reign of the various kings profiled in this program.
8. Note details of the Black Death in England.
9. Note details of the Peasants’ Revolt.
10. Note details of the reign of King John.
11. Note details of the provisions of Magna Carta.
ISSUES & INQUIRY.
Key issues and inquiry questions that have been raised by the video are addressed at this stage for
discussion and research.
1. Why did most people accept their place in the feudal system with little complaint?
2. How did those in the higher levels of the feudal system treat those below them? Why?
PROBLEMS of EVIDENCE.
Questions of reliability and validity of the perspectives, evidence and sources presented in the video
program need to be considered, tested and researched.
1. How did the Black Death change the attitude of the peasants in England? Result?
2. What did Magna Carta guarantee to all subjects of the King of England?
COMMUNICATING.
The key issues and inquiry questions are potential topics for debate, essay writing, reports, historical
recount and explanation.
1. Write a REPORT on the feudal system.
2. Prepare notes (both sides) for a DEBATE of the proposition that
When examined Magna Carta is a bit of a disappointment.
3. Explain the breakdown of the feudal system in England.