Two Introductory Activities for the Middle Ages

by Della Hutchison

Della teaches 7th grade English at the Mifflinburg Middle School and in her spare time enjoys learning as much as she can about medieval life.  She became enthralled by the Middle Ages when she read the stories of King Arthur and Robin Hood as a middle school student.  She can be reached electronically at hutchnsn@bucknell.edu. 

Looking for a way to introduce the Middle Ages to your students?

Here are two activities to try;  they don't take a lot of time to prepare or present, but they might provide that "hook" you're looking for.  They can be used with students of all ages.

Activity:  What's My Hat?

Task(s): 

·        Match the "hat" with the title of the person who wore it.

·        Identify the person's job and home.

·        Identify the modern "equivalent" to the job.

Purpose(s): 

·        To illustrate the different levels of society (all)

·        To introduce different jobs in the Middle Ages (Elem)

·        To introduce the concept of the "Three Estates" (HS)

Resources needed:

·        "Hats"

·        Signs:

Hat             Who            Did             Home                   Modern

Crown         King            ruled            castle           President    

Helmet         Noble          protected     manor                   policeman

Cowl           Clergy         prayed         monastery    pastor

Straw hat     Serf             worked        hut               farmer

Coif             Craftsman    made           town            mason

·        Books (e.g., Medieval Life -- Eyewitness Books)

Procedure: 

·        Pass out the "hats" and signs to students.

·        Students with "hats" should spread out throughout the room.

·        Students with signs should stand next to the person wearing their "hat."

·        Have seated students guess/explain why each person belongs in the group where he/she has gone.

Follow-up Activities: 

Have students research medieval "jobs."  Since most occupations in the Middle Ages were determined by what one's parent did, topics could be assigned based on the students' parents' (or grandparents') occupation.

Students could write a "want ad" or a job description for the job they researched, or they could create a resume for an ideal applicant.

Subjects:  Social Studies, English, Research Skills

Activity:  New World vs. Old World

Task(s): 

·        Identify the various foods.

·        Determine whether the foods were known in Europe during the Middle Ages ("old world") or whether they were brought to Europe after 1492 ("new world").

Purpose: 

·        To show how the discovery of the New World changed everyday life by using food as an example.  (all)

Resources needed:

·        Food:

Old World                      New World

Rice                                Sweet corn

Green peas                      Chili pepper

Chickpeas                       Tomato

Ground cinnamon           Cocoa powder

Whole-grain mustard       Potato

·        Map of the world or globe

·        Books (e.g., The Gourmet Atlas:  The History, Origin, and Migration of Foods of the World;  available from Amazon for $31.96.)

Procedure: 

·        Have students list their favorite foods.

·        On a table, display the various foods.

·        Discuss which foods are "old world" and which are "new world."

·        Try to determine whether their favorite foods were available in the Middle Ages.

Follow-up Activities: 

Have students locate the foods' origin on a map.  Students could then research how a particular food got to Europe and create a poster showing this information.

Students could find out about other "old world" or "new world" foods.  They could then research how a specific food was used.  Using medieval cookbooks, they could find recipes using their ingredient and perhaps even make samples to share with the class.

Subjects:  Family and Consumer Sciences, Social Studies, English, Research Skills

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