Julie Schmidt
1531026
CI 5741
Lesson Title: Dracula: Fact or Fiction?
Subject and Grade Level: 11th Grade World History
Date to be taught: 15 December 2005 (Thursday), Day 9 of Renaissance Unit, day two of Renaissance
in Eastern Europe. 90 minutes.
Background (see notes and texts for more information):
- Dracula, made famous by the 1897 novel Dracula by Bram Stoker, was a real-life vivode
(prince) named Vlad in what is now the modern-day Romanian principality of Wallachia.
- Vlad was born in 1431, the same year Joan of Arc was burned to the Stake; he died in 1476,
two years before Isabelle of Castile and Ferdinand of Aragon were married.
- Vlad’s father was a member of the Order of the Dragon and was thus referred to as (Vlad)
Dracul. The diminutive form of this title was given to his son: Vlad Dracula.
- Prince Dracula ruled sporadically. While political structure was changing during this period,
and Wallachia was predominantly autonomous, Vlad ruled at the pleasure of the Hungarian
rulers.
- The methods used by Vlad to secure his territory gave rise to the modern day term
draconian. In particular, his use of impalement as torture and punishment earned him the
nickname ţepeş (tse pech), meaning impaler, among the boyars (nobles).
- While it is the horror of the stories that we remember, he was a strong leader who fought hard
against the Turks and helped bring security to his lands.1
Rationale:
1) The Renaissance, taking different forms, occurred all over Europe. Eastern Europe is
frequently ignored, but was important during this period.
2) Fiction (rumor) is often (but not always) based in fact. It is important to be critical when
choosing what to believe.
3) While Dracula is frequently regarded of secondary importance to history, his story is an
engaging way to present a frequently ignored part of history, and he had a huge impact on
modern culture.
Primary Question: Renaissance: rebirth or revolution?
Secondary Question: Who was the real Dracula and what was his impact on history?
Generalizations/Primary Concepts (how this lesson fits into the unit):
1) The Renaissance was a widespread period of transition.
a. It was experienced all over Europe
i. Included Eastern Europe.
b. It emerged at different times. In the region we’ll be discussing:
i. Political changes began in the late 14th century.
ii. Cultural changes began in the late 15th century.
c. It took different forms, and it s form could change over time.
i. Challenges to and changes in political structure.
ii. Cultural changes followed political changes.
2) Different factors influenced the varying manifestations of the Renaissance.
a. Economics
i. Infrastructure
ii. Resources and their Distribution
iii. Population
b. Geography
1
Florescu, RR; McNally, RT. Dracula: Prince of Many Faces. Little, Brown, and Company: Boston, 1989.
i. Military base
ii. Agricultural base
iii. Population Density and Health
c. Politics
i. Structure/Distribution of Power
ii. Leaders
d. Culture
i. Beliefs
ii. Religion
3) Changes wrought by the Renaissance influence our modern culture.
a. Literature
i. Horror genre
b. Counter-culture
i. Goths
Learner Outcomes:
The student will be able to:
1) list concrete facts about the historical figure Dracula. (knowledge)
2) explain how Dracula was part of the Renaissance manifested in southeastern Europe.
(comprehension)
3) hypothesize the degree to which fictional accounts are based in fact. (synthesis)
4) construct a broader understanding of the Renaissance. (synthesis)
Materials:
Photos (visual/spatial)
- Vlad Tepes
- German wood cuttings depicting torture scenes
Maps (visual/spatial)
- http://www.lib.utexas.edu/maps/historical/se_europe_1444.jpg
Timeline (logical/mathematical)
Excerpt from Bram Stoker’s Dracula, chapter 2.
Source Books/Bibliography:
Florescu, RR; McNally, RT. Dracula: Prince of Many Faces. Little, Brown, and Company: Boston,
1989.
Florescu, RR; McNally, RT. In Search of Dracula: The History of Dracula and Vampires, revised
edition. Houghton Mifflin: Boston, 1994
Stoker, B. Dracula, 1897. <http://www.literature.org/authors/stoker-bram/dracula> (7/17/05).
Video (visual/spatial - others):
Time Machine: Bloodlines: Dracula’s Family Tree (DVD). The History Channel, 2003.
DRACULA'S FAMILY TREE revisits the exploits of Radu Florescu and Raymond McNally, two
Boston professors whose research 30 years ago exposed the truth about the historic figure who
inspired Dracula -- Vlad Tepes, also known as Vlad the Impaler for his monumentally sadistic
ways. Here, Florescu shares the incredible tales from their search that did not make the
headlines: how the hunt for Vlad led to a death, strange diseases, and illness; how key
documents repeatedly vanished; and how Vlad's decapitated body (his head was sent to the
Sultan in Istanbul by Ottoman invaders) disintegrated when his tomb was opened.
Developmental Sequence:
Prerequisite Reading: For today’s lesson the students were assigned to read chapter 2 of Bram
Stoker’s Dracula online.
Review of Yesterday (5 minutes): Yesterday we learned about how the Renaissance was
manifested in Eastern Europe. The main point they should remember is that political forms were
changing as a result of interactions with the Ottoman Turks and Western Europe. Later,
beginning in 1476, cultural changes, primarily from Italy, began to influence Eastern Europe. The
students should be able to identity the names and basic importance of John Hunyadi, Mathias I
Corvinus, and the Ottoman Turks.
Anticipatory set (5 minutes):
Casually, and without introduction, make the following statement:
“Last night as I was leaving school I say the principal arguing Mrs. Maris, the English teacher,
outside the office. I couldn’t hear what they were saying, but I’m sure that the principal was going
to fire her. The principal was just so angry and Mrs. Maris looked distant and unattached. Have
you heard anything? What do you think?”
After providing a minute to the students, ask:
- What do you think about rumors?
- If you think they’re interesting, think about why.
- If you dislike them and don’t pass them on, again, why?
We need to be equally critical in history. We can’t always believe what we “hear.”
Body of Lesson: (Lecture and Video) TIME: 65 minutes (50 minute video)
Who was the real Dracula?
- name, dates of birth and death
- parents, brothers
- wives, etc.
- what he accomplished
- what he’s known for (READ: stories from In Search of Dracula (verbal/linguistic))
- how his accomplishments are significant
What events shaped who Dracula was?
- Confinement in Turkish palace for 6 years (11-17years old)
o Compare to Radu’s experience - He had a more pliable personality, had a better time at
the Turkish court, and became a pawn of the Turks. Is that better?
- Physical appearance (difference from brother Radu “The Handsome”)
- Religion
- Tutelage under John Hunyadi
QUESTION TO PONDER: Is it “better” to be Radu or Vlad (Dracula)?
What was the broader scope of events?
- War: Ottoman Turks, beginning with the attempt to protect their border, are encroaching on
European land.
Trade: Germans in Transylvania are trying to serve as the intermediaries in trade between
the East and the West.
VIDEO: The Dracula Family Tree (copy attached question list for class)
The aim of the video is to provide students with an opportunity to observe two historians at work.
The questions are meant to help them think about the need for critical observation and thinking
about a subject. Secondarily, they will help students think the process of historical research, its
progress, and to observe how Florescu and McNally have chosen to overcome their roadblocks.
The Dracula Family Tree – guiding questions
Who are Florescu and McNally?
What are they studying?
What is the source of their interest?
What methods do they use to investigate history?
Does the video seem to accurately represent their descriptions of their research methods?
What are some of the places they visited?
Do all of their sources/excursions have equal value?
Closure (5 minutes):
If the students only remember two thinks about this lecture they should remember
- you can’t rely on other’s judgments about the reliability of information.
- Dracula was a real person who had a strong impact on history.
Assessment: (see attached – make copies for entire class).
Discussion Question for Journal (Due Tomorrow):
If your father got in trouble at work and to keep his job had to send you to live with the CEO of a client
company for six years, someone who didn’t know you, didn’t care about who you were or what you did,
believed different things than you, ordered other people to oversee your needs – only to the degree that
you wouldn’t die, and didn’t let you leave – how might you feel? Would you be angry? Would you be
confused? What would your reaction depend upon? How would you exercise the negativity?
Compare your thoughts to Vlad and Radu’s reactions to their situation. Who do you identify with? Why?
NOTES:
See page references for more detailed information.
- Florescu, RR; McNally, RT. Dracula: Prince of Many Faces. Little, Brown, and Company: Boston,
1989. (referenced as Dracula)
- Florescu, RR; McNally, RT. In Search of Dracula: The History of Dracula and Vampires, revised
edition. Houghton Mifflin: Boston, 1994 (referenced as Search)
Who was the real Dracula?
- name, dates of birth and death, parents, brothers (Dracula, p 44-; Search, p 15, 17)
Vlad Dracula, later nicknamed Vlad Tepes (Vlad the impaler)
Born 1431, Died – never (kidding) 1476
Father: Vlad Dracul (member of the Order of the Dragon); Mother: Princess Cneajna, of
Musatin dynasty of Moldavia
Brothers: Mircea (3 years older), Radu (4 years younger); Vlad the Monk (son of father and
mistress)
-
wives, etc. (Search, p 40)
Not much is known. Was married, unsure to who, but the first was probably of common birth.
Was reported to have mistresses.
-
what he accomplished (Search, ch 4-5)
Prince of Wallachia in 1448, 1456-1462, and 1476. Main aim was to “rid the country of the
alien, non-Christian infidel,” (p. 35).
-
1462-1476 Imprisonment by Matthias I – Dracula’s castle was surrounded by Turks, which he
had recently defeated in battle, but he did not have the forces to defeat them and escaped to
seek the aid of Matthias. Matthias agreed and send troops with Dracula to fight against the
Turks in Wallachia. During the journey, Dracula’s troops were sent ahead and Dracula was
taken prisoner and returned to Matthias for trial. (Search, 95-6)
1466 he renounced his Orthodox beliefs and converted to Roman Catholicism and was
married to one of Matthias’ cousins and had two sons with her. During this period he lived in
a house in Pest. This alliance resecured Dracula’s candidacy for the Wallachian throne.
-
what he’s known for (READ: stories from In Search of Dracula [verbal/linguistic]) (Search, p
193-219, choose selections from different sources, e.g.: Russian, German, Romanian)
-
how his accomplishments are significant (Search, p. 27)
While one side of his personality is, inarguably, that of “torturer and inquisitor,” he was also
“an early nationalist, and an amazingly modern statesman who justified his actions in
accordance with raison d’etat. … There was a method to his apparent madness”
(Of course, it depends who you ask; but, the Romanian peasants still think of him with
fondness [Search, p. 35])
What events shaped who Dracula was?
- Confinement in Turkish palace for 6 years (11-17years old) (Search, p. 21-22; Dracula, p.
56)
“was a difficult pupil, prone to temper bouts; the whip and other forms of punishment were
often resorted to in order to cow him into obedicnce,” (Dracula, 56)
o
Compare to Radu’s experience - He had a more pliable personality, had a better time at
the Turkish court, and became a pawn of the Turks. Is that better?
“by way of contrast, there was Radu, whose unusual good looks and sensuality attracted
the female members of the seraglio as well as the male “minions” in the Sultan’s court,”
(Dracula, 56)
-
Physical appearance (difference from brother Radu “The Handsome”) (Dracula, p. 56)
“gaunt and rather ungainly”
-
Religion (Search, 40-41)
Was a devout Christian. Believed in the importance of good works, so built many
monasteries.
-
Tutelage under John Hunyadi (Search, p. 24; Dracula, 39)
Learned new styles of warfare (from the most successful Hungarian general of the period)
QUESTION TO PONDER: Is it “better” to be Radu or Vlad (Dracula)? This will be addressed in
their Assessment (homework).
What was the broader scope of events?
- War: Ottoman Turks, beginning with the attempt to protect their border, are encroaching on
European land.
o Dracula did not refrain from trying to incite war (Search, p. 39; Ch 5)
-
Trade: Germans in Transylvania are trying to serve as the intermediaries in trade between
the East and the West.
o Germans, stationed in all of the large Transylvanian towns, to take advantage of
the trade between East and West, were pushing out native traders. (Search, p.
26-7)
1413-1422: Henry V
of England.
1415: Battle of
Agincourt.
1414-1417: Council
of Constance ends
the Great Schism,
burns Jan Hus.
Early 1400s: growth
of the Hussite
heresy in Bohemia.
1400s: cannon and
firearms developed
and refined
1420: French forces
surrender, sign
treaty handing the
French throne to the
English.
1428: first
appearance of
Jeanne d'Arc.
mid-1400s: English
driven from France
TIMELINE
1400-1500
England descends
into civil war - the
Wars of the Roses.
1469: Spain united
under the rule of
Ferdinand and
Isabella.
1478: Inquisition
revived in Spain.
mid-to late 1400s:
Renaissance
humanism spreads
into western Europe.
mid-to late 1400s:
mapping techniques
and navigational
skills improve.
c.1480: Bristol fish
merchants discover
America?
1485: Henry Tudor
assumes English
throne
1492: Jews
expelled from
Spain; Columbus
'discovers' the 'New
World'.
late 1400s:
Reformation of the
Catholic Church in
Spain.