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This resource is a role play in which students can act out scenarios and predict what the cause of the Black Death was and how it was spread.

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Developed by: Cindy Symons and Kristi Thomas

Subject Areas: Social Studies/History

Grade Level: 5-7

Date: April 27, 2000

Objective: By doing the role play, students will be able to develop, in groups of 3 or 4, a hypothesis for the cause of the Bubonic Plague during the Renaissance.

Materials Needed:

1. Cue Cards (with parts written on them)
2. Props of any kind

Procedures:

1. Ask the students if they have ever wondered how diseases originate?
2. Explain to the class that they will be doing a role-play to figure out the reason for the Bubonic Plague that began around 1330. Connect it to previous learning by explaining that the Bubonic Plague was a major concern during the Renaissance, and the people's lives they have been studying. Explain that it was also known as the Black Death because of the black spots it produced on the skin. Have them realize that the Bubonic Plague was a terrible killer loose across Europe, and that medieval medicine had nothing to combat it. During the role-play, the students will be medical examiners, from the London Board of Health. Explain to the students that it is their responsibility to take notes during the scenes so they can help figure out the cause of this deadly disease. Remind them that when taking notes, to simply write the main points.

3. Assign parts and read the role-play (see attached).

4. Explain to the class that they should remain in their seats, taking notes, until it is time for their case. They should also listen while others are speaking. Explain that when it is their turn to speak, they should project their voice and read clearly.

5. When the role-play is complete, instruct the students not to talk about the role-play. Have students go through their notes individually, and hypothesize what the cause of the Bubonic Plague was.

6. Divide the class into groups of 3 or 4. Have each group discuss the hypotheses developed in #5. Then, have each group come to a consensus, and write one paragraph stating what the cause was and details that support their conclusion. The students are free to ask any of the characters questions, to clarify what has been said.

7. When the groups are finished, conduct a class discussion. Ask each of the groups to share their conclusions. Give ample time for this discussion. Then share the following:

In the late fall of 1665, the death rate from the plague in London declined abruptly. People, who had evacuated the city, began to return. By 1750, the Bubonic Plague had gradually faded out in Western Europe. For the next hundred years, very few cases of the plague were reported. However, in 1894, there was a new outbreak in China. But medical science had made many advances since the time of the Black Death in London. As a result, Louis Pastuer discovered that the source of the disease was the fleas, often found on rats. Therefore, the transmission of the Bubonic Plague was from fleas to humans.

Assessment: Collect the written hypothesis as the evaluation. Check for understanding. Did they support their hypothesis with information from the role-play? Accept reasonable answers such as the following: rats, fleas, the fleas on the meat, animals, and person to person.

Sources: Giblin, James Cross. When Plague Strikes: The Black Death, Smallpox, AIDS. Harper Collins Publishers (1995)_ 46-50.
Return to Index
ROLE-PLAY

Narrator: The Plague is a disease caused by bacteria that infects the whole body. The bacteria multiply in the blood stream and lymph nodes. It travels to the liver, spleen, kidneys, lungs and brain. The first day the victim is infected they usually have headaches and feel weak and tired. By the 3rd day they are staggering and their lymph nodes swell to the size of hen's eggs! By the 5th day victim's heart beats quickly as it pumps blood through swollen tissues. The nervous system begins to collapse and they experience severe pain in the movement of their arms and legs. As death draws near their mouths gape open and their skin is dark from internal bleeding. In 1330 the Plague in Europe killed 25 million people. If it weren't for scientist, Louis Pasteur, many more would have been killed when the Bubonic Plague broke out in China in the late 1800's. Let's see if you can come up with the same solution he did. The following cases will be clues to help you solve the mystery of the Black Death.

CASE #1

John Overhill: (state your name) I have been a merchant for 17 years. I have a beautiful wife, Margo, and 4 exquisite children who I love dearly. I have always been healthy and active until recently. I have worked with many customers in my years; however, most recently, I have been interacting with a butcher who sells meat to my market.

Margo: My name is Margo. My husband, John has been ill for the past 4 days. I'm worried sick that he might have contracted that nasty Plague. His skin has darkened, shriveled and lost its elasticity. He really isn't as old as he looks. He's the only one in our family who is sick. The only thing it could be is (hesitatingly) ...the Plague. It must have been from that dirty butcher!

CASE #2

Sarah: (Mourning) My poor Joseph died at such an early age of 18. He was making ends meet for our family as a delivery boy. He was so friendly; he would often share his meager lunch with the homeless at Town Square. Now, Town Square is filled with dead bodies (crying) ... Everywhere! Shortly after delivering meat to wealthy hones in Marston Court, he felt ill and died within a few days. Everyone thinks meat from Butch's Meats is infected with the Plague. But, Joseph never ate the meat there; he hates meat. I don't know how he got it!

CASE #3

Narrator: The following comments are journal entries from 2 brothers who died yesterday.

Journal Entry #1: I feel so sick... like I'm going to die. My whole body aches and I have this massive bump on my leg. When I first got it I thought it was a spider bite, but it has grown at such a rapid rate. I don't think I have much time left. I'm pretty sure it's what little Joseph had... I did go visit the same house he did.

Journal Entry #2: My illness has progressively gotten worse. I don't know how me and my bro'got it. We took precautions that we had hear through the grape vine. We didn't bathe very often, that way our pores didn't open to let the fumes in. We also kept flowers in our pockets to smell so we wouldn't breathe the fumes in. I guess it happens to the best of us. I know, maybe we got it from Mom. She does live next to that dirty butcher who was accused of getting that merchant sick. But, I'm too tired to worry about that now.

CASE #4

Narrator: The next to speak to you will be the mayor of this town, as he addresses the Council of Alderman.

Mayor: Council, we have a huge problem on our hands. I just got the Board of Health Review back. Last month, we decided to order all the dogs and cats of the towns to be killed. We thought they were the source of the Bubonic Plague. Gentlemen, we were wrong. The numbers of deaths have increased this past month. We thought killing the dogs and cats would solve the problem, but the only result we got was 40,000 fewer dogs and 5 times fewer cats. We must do something!

Council Member #1: I agree. Something else needs to be done. Town Square is constantly full of sick people, and now it is infested with rats. There was even a crowd of people at 10 p.m. last night on my way home. All the people were talking about how they don't know who or what to trust. I'm beginning to wonder the same thing.

Council Member #2: Definitely. So many people have died that there is a serious labor shortage. Workers are demanding higher wages and the commoners are revolting. Shopkeepers are going bankrupt for lack of customers. They are closing their shops to become drivers of the dead carts that carry bodies of the plague victims to the cemetery. All day long the carts rumble through the city streets while the drivers shout, "Bring out your dead!" How will the town ever survive like this?

Mayor: Gentlemen, gentlemen, settle down. Do we have an update from the Board of Health`?

Council Member #3: Yes, your Lord. Since the dogs and cats have been eliminated from the possible list of causes of the Plague, we have come up with a new conclusion. The Bubonic Plague is believed to be transmitted from person to person. This, therefore, explains the reason it is so contagious.

Mayor: So it is. We must take action immediately. As soon as one is diagnosed with the plague, a 40-day quarantine will be placed on the house. We must warn the townspeople without delay!

Council Member #4: To let people know to stay away from the infected house, a red cross should be painted above the door. And, we should post guards outside so no one is allowed to enter.

Mayor: Fine work, my dear council. We will stop this plague once and for all!

CASE #5

Narrator: The next character is Butch. He is the butcher that sold meat to John Overhill's market.

Butch: (from Butch's Meats) Mr. Inspector Sir, I got all this here meat straight from the farm. I ain't trustin' any other way for my dead grandma's life! Them rich folk think I'm a dirty of butcher. I may have been accused of havin' rats runnin' around here, but that ain't no different than anywhere else in town. There may be a little dirt on the floor and a few fleas runnin' around but I ain't never sold no bad meat.

Inspector: I'm not accusing you of anything, Butch. I'm just trying to figure some things out. So, how have you been feeling lately?

Butch: Up until yesterday, I was feeling great. Yesterday, I did have the darndest headache, but thought I was just tired. Today, I'm feeling real weak. Must be comin' down with a cold, `cause this here gland in my neck is sure a swellin'. What're ya' tryin' to get at anyways?

Inspector: Oh ...nothing. Just be expecting someone to come and get these nasty rats out of here. We'll be watching you.

CASE #6

Narrator: Two weeks after the Mayor proclaimed that houses would be quarantined, it was reported that a small girl was snuck out of a quarantined house. Neither her or the family she stayed with got the plague. Word of this got out, and the town went crazy. A riot nearly broke out in the center of Town Square.

Bertha Bradley: For those of you who don't know me, I am Bertha Bradley. I am the grandmother of young Rose. As most of you know, her mother has been very ill with this horrible epidemic. Rose had been cooped up in her tiny one bedroom home. Her mother did not want Rose to get sick, so her and her husband snuck her by the guard and over to my home, in a new change of clothes. At first, I was worried we would all contract the disease. But, I too wanted to save my granddaughter from the horrible dredgery of being cooped up in that little house. So, we snuck her out, knowing we might also contract the disease. Well, it has been 4 days since then and all of us are healthy and well.

Town's Person #1: (Angrily) Maybe that Mayor was wrong again! I say we get rid of him, instead of locking our families inside. That's inhumane!

Town's Person #2: Yea! What's he going to do next? Kill us, like he did our dogs and cats'?

Town's Person #3: I just have one question. What would (sarcastically) Lord Mayor do if a member of his family contracted the disease? Would he lock himself in his house? Or, is he to good to have the Black Death? He thinks it's some "poor man's" disease. Well, he's wrong!

Security Guard: All right, All right. Break it up, before I have to chase you off with my stick. I've heard about enough of your pathetic threats. That's it, get out of here.

CASE #7

Bradley: Hello, my name is Bradley and I live in the small apartments around town square with the rest of the towns' poverty. This past week has been the worst. I am feeling so queasy. I hate being sick. We don't have much and there isn't much to be done, when us poor folk get sick. I wonder if I am getting the same disease that is making everyone around here drop off like flies. I wish the mayor would do something about our little apartments. They are so small and crowded. There are flea-infested rats running all over the place. No wonder this place is disease infested. One person gets sick around here and it is like an epidemic. We all get it. There is no escaping.

CASE #8

Rodney: Yo, wuz up? My name be Rodney, but my gang calls me Rod. You can call me whatever, I have been called just about everything. Anyhow, here's what's going down. So what, I stole that lousy sausage from the butcher shop yesterday. It sure tasted good, ok. I got my punishment. I feel like a dead cat that just got smashed and left in the gutter to rot. I wish that officer would get off my back, being this sick is punishment enough.

CASE #9

Billy: Yo, what is goin' down? I'll tell ya what is going down with me, the man Billy. That dirty beast, Rodney, gave me a bloody lip. All I was trying to do was get a piece of that sausage. It wasn't really his anyway. He stole it. I thought all us stuck together. Whatever! Good thing that water pump on Town Square was nearby, else I wouldn't have had anywheres to wash off my lip.

CASE #10

Sprayer: I'm the town's only rodent sprayer. Not for long. I have got to get some help. I have been working non-stop for the past month. It breaks my heart to see people dying left and right. Fortunately, I keep myself protected in clothing that allows nothing to touch me. Well, guess the next stop is to head to Butch's Meat shop. Normally, I would respond immediately to the Inspector's request. However, this is the first moment I've had. I hope he doesn't find out that I came 3 days after he called me. (As he enters the shop, he screams) Oh no! (He runs over to the dead butcher) He's dead!

Narrator: A few hours later, after the butcher's body was removed, the sprayer and inspector returned to the scene. It is your job to conclude what they found and what the carrier of the Bubonic Plague was.

Bye, thanks for visiting our website!!!

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Developed by: Cindy Symons and Kristi Thomas Subject Areas: Social Studies/History Grade Level: 5-7 Date: April 27, 2000 Objective: By doing the role play, students will be able to develop, in groups of 3 or 4, a hypothesis for the cause of the Bubonic Plague during the Renaissance. Materials Needed: 1.

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This resources includes many different tabs about various aspects of the Middle Ages. You can change the Lexile level of each article as needed.

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Highlights of the Middle Ages | Kids Discover

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Discover Standards Learn About Kids Discover Online

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This website is student friendly and a place to learn all about the Middle Ages. This tab is about knights and kings.

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Discover Standards Learn About Kids Discover Online

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This is a graphic organizer that students could use when taking notes during the role play activity.

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This source tells about many different aspects of the Middle Ages in Europe. The articles are written for students.

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Kids learn about Charlemagne's biography. King of the Franks and Holy Roman Emperor during the Middle Ages.

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Video: "Black Plague Extinction"

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Black Plague Extinction Video - Black Death - HISTORY.com

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At the height of the plague, a ravaged population dug hundreds of graves every day to accommodate the dead.

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This website explores the middle ages as a whole with videos, games, and other links to do more exploring. Teachers can use as a resource or the students can use it to discover all of the middle ages in a fun way!

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Education resources for schools teachers and students - ABC Education

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ABC Education has 4000+ educational games, videos and teaching resources for schools and students. Free Primary and Secondary resources covering history, science, English, maths and more

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Students can discover different aspects of the middle ages!

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This interactive exhibit, part of the Exhibits Collection, focuses on life in the Middle Ages. The exhibit explores various aspects of the Middle Ages life- feudal life, homes, clothing, health, arts & entertainment, religion and town life. The exhibit includes activities on cathedrals, clothing, art and medical practices.

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This is a museums website in Britian that explains what Gothic architecture is and then lets students discover and look at their different collections online!

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The style of architecture we now call Gothic first emerged in northern France in around 1140. It evolved during the construction of great churches in the Paris region in a move towards greater height, light and volume. Later it was also used for secular buildings such as castles, palaces, bridges, city walls and gates. Key features include the pointed arch, the rib vault, buttresses (especially arched flying buttresses) and window tracery. Over time and across Europe, Gothic developed into a family of related styles.

Enthusiasm for Gothic began to wane in the early 15th century, initially in the city states of central Italy where it had never been entirely popular. However, in northern Europe the style persisted into the 16th century and beyond.

Early Gothic in England

The new Gothic style emerging in France was rapidly taken up in England. It was used in two highly important buildings: Canterbury Cathedral and Westminster Abbey, where royal coronations took place. English Gothic buildings often include plant decoration, adding to the tree-like effect of the interiors. At York Minster, the stone 'pendants' suspended from the canopies above the seats in the walls of the chapter house are carved with botanically accurate leaves that seem to burst into life.

In the later Middle Ages, creativity in Gothic architecture shifted from cathedrals to parish churches. Many small churches serving local communities were built according to the latest fashion or refurbished in the style. Parish churches across Europe still display the great variety and inventiveness of medieval architects and stonemasons working within a shared family of Gothic styles.

Early Gothic in France

'When ... the loveliness of the many-coloured gems has called me away from external cares ... then it seems to me that I see myself dwelling, as it were, in some strange region of the universe which neither exists entirely in the slime of the earth nor entirely in the purity of Heaven.'
Abbot Suger, De Administratione (translated by Erwin Panofsky, 1946)

Abbot Suger (about 1081-1151), who is often credited with inventing Gothic architecture, felt art was central to religious experience. In 1140-44 he renovated the eastern end of his church, the abbey of Saint-Denis. The first major building project in the new Gothic style, it would be followed by a series of great Gothic cathedrals, in Paris (Notre-Dame), Soissons, Chartres, Bourges, Reims and Amiens. Much of Saint-Denis was rebuilt in a later style of Gothic during the 1230s. Portions of its early Gothic architecture survive in the walkway around the eastern end (the 'ambulatory') and in the crypt beneath it.

T he Sainte-Chapelle in Paris, completed in 1248, is the only remaining portion of the palace complex built by King Louis IX (reigned 1226-70). With its masonry engineered to support large expanses of glass, the Sainte-Chapelle became the most influential building of the period. Form and decoration were now taking over from height and volume as the main aims of Gothic architecture. Smaller-scale buildings were better able to showcase this new attention to detail and delicacy.

Local adaptations of Gothic

Regional building practices also had an impact on Gothic architecture. In north Germany and the Baltic region, the main building material was brick, resulting in striking exteriors. In central Europe, the ribs of Gothic ceilings evolved into beautiful star and net patterns. The spectacular cantilevered tower at Ely Cathedral in Cambridgeshire reflects the local tradition for timber construction. The pointed arches on the ground floor of the Doge's Palace in Venice are a variation on the arcading typical of buildings in north and central Italy.

Later versions of Gothic

Later versions of Gothic exaggerated key features of the style. Buildings decorated with miniature architectural forms by the Parler family of architects were enormously influential in central Europe during the 14th and 15th centuries.

In France, the late Gothic style extended its characteristic flame-like window tracery into other parts of the building in the form of stone screens. In England, the move was towards larger rectangular windows and elaborate, fan-shaped vaults. Thick layers of ornament are found in Spain, where Netherlandish and Islamic styles came together in the 15th century, as well as in Portugal, where the decoration was inspired by maritime travel.

Castles

The visual characteristics and structural engineering of Gothic architecture were also used to build great castles and fortifications. These monumental buildings were planned for defence and administration, but also for their psychological impact on the local population. Following his conquest of Wales, Edward I of England (reigned 1272-1307) built a series of castles along the boundary of his new territory. Jaume II of Majorca (reigned 1276-1311) built Bellver Castle on regaining his lands in the Balearic Islands. The Teutonic Knights established the castle complex at Malbork in Poland during their subjugation of the surrounding region.

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gothic; architecture; castles; cathedrals; medieval & renaissance galleries

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The style of architecture we now call Gothic first emerged in northern France in around 1140. It evolved during the construction of great churches in the Paris region, in a drive towards height, light and volume. Later it was also used for secular buildings such as castles, palaces, bridges, city walls and gates.

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Students can find the different Monasteries around the world and discover them virtually, and then learn all about what they are

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All Monasteries | Becoming a Trappist Monk or Nun

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Since our arrival in the United States in the latter part of the nineteenth century, the Cistercians have embraced a life of poverty with the poor Christ on beautiful natural sites in twelve states. We invite you to make use of the links below to visit our seventeen monasteries.

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Student's can explore some aspects of the Holy Land and the basics with simple interesting information

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Holy Land archaeology

The "Holy Land" refers to modern-day Israel, the Palestinian Territories and, by some definitions, areas close to them. This part of the world is of great religious importance for Christianity, Judaism and Islam. In this gallery LiveScience takes a look at seven amazing archaeological discoveries made in the region, some very recently. The finds date from the Early Bronze Age (more than 4,000 years ago) up to the time the Byzantine Empire controlled the Holy Land, about 1,500 years ago.

Ketef Hinnom silver amulets

In 1979 two silver mini scrolls (actually amulets in antiquity) were discovered at Ketef Hinnom, an archaeological site that now has been incorporated into the Menachem Begin Heritage Center in Jerusalem. Dating to around 2,600 years ago they are written in paleo-Hebrew and contain the oldest biblical passage that survives to present day, part of a priestly blessing found in Numbers 6:24-26. The amulets say that Yahweh is stronger than evil and a "rebuker of evil." Researchers think the amulets would have offered protection to those who wore them.

Khirbet Qeiyafa

Khirbet Qeiyafa flourished almost 3,000 years ago and is located about 19 miles (30 kilometers) southwest of Jerusalem. A casemate city wall with two gates surrounds the 6-acre (2.3 hectares) settlement, and some researchers claim it is the biblical city of Sha'arayim. The site may also have played an important role during Israel's "United Monarchy" period and, in July 2013, researchers announced they had identified a structure more than 10,000 square feet (1,000 square meters) in size as a palace that may have been used by King David himself.

Massive 'Sea of Galilee' Structure

In 2013, researchers reported the discovery of a massive stone cairn beneath the waters of the Sea of Galilee. Rising 32 feet (10 meters) off the seafloor the structure has a diameter of 230 feet (70 m), twice the size of the outer circle of tonehenge. It's estimated to weigh about 60,000 tons, heavier than most modern-day warships. Researchers think it may be more than 4,000 years old, dating to a time when the water levels of the sea were lower and a city called "Bet Yerah" or "Khirbet Kerak" stood a mile to the south of the structure. The purpose of the structure is unknown, but cairns, in some instances, were used to mark burials in the ancient world.

Author Bio

Owen Jarus, Live Science Contributor

Owen Jarus writes about archaeology and all things about humans' past for Live Science. Owen has a bachelor of arts degree from the University of Toronto and a journalism degree from Ryerson University. He enjoys reading about new research and is always looking for a new historical tale.

Copyright © All Rights Reserved.

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The Holy Land: 7 Amazing Archaeological Finds

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The "Holy Land" refers to modern-day Israel, the Palestinian Territories and, by some definitions, areas close to them. This part of the world is of great religious importance for Christianity, Judaism and Islam. In this gallery LiveScience takes a look at seven amazing archaeological discoveries made in the region, some very recently.

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Teachers can use the video for students to look at Europe overtime and stop the video and discuss the changes as it goes

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Quick overview of Roman Empire the rise and the fall

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Animated Maps of the Roman Empire - Audio-Narration - The Map as History

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An animated map that explains the Roman Empire history since the founding of Rome to the fall of the empire - For a better understanding of History

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There are facts, key words, people, and a map for students to discover monasteries!

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Students can look at the image and infer what is happening and teacher can then go into a lesson about Parliament

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Students can test their understanding with this fun game!

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PowerPoint Presentation - Blank Jeopardy

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Students can dive deeper into the middle ages with different ideas and themes and games to go with them

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The goal of The Middle Ages is to help students understand the basic concepts of this historical period, including the barbarian invasions, feudalism, the Crusades, the devastation of the plague, the causes of the Renaissance and the beginning of the Reformation. This is accomplished through hands-on and project-based activities.

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short video to introduce chivalry to students

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Chivalric customs arose from the medieval knight's code of conduct, and were gradually adopted by aristocrats and society as a whole. Learn about the elements of the code and some surprising early applications, as depicted in illuminated manuscripts. Love art? Follow us on Google+

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This website is for students and informs them about who Eleanor of Aquitaine was.

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Introduction

Eleanor of Aquitaine (1137-1152) was one of the most powerful and influential figures of the Middle Ages. Inheriting a vast estate at the age of 15 made her the most sought-after bride of her generation. She would eventually become the queen of France, the queen of England and lead a crusade to the Holy Land. She is also credited with establishing and preserving many of the courtly rituals of chivalry.

Eleanor of Aquitaine: Early Life

Eleanor was born in what is now southern France, most likely in the year 1122. She was well educated by her cultured father, William X, Duke of Aquitaine, thoroughly versed in literature, philosophy, and languages and trained to the rigors of court life when she became her father's heir presumptive at the age 5. An avid horsewoman, she led an active life until she inherited her father's title and extensive lands upon his death when she was 15, becoming in one stroke duchess of Aquitaine and by far the most eligible single young woman in Europe. She was placed under the guardianship of the king of France, and within hours was betrothed to his son and heir, Louis. The king sent an escort of 500 men to convey the news to Eleanor and transport her to her new home.

Did You Know?

Eleanor of Aquitaine is said to be responsible for the introduction of built-in fireplaces, first used when she renovated the palace of her first husband Louis in Paris. Shocked by the frigid north after her upbringing in southern France, Eleanor's innovation spread quickly, transforming the domestic arrangements of the time.

Eleanor of Aquitaine Becomes Queen of France

Louis and Eleanor were married in July 1137, but had little time to get to know one another before Louis' father the king fell ill and died. Within weeks of her wedding, Eleanor found herself taking possession of the drafty and unwelcoming Cîté Palace in Paris that would be her new home. On Christmas Day of the same year, Louis and Eleanor were crowned king and queen of France.

Louis and Eleanor's first years as rulers were fraught with power struggles with their own vassals-the powerful Count Theobald of Champagne for one-and with the Pope in Rome. Louis, still young and intemperate, made a series of military and diplomatic blunders that set him at odds with the Pope and several of his more powerful lords. The conflict that ensued culminated in the massacre of hundreds of innocents in the town of Vitry-during a siege of the town, a great number of the populace took refuge in a church, which was set aflame by Louis's troops. Dogged by guilt over his role in the tragedy for years, Louis responded eagerly to the Pope's call for a crusade in 1145. Eleanor joined him on the dangerous-and ill fated-journey west. The crusade did not go well, and Eleanor and Louis grew increasingly estranged. After several fraught years during which Eleanor sought an annulment and Louis faced increasing public criticism, they were eventually granted an annulment on the grounds of consanguinity (being related by blood) in 1152 and separated, their two daughters left in the custody of the king.

Eleanor Becomes Queen of England

Within two months of her annulment, after fighting off attempts to marry her off to various other high-ranking French noblemen, Eleanor married Henry, Count of Anjou and Duke of Normandy. She had been rumored to have had an affair with her new husband's father, and was more closely related to her new husband than she had been to Louis, but the marriage went ahead and within two years Henry and Eleanor were crowned king and queen of England after Henry's accession to the English throne upon the death of King Stephen.

Eleanor's marriage to Henry was more successful than her first, although not lacking in drama and discord. Henry and Eleanor argued often, but they produced eight children together between 1152 and 1166. The extent of Eleanor's role in Henry's rule is largely unknown, although it seems unlikely that a woman of her reputed energy and education would have been wholly without influence. Nonetheless, she does not emerge again into a publicly active role until separating from Henry in 1167 and moving her household to her own lands in Poitiers. While the reasons for the breakdown of her marriage to Henry remain unclear, it can likely be traced to Henry's increasingly visible infidelities.

Eleanor of Aquitaine and the Court of Love

Eleanor's time as mistress of her own lands in Poitiers (1168-1173) established the legend of the Court of Love, where she is reputed to have encouraged a culture of chivalry among her courtiers that had far-reaching influence on literature, poetry, music and folklore. Although some facts about the court remain in dispute amidst centuries of accumulated legend and myth, it seems that Eleanor, possibly accompanied by her daughter Marie, established a court that was largely focused on courtly love and symbolic ritual that was eagerly taken up by the troubadours and writers of the day and promulgated through poetry and song. This court was reported to have attracted artists and poets, and to have contributed to a flowering of culture and the arts. But to whatever extent such a court existed, it appears not to have survived Eleanor's later capture and imprisonment, which effectively removed her from any position of power and influence for the next 16 years.

Eleanor of Aquitaine: Imprisonment

In 1173, Eleanor's son "Young" Henry fled to France, apparently to plot against his father and seize the English throne. Eleanor, rumored to be actively supporting her son's plans against her estranged husband, was arrested and imprisoned for treason. Once apprehended, she spent the next 16 years shuttled between various castles and strongholds in England, suspected of agitating against her husband's interests and said by some to have played a role in the death of his favorite mistress, Rosamund. After years of rebellion and revolt, Young Henry finally succumbed to disease in 1183 and died, begging on his deathbed for his mother's release. Henry released her, under guard, to allow her to return to England in 1184, after which she rejoined his household at least for part of each year, joining him on solemn occasions and resuming some of her ceremonial duties as queen.

Eleanor of Aquitaine: Regency and Death

Henry II died in July 1189 and their son Richard succeeded him; one of his first acts was to free his mother from prison and restore her to full freedom. Eleanor ruled as regent in Richard's name while he took over for his father in leading the Third Crusade, which had barely begun when Henry II died. On the conclusion of the crusade, Richard (known as Richard the Lionheart) returned to England and ruled until his death in 1199. Eleanor lived to see her youngest son, John, crowned king after Richard's death, and was employed by John as an envoy to France. She would later support John's rule against the rebellion of her grandson Arthur, and eventually retire as a nun to the abbey at Fontevraud, where she was buried upon her death in 1204.

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Eleanor of Aquitaine - British History - HISTORY.com

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Eleanor of Aquitaine (1137-1152) was one of the most powerful and influential figures of the Middle Ages. Inheriting a vast estate at the age of 15 made her the most sought-after bride of her generation. She would eventually become the queen of France, the queen of England and lead a crusade to the Holy Land.

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On this website, students can learn about who Saint Francis of Assisi was.

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Biographies for Kids: Saint Francis of Assisi

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Kids learn about the biography of Saint Francis of Assisi from the Middle Ages. Catholic friar who took an oath of poverty.

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Students can read and learn about William the Conqueror.

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Biographies for Kids: William the Conqueror

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Kids learn about the biography of William the Conqueror from the Middle Ages. The Norman who became king of England.

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Students can see a timeline of events in Saladin's life.

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Go to this site providing a short biography of Saladin. Fast facts and interesting information about Saladin. Learn about the history of Saladin of England.

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Overview of events and people in a timeline format.

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European Middle Ages To Renaissance Timeline | Preceden

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Middle Ages. Renaissance. The Reformation. Scientific Revolution. Saint Patrick brings Christianity to Ireland. Rome falls. Beowulf is composed. Vikings Raid...