Late Middle Ages documentaries

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Today:

Finished? Go to the LessonUp "Listening independently" and do the assignments you find there. 

The first documentary should stop automatically at 19:09 minutes. 

Otherwise, stop it yourself. 

Books?

• Book: do ex 1-7 (page 118-...)

The Late Middle Ages

pages 16-18

Goal:

Improve listening skills and help you understand the theory. 

Watch twice

1. Do the vocabulary assignment (hand-out) 

2. Make notes so you can answer the questions after the video. 

1. What part of the world does the term “Middle Ages” technically refer to?

1. The Mediterranean
2. Eurasia
3. Afro-Eurasia
4. Europe

2. What is usually considered the end point of the Middle Ages?

1. The Italian Renaissance
2. The Scientific Revolution
3. The fall of Muslim Spain
4. The Age of Exploration

3. Which of the following is NOT listed as an ingredient in medieval soap?

1. animal fat
2. lead
3. ash
4. scented herbs

4. Which form of punishment DID exist in the European Middle Ages?

1. The Iron Maiden
2. The Pear of Anguish
3. Drawing and quartering
4. Death by a thousand cuts

5. When did the idea of a distinct, backwards “Middle Ages” become popular?

1. In the 15th and 16th centuries
2. After the fall of Rome
3. In the 19th and 20th centuries
4. During the Mongol conquests

6. Why did Enlightenment thinkers describe the Middle Ages as superstitious and irrational?

7. Why would rulers reserve especially violent, public punishments for crimes like high treason?

 to serve as a powerful deterrent and reinforce their authority. High treason was considered the gravest offense because it directly threatened the stability of the state and the ruler’s legitimacy. By making executions brutal and highly visible, rulers aimed to:

Instill Fear – Public spectacles of extreme punishment created fear among the populace, discouraging potential rebels or conspirators.

Demonstrate Power – Harsh punishments reinforced the ruler’s control and the idea that betraying the state or sovereign would result in severe consequences.

Reinforce Loyalty – Public executions acted as a form of propaganda, reminding citizens and nobles alike of their duty to remain loyal.

Deter Elite Betrayal – Since treason was often committed by high-ranking officials or nobles, violent punishments reminded the elite that their status would not protect them.

Symbolic Justice – The gruesome nature of executions (such as drawing and quartering) symbolized the complete destruction of the traitor’s body and reputation, erasing their influence.

By making these punishments public and extreme, rulers sought to prevent dissent and maintain control over their subjects.

Make notes so you can answer the questions after the video. 

demanded to be crowned right away. 

died without an heir

 the Conqueror

Alfred the Great's grandson

The Thunderbolt

King Atlan of Wessex

Edward the Confessor

Harold Godwinson

Harold Hadrada

William Duke of Normandy

In the poem the English forces are compared to

1. the sea
2. a virgin
3. a forest
4. a castle

You've watched two videos about the Battle of Hastings. Did you notice any discrepancies (differences)?

E.G. 

castle built by William is out of piety (thanking God) in the BBC video and out of remorse in the other. 

The way Harold Godwinson died is mentioned as fact in the BBC and uncertain in the other .

Make notes while you watch the next video. 

Write down at least three things. 

www.bbc.co.uk

Share three things you learned from this video:

Do the vocabulary assignment (hand-out) and also try to listen for discrepancies with the other video about Hastings.