T E AC H E R ’ S G U I D E
TEACHER ’S G UIDE
• Share selections from a first-person account of the Battle of Hastings
(see www. fo rdham.edu/halsall/source/1066malmesbury.html). After
further re s e a rching this famous battle, e n c o u rage students to ch o o s e
either the Normans or the English, and write a letter that describes the
Battle of Hastings from that point of view.
• Students can design their own coat of arms to re p resent themselve s .
Encourage students to share their hera l d ry with the gro u p , describing
what their emblems represent.
• H ave students re s e a rch the armor and we a p o n ry of medieval knights,
and how they changed over the course of the Middle Ages. Students can
create a time line, complete with words and images, that illustrates how
knights’ armor and weaponry changed over time. (See www.wpi.edu/
~jforgeng/plate_armor/index.html for a good medieval armor resource.)
• www.ub.rug.nl/camelot/
The University of Rochester sponsors “The Camelot Project,” a web site
that features information about King Arthur. Students can learn more about
the characters, settings and symbols in Arthurian legend, in addition to
accessing full-text versions of King Arthur tales.
• L o rds in the Middle Ages often wanted to obtain the service of a knight
for protection. H ave students imagine that they are medieval lords in
search of a knight. Students can write a “Help Wanted” adve rt i s e m e n t
that clearly defines the job description of the knight.
• The Bayeux Tapestry is a picture woven on cloth that tells the story of
the Battle of Hastings. Discuss with students why this important event in
the history of England was recorded in this format.Then ask students to
choose an important event from their lives that they would like to
record in “tapestry” format. Using the Bayeux Tapestry as an example, students should use butcher paper to create a tapestry of their own that
depicts their special eve n t . After the “tapestries” a re completed, discuss
the pros and cons of recording history in this manner.
• Read selections from Tamora Pierce’s Protector of the Small series about
Ke l a d ry of Mindelan, the daughter of nobles who is on a journey to
become one of the fi rst female knights. Based upon what students have
learned about knights and medieval society, discuss which aspects of
this story are based in fact and which are based in fantasy.
Suggested Internet Resources
T E AC H E R ’ S G U I D E
Suggested Print Resources
• B ro o k s , Philip. Knights and Castles. Houghton Mifflin Co., Boston, MA;
2001.
• Child, Jo h n , N i gel Ke l ly and Martyn Whittock. The Crusades. P. Bedrick,
New York, NY; 1996.
• Tames, Richard L. Knights and Battles. Silver Dolphin Books, Berkeley, CA;
2001.
• Tanaka, Shelley. In the Time of Knights: The Real-Life Story of History’s
Greatest Knight. Hyperion, New York, NY; 2000.
his guide is a supplement designed for teachers
to use when presenting pro grams in the video
series Life in the Middle Ages.
Kristen Lovett Casel, M.S.
Curriculum Specialist,
Schlessinger Media
Before Viewing: G i ve students an introduction
to the pro gram by re l aying aspects of the summary
to them. Select pre - v i ewing discussion questions
and vo c abulary to provide a focus for students
when they view the program.
COMPLETE LIST OF TITLES
• THE DOCTOR
• A HISTORY OF THE MIDDLE AGES
• THE KNIGHT
• THE MERCHANT
• www.stemnet.nf.ca/CITE/medieval_heraldry_intro.htm
This “Introduction to Heraldry” web site offers information about the
use of emblems in the Middle Ages, including a description of the
origins of heraldry and a key to understanding the language of heraldry.
5
Teacher’s Guides Included
and Available Online at:
3/05
• THE MONK
• THE NOBLE
• THE SERF
• SOCIAL STRUCTURE IN THE
After Viewing: R ev i ew the pro gram and vo c ab u-
MIDDLE AGES
lary, and use the fo l l ow-up questions and activities
to inspire continued discussion. Encourage students
to re s e a rch the topic further with the Internet and
print resources provided.
800-843-3620
Teacher’s Guide and Program Copyright 2002 by Schlessinger Media,
a division of Library Video Company
P.O. Box 580, Wynnewood, PA 19096 • 800-843-3620
Executive Producers:Andrew Schlessinger & Tracy Mitchell
Programs produced and directed by Tremendous! Entertainment, Inc.
All rights reserved.
Grades 4–8
T
TEACHER’S GUIDE
Periodically, Internet Resources are updated on our web site at
www.LibraryVideo.com
• www.essentialnormanconquest.com/home.html
“The Essential Norman Conquest” is an interactive web site that provides a wealth of information about the Battle of Hastings and the
Bayeux Tapestry. Students can access a detailed time line and maps of
the Battle, a frame-by-frame depiction of the Tapestry and illustrations of
the armor worn by knights during this time.
(Continued)
THE KNIGHT
• Yolen, Ja n e . The Dra go n ’s Boy : A Tale of Young King A rthur. Harper &
Row, New York, NY; 1990.This retelling of King Arthur’s childhood provides
a wonderful introduction for students to Arthurian legend.
D6843
V6231
Program Summary
squire — A knight-in-training. A squire learned the skills of knighthood by
Knights are well-known and we l l - l oved ch a ra c t e rs from fa i ry tales and
legends — but what was the real story of these warriors of the Middle Ages?
The knights of the 800s wo re chain mail, fought on hors e b a ck and used a
swo rd and lance for we a p o n s .As time pro gressed, they began to wear plate
armor over chain mail and to use weaponry like battleaxes and maces in
addition to swo rds and lances.To serve as a knight during the Middle A ge s
was ex p e n s i ve , and so many knights developed relationships with lords —
the lords offering lucra t i ve lands, the knights providing military pro t e c t i o n .
An unwritten law guided the behavior of medieval knights — the code of
chivalry, which stipulated their honor, bravery, generosity and compassion. In
order to become a knight, young boys served an existing knight and became
his squire , until they we re dubbed knights themselves.After their dubb i n g
ceremonies, knights practiced their battle skills in competitions known as
tournaments. By the 1400s, the knight’s military value began to wane with
the introduction of gunpowder. Despite this decline, the knight, with his suit
of shining arm o r, has been fi rm ly entre n ched in our imaginations as the pinnacle of gallantry and bravery.
Vocabulary
knight — A wa rrior of the Middle Ages who fought on horseback. Knights
we re often taken into the service of a lord , whom they swo re to serve by
fighting their lord’s enemies.
Middle Ages — Also known as the medieval period, the time period that
stre t ched roughly from the 5th to the 15th century.The term was coined to
describe the era in between the time of ancient Rome and the Renaissance.
armor — A pro t e c t i ve covering for the body, wo rn by knights during the
Middle Ages to shield them during battle.
lance — A long spear that was carried by medieval knights on hors e b a ck
during battle.
chain mail — Protective armor worn by medieval knights that was made of
rows and rows of tiny metal rings linked together.
Battle of Hastings — A battle that took place in 1066 to determine the
ruler of England.The English, led by Harold II, were defeated by the Normans,
led by William, Duke of Normandy.
Bayeux Ta p e s t r y — A medieval embro i d e ry that depicts the Battle of
Hastings in 1066.
chivalry — The code of conduct fo l l owed by medieval knights. C h i va l ry
described the qualities that a knight should have, like respecting the Church,
being brave and acting with courtesy.
troubadours — Traveling medieval musicians.
crossbow — A weapon used during the Middle Ages that shot arrows called
bolts.These bolts could be shot right through a knight’s pro t e c t i ve chain
mail.
plate armor — Pro t e c t i ve armor wo rn by medieval knights that was made
of large pieces of metal linked together.
longbow — A weapon used during the Middle Ages that consisted of a
wooden bow that shot arrows.
(Continued)
2
serving an existing knight.
dubbing ceremony — The event at which a squire became a knight. At
this time, the newly dubbed knight was presented with his armor.
Crusades — A series of wars fought between Christians and Muslims during
the 11th to the 13th centuries in the hopes of taking possession of Jerusalem
and other places considered to be holy by the Christians.
tournaments — Simulated battles that trained knights for wa r fa re and
enabled them to practice their skills.
jousting — Fighting on hors e b a ck with lances, with the goal of knocking
the opponent from his horse.
battleaxe — A weapon used during the Middle Ages that consisted of an axe
with a double-sided blade.
mace — A weapon used during the Middle A ges that consisted of a heavy
club, which was often spiked.
surcoat — A cloak often worn by medieval knights over their armor.
heraldry — The use of symbols or emblems during the Middle Ages. Knights
often wo re these emblems on their shields, cloaks and cloths draped ove r
their horses.
Pre-viewing Discussion
• Knights are often immortalized in fairy tales and legends as triumphant
h e ro e s , fighting the bad guy. Brainstorm with students the connotations
that the wo rd “knight” has for them. E n c o u rage students to indicate the
origins of these meanings (i.e. specific legends, fairy tales, movies).
• M e d i eval knights we re trained fighting men who swo re to do battle with
their lord s ’ enemies. Have students discuss what the presence of a tra i n e d
fighting force might tell them about society during the Middle Ages.
• Knights during the Middle A ges fo l l owed a code of ch i va l ry that guided
their actions. Encourage students to discuss why it might have been important for knights to adopt a code of ch i va l ry. Do students think ch i va l ry still
exists today?
• Medieval tournaments we re simulated battles that trained knights fo r
wa r fa re , but eventually they became a fo rm of entertainment, attended by
large groups of people. Have students compare tournaments in the Middle
A ges to similar forms of entertainment today.W hy do students think that
events like these are popular and have been enjoyed by people for so many
years?
Focus Questions
1. Describe chain mail, and explain its importance for medieval knights.
2.What does the Bayeux Tapestry tell us about the Middle Ages?
3. H ow did medieval knights obtain the money they needed to pay for their
horses, armor and weaponry?
4.What was chivalry, and how did it affect the behavior of medieval knights?
5.Why did knights start wearing plate armor, and how did this change affect
knights?
(Continued)
3
6. Describe the training process for becoming a knight.
7.What was a dubbing cere m o ny, and what we re some of the key elements of this event?
8.What role did medieval knights play in the Crusades?
9. How did the nature of tournaments change over time?
10.Who was William Marshal, and why was he considered one of the most
amazing knights who ever lived?
11.What was hera l d ry and how did it play an important role in medieva l
tournaments?
12.Why did the popularity of using knights in battle decline by the 1400s?
Follow-up Discussion
• H ave students debate whether or not they feel that knights of this time
truly fo l l owed their code of ch i va l ry. E n c o u rage students to justify their
answers.
• Students can compare and contrast knights of the Middle Ages with
fighters of today. How are our modern-day methods of defense similar to
and different from medieval methods?
• E n c o u rage students to discuss the pros and cons of becoming a knight.
Do they feel that the glory of being a knight outweighed the costs?
• Have students discuss the relationships that developed between knights
and lords during the Middle Ages, emphasizing the costs and benefits for
each of the participants.
• The majority of medieval knights we re male. Based upon what students
h ave learned about the Middle Ages, discuss why women did not often
fill this role in society.
Follow-up Activities
• The stories of King A rthur have inspired the imaginations of people for
centuries. Share selections from King Arthur legends, and encourage students to discuss what can be learned about the Middle Ages from these
stories. (See sunsite.berke l ey.edu/OMACL/Lancelot/ for legends written
by Chrétien de Troye s , or www.lib.rochester.edu/camelot/geofhkb.htm
for those written by Geoff rey of Monmouth.) Then students can use
what they ’ve learned about medieval knights to write their own King
Arthur tales.
• Encourage students to write their own modern-day code of chivalry that
could serve as a guide for their behavior today. C o m p a re this modern
code to the code of the medieval knights. (See www. w m i ch . e d u /
m e d i eval/mdvl145/resource/chivalry.htm for an example of a medieva l
code of chivalry.)
• Conduct a class research project on the Crusades. Small groups can each
be re s p o n s i ble for one of the eight major medieval Crusades betwe e n
1095 and 1291.To present the info rmation that they have re s e a rch e d ,
groups can act as newspaper re p o rt e rs and write art i cles that detail the
“who, what, when, where and why” of these wars.
(Continued)
4