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Code of Chivalry
A knight is sworn to valor. His heart knows only virtue. His blade defends the helpless.
His might upholds the weak. His word speaks only truth. His wrath undoes the wicked.
Middle School Study Guide and Lesson Plans
Medieval Times is proud to partner with you by providing curricular supports to help plan your unit of study. In the following
pages, you’ll find lessons and projects where students can fully develop their understanding of the overall lifestyle of the
Medieval Era including living in castles, making a coat of arms, and living in an era of feudalism. In addition, we’ll talk about
the practice of chivalry and why it is pertinent in our present society.
In addition to these worksheets, Medieval Times also offers educational matinees to support your classroom curriculum
and bring the Middle Ages to life! A field trip to the Castle is a great supplement to your students’ learning and a fun way
to draw conclusions about the era and make connections to present day. For show dates, times, and Castle locations, visit
us at medievaltimes.com/edu
Lesson Plan: Chivalry 101 .......................................................................................................................... 03
Lesson Plan: Coat of Arms ...................................................................................................................... 08
Lesson Plan: Tapestries .............................................................................................................................10
Lesson Plan: Protecting the Castle ........................................................................................................12
Lesson Plan: People of the Middle Ages ..............................................................................................15
Medieval Lifestyle Sources ....................................................................................................................... 21
Vocabulary Handout ................................................................................................................................. 22
Loyal teachers of the realm,
2Medieval Times Middle School Teacher Study Guide and Lesson Plans
OBJECTIVES:
Social Studies
•
Students will be able to summarize the
contribution that knights had regarding chivalry.
Civics
•
Students will be able to interpret different
perspectives and their implications.
MATERIALS:
•
Post-it notes – 4 per student
•
Large space
(whiteboard or tables brought together)
1. Review with students the concept of chivalry by quickly asking the following reflection questions:
• What do you know about chivalry?
• (Turn and Talk) - Using vocabulary words from Medieval Times, what did you learn about chivalry?
• How are these principles incorporated into daily life?
2. Pass out 4 Post-it notes per student.
3. Have each student think of two of the most important components of the code of chivalry.
Independently, students will write one component on each Post-it notes.
4. Working with a team, bring together all Post-it notes and sort the ideas. (There will probably be repeats.)
5. Using the blank Post-it notes, groups will decide if there are any aspects missing and write in
additional traits.
6. Students will then rank the aspects of chivalry from most important to least important. Students
must be able to defend their choices as to what comes first, second, third, etc. *Teacher questions
while walking the room – Why does that trait rank higher? How would that fit the needs of the
society? Etc.
7. Group share – What are the top three traits from each group? Teacher writes each of these on the board.
8. Student work – Which of these traits would be most important in a modern code of chivalry?
Re-rank the traits for a person living in our current society. (5 minutes)
9. Group share – Top three from each group. Teacher writes each of these on the board.
How do they compare?
10. In Class or Home Assignment - How can a person turn these traits into actions? What do each of
these traits look like for you as a student, our class, our school, or our neighborhood?
Create a chart of the trait and the action that would be associated with it.
LESSON PLAN: CHIVALRY 101
PROCEDURES:
Lesson can be done as a whole group or in smaller teams depending on the size of the class.
3
Lesson Plan: Chivalry 101
CODE OF CHIVALRY
A knight is sworn to valor. His heart knows only virtue.
His blade defends the helpless.
His might upholds the weak. His word speaks only
truth. His wrath undoes the wicked.
LESSON PLAN: CHIVALRY IN ACTION
Project Based Learning (PBL)
Students engaged in project-based learning (PBL) activities “work in groups to solve challenging problems that are
authentic, curriculum-based, and often interdisciplinary” (McGrath, 2003). Project-based learning is a component
of an inquiry-based approach to learning. In this approach, students create knowledge and understanding through
learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks.
A classic project-based learning activity usually involves 4 basic elements:
1. An extended time frame;
2. Collaboration;
3. Inquiry, investigation, and research; and finally,
4. The construction of an artifact or performance of a consequential task.
Graphic organizers are available on the following pages to assist students with completing this project.
Modern Code of Chivalry
Chivalry was the code of conduct that knights held themselves to during the medieval era. In this PBL, students
in groups of 2-3 will take the information they have learned from studying the Middle Ages and the background
received on chivalry in order to create a modern code of chivalry that would address the needs of today’s society.
Steps to complete this Project:
1. Demonstrate the link between medieval society and the code of chivalry.
2. Brainstorm problems in your community, cliques in your school, or concerns in your class.
3. Create a code that would help a modern knight (male or female) to conquer those issues through actions in his/
her daily life. Describe how the code addresses each of the concerns that you brainstormed.
4. Present your modern code of chivalry in an interesting and engaging way to peers. Artifacts should be
accompanied by an explanation of why each value was chosen.
Medieval Times is based upon authentic medieval history and is
the true story of a noble family with documentation dating back
to the 11th century.
CCSS – 21
st
Century Themes
•
Civic Literacy
•
Global Awareness
4
Lesson Plan: Chivalry 101
CHIVALRY IN ACTION
Student Handout
Knight’s Code
What would this sound like in
modern language?
A knight is sworn to valor.
His heart knows only virtue.
His blade defends the helpless.
His might upholds the weak.
His word speaks only truth.
His wrath undoes the wicked.
Extension Activity – Create your own modern code of chivalry.
What values and virtues do you feel would best benefit the modern knight or lady?
5
Lesson Plan: Chivalry 101
In the below, choose three Code of Chivalry Values and create a modern scenario where the code could be applied.
A Knight’s Code of Chivalry
6Post-Show Lesson Plan: Chivalry 101
CHIVALRY IN ACTION
Student Handout
CHIVALRY IN ACTION
Student Handout
Examine one of the events you described on the previous page and describe how each of the Code of Chivalry values
could be reflected in your scenario.
7
Lesson Plan: Chivalry 101
A knight is sworn to valor.
His heart knows
only virtue.
His might upholds the
weak.
His wrath undoes the
wicked.
His word speaks only
truth.
His blade defends the
helpless.
OBJECTIVES:
Social Studies
•
Students will be able to describe the purpose
of a coat of arms.
Civics
•
Students will be able to create their own personal
motto reflecting their own beliefs and values.
COAT OF ARMS
During the Middle Ages, knights used a coat of arms
to identify themselves. In a society where few people
could read and write, pictures were very important.
Traditional colors include: Black, Royal Purple, Emerald
Green, Royal Blue or Sky Blue, Bright Red. Animals
were frequently used as a main charge. They were not
drawn to look three dimensional, but were shown as if
they were flat.
The pictures represented the animal as a symbol:
Lion, Bear, Boar, Eagle, Horse, Dragon, Griffin.
LESSON PLAN: COAT OF ARMS
PROCEDURES:
Students will create their own shield and family coat of arms including a motto that reflects the
Code of Chivalry Values and an explanation on the back.
Criteria Total Points Possible Your Points
Neatness - use of precise drawings and artwork 10
Motto - clearly identified and reflects own beliefs and values 25
Symbols & Images - incorporate three or more images, symbols
and animals from the Middle Ages into the coat of arms
40
Explanation - clear and reflects the Code of Chivalry Values 25
Total 100
Mantling: Two-coloured drapery
worn by knights below the crest
when jousting. Protects the neck
from the sun.
Crest: On the top of the helm. Stood
on a two-coloured wreath, a cap (like
here) or a crown. Knights wore these
when jousting.
Coronet: Only for noblemen.
Most people weren’t allowed
them. Not shown here.
Helm: Different forms of helmet
show how important people are. This
gold & silver one is for a nobleman.
Supporters: Only given to very
few important people. They hold
up the shield. May be two the
same or different.
Coat of Arms: The main heraldic de-
sign. Used by knights on their shields
to identify them in battle.
Compartment: Supporters
often stand on a grassy
mound. Not shown here.
Motto: A saying which a knight &
his family live by. Often in Latin or
French.
Rubric for Coat of Arms
8
Lesson Plan: Coat of Arms
COAT OF ARMS
Student Handout
9
Lesson Plan: Coat of Arms
OBJECTIVES:
Social Studies
•
Students will be able to describe the purpose of
recording history and momentous events
Civics
•
Students will be able to interpret different
perspectives of the same or similar events.
LESSON PLAN: TAPESTRIES
PROCEDURES:
Students will pick an event of signicance to them, their school or their family and depict that event in imagery.
Ask students, “How would you depict this event on a tapestry to ensure it was remembered for all time?” and
“What images would be most important?”
Tapestry
A tapestry is a heavy cloth with rich, colored designs or scenes usually hung on walls for decoration and sometimes
used to cover furniture.
At a time when most people could not read, the images in the tapestries ensured that history and momentous events
were recorded. By the 1400s, craftsmen were employed to weave elaborate designs for a growing market. It has been
estimated that 15,000 people were employed in the craft by this time. Medieval weavers extracted dyes from plants
and insects in a range of less than 20 colors.
10Lesson Plan: Tapestries
11Lesson Plan: Tapestries
TAPESTRY
Student Handout
1. Students will be creating a sales pitch – at the
discretion of the teacher, this can be a written
product, digital product, or an oral presentation.
Teachers, preceding this Lesson Plan, you may want
students to watch some examples of sales pitches
from shows like Shark Tank.
2. Review the following features of a castle and their
purpose:
a. Buttresses
b. Towers and keeps
c. Spiral staircases
d. Narrow slit windows
e. Gateway
3. Each of the features above serves a purpose in
defending the castle from an attack. Ask students
to brainstorm other problems that the castle may
experience from defending off an invading army
(arrow fire, ladders on the walls, catapults, etc.)
OBJECTIVES:
Social Studies
•
Students will be able to make inferences and
draw conclusions about life in a castle.
English (Vocabulary)
•
Students will be able to use a working vocabulary
relating to the structure of castles.
LESSON PLAN: PROTECTING THE CASTLE
PROCEDURES:
Lesson can be done as a whole group or in smaller teams depending on the size of the class.
Groups of 6 are recommended.
TECHNOLOGY
•
Students will be able to plan, use, and evaluate
various search strategies
4. Ask Students – “What is a new castle feature that
you would try to convince a medieval architect to
use?” (see handout)
a. Why would this be an important feature?
b. What types of attacks would this defend against?
c. What would it be made of?
d. What materials could be used?
12Lesson Plan: Protecting the Castle
Castles belonged to the wealthy, important, and powerful people of the land – kings, queens, nobles, and knights.
Castles were designed to be difficult to attack and easy to defend. Castles protected owners from rivals and invaders;
however, castles were also used to protect the local citizens.
Early castles were built in the 9th and 10th centuries and were constructed of earth and wood; usually constructed on
higher ground. Castles from the 11th century and later were always built of rocks and stones on high ground and often
surrounded by water such as a lake of wide, deep water called a moat. Stone castles had massive walls that were
between 15 and 20 feet thick.
Protecting the Castle
Student Handout
LIFE AT THE CASTLE
Student & Teacher Source
Tower
Ward
Outer Curtain Wall
Keep
Arrow Slits
Moat (not shown)
Inner Curtain Wall
Castle of Hohenwerfen, Austria
13Lesson Plan: Protecting the Castle
Here are the five key castle structures and how they help
castle defense:
1. Buttresses are the extra thick part of the outer walls
that assist in strengthening the structure.
2. Towers and keeps were tall and square and enabled
long distance surveillance. Originally the corners
were square, but later designs were rounded or
cylindrical. Squared corners were more vulnerable to
damage by projectiles like boulders from catapults.
3. Spiral staircases inside castles were specifically
designed to inhibit right-handed invaders by forcing
the attacker’s balance to the left side while stonework
defeated his ability to swing his sword properly.
4. Narrow slit windows were slim on the inside, but
flared wider on the outside. This made it difficult
for the enemy to hit the defenders, but enabled
those inside with a wider range of motion for
attacking the enemy.
5. The fore building was the gateway into the castle.
It was usually positioned forward from the castle, on
higher ground or upstairs from ground level making
it more difficult to gain entry. Gateways were
protected with a massive iron gate, a heavy wooden
door or both.
Protecting the Castle
Student Handout
Tower
Ward
Outer Curtain Wall
Keep
Arrow Slits
Moat (not shown)
Inner Curtain Wall
Castle of Hohenwerfen, Austria
A castle was built as a sign of stature and to protect against attack. The diagram below shows many of the castle
features that you have learned about during your study of the Medieval era.
Assignment
You are selected to help a medieval architect plan the building of a new castle and you want to add a new feature to
the castle. This feature must prevent an attack and help the castle defend against enemies. Create a sales pitch that
will convince the architect that your feature is important and would be a benefit to the castle and the nobility who will
live there.
Be sure to include:
1. The name of your new castle feature.
2. What problem does it solve? / What type of attack would your feature protect against?
3. What would it be made of?
4. Why is this feature important?
5. How would this feature benefit the nobility living in the castle?
14Lesson Plan: Protecting the Castle
PROTECTING THE CASTLE
Student Handout
People of the Middle Ages
Assign each group of 3-4 students a title that was present during the medieval era. Taking on the persona assigned,
students will complete the “Day in the Life” questions and share their results on a poster or in a digital format.
King or Queen
A monarch who ruled a kingdom or
territory and whose position is hereditary.
Lords/Ladies
The proprietor of a manor.
Vassals
A person who held land from a feudal
lord and received protection in return for
homage and allegiance.
Knights
A medieval gentleman-soldier, usually
high-born, raised by a sovereign to
privileged military status after training as a
page and squire.
Peasants
They were the poorest people in the
medieval era and lived primarily in the
country or small villages.
Serfs
A member of the lowest feudal class,
attached to the land owned by a lord and
required to perform labor in return for
certain legal or customary rights.
15Lesson Plan: People of the Middle Ages
OBJECTIVES:
English (Vocabulary)
•
Students will be able to use a working vocabulary
to define the roles of people in the Middle Ages.
Social Studies
•
Students will be able to summarize the
relationship of the people in the Middle Ages.
Culture
•
Students will be able to describe the importance of
their
job to the community.
Governance
•
Students will be able to define the hierarchy of
society in the Middle Ages
LESSON PLAN: PEOPLE OF THE MIDDLE AGES
KING
LORDS
(VASSALS)
KNIGHTS
(VASSALS)
PEASANTS
(SERFS)
Loyalty
Food
Food
Homage Military Service
Shelter
Shelter
Protection
Protection
Farm the Land Pay Rent
Military Aid
Fief & Peasants
Feudalism in the medieval era revolved around different classes
and the relationships between each. Each class provided goods or
services in return for something else. What other relationships are
there between these classes?
Protecting the Castle
Student Handout
PEOPLE OF THE MIDDLE AGES
Student Handout
Feudalism in the medieval era revolved around different
classes and the relationships between each. Each class
provided goods or services in return for something else. What
other relationships are there between these classes?
Day in the Life
Using the persona assigned to you, use your knowledge, handouts, textbooks, notes, and digital
resources to answer the following questions. You will need to present your answers to the class.
1. What did you have for breakfast today?
2. What did you choose to wear? What did you wear
yesterday?
3. What are your plans for the day?
What do you NEED to accomplish today?
4. What will you be having for lunch or dinner today?
5. What will you do for fun or to relax today?
Taking on the persona assigned by your teacher, your group
will complete the “Day in the Life” questions and
share your results on a poster or in a digital format.
King or Queen
A monarch who ruled a kingdom or territory and
whose position is hereditary.
Lords/Ladies
The proprietor of a manor.
Vassals
A person who held land from a feudal lord and
received protection in return for homage and
allegiance.
Knights
A medieval gentleman-soldier, usually high-
born, raised by a sovereign to privileged military
status after training as a page and squire.
Peasants
They were the poorest people in the medieval
era and lived primarily in the country or small
villages.
Serfs
A member of the lowest feudal class, attached to the land
owned by a lord and required to perform labor in return
for certain legal or customary rights.
16Lesson Plan: People of the Middle Ages
6. What events are coming up that are particularly
important to you?
7. Who are the most important people around you?
8. What are you proudest of?
9. What are your biggest worries?
10. If you had one wish, what would it be?
KING
LORDS
(VASSALS)
KNIGHTS
(VASSALS)
PEASANTS
(SERFS)
Loyalty
Food
Food
Homage Military Service
Shelter
Shelter
Protection
Protection
Farm the Land Pay Rent
Military Aid
Fief & Peasants
Protecting the Castle
Student Handout
PEOPLE OF THE MIDDLE AGES
Student & Teacher Source
The medieval era, often called the Middle Ages or the
Dark Ages, began around 476 A.D. following a great loss
of power throughout Europe by the Roman Empire. The
Middle Ages span roughly 1,000 years, ending between
1400 and 1450. Though, in Spain, 1492 is considered the
end of their medieval period and the beginning of the
modern era.
The Middle Ages changed the landscape of Europe
through:
• A surge in Christianity leading to the building of great
cathedrals
• Clearing of large tracts of land by peasants
• Settling of new towns and villages
• Building of great castles by local nobility
The period was one of human expansion, centralization
and great political upheaval and violence, resulting in the
foundation of many modern European countries.
Royalty
The King, Queen, etc.
Nobility
Hereditary titles
(Count, Duke, Earl, etc)
Peasants
The King claimed ownership
of the land. The King granted
the land to important nobles
- these nobles then pledged
their loyalty by swearing to
serve and protect the king.
The king also granted land
to the less powerful military
men (the knights) who were
called vassals. The vassals
also agreed to fight for the
king in exchange for their
land.
Nobles were granted land by
the king and used peasants
to work the land and support
the efforts of the kingdom
they pledged their loyalty.
Peasants worked the land
that belonged to the local
nobility for little to no
money. They were able to
meet basic needs but many
were not able to relocate or
marry without permission.
Spain was not the united country that it is today. In the 11th century
there were multiple Spanish kingdoms that each claimed a
different area of land. The map outlines each of the 11th century
Spanish kingdoms and their land. Medieval Times has knights that
represent many of the areas in the kingdoms of both Leon and
Navarre.
Owning and Working the Land in the Feudal System
17Lesson Plan: People of the Middle Ages
Protecting the Castle
Student Handout
Originally knights were attendants or specialized foot-soldiers, but the status of knights was elevated around 800
A.D.
Kings or lords would raise a soldier to a knight by lightly striking (dubbing) the knight’s shoulder with the flat of his
sword. The knight was given a sword, a pay raise and, frequently, a plot of land. Most knights were required to be at
least 21 years old.
Knights were considered elite soldiers in battles, wars and crusades, but when not in such situations, they usually
acted as law enforcement officers of the local lord’s court or that of the king.
Knights began fighting while riding large and powerful horses called warhorses. This radically changed how
conflicts were waged at that time. Since these horses were expensive, only wealthier men could afford to become
knights.
Knights required attendants to handle the knight’s several horses, maintain and hand him his heavy weapons and
shield, assist him in mounting and dismounting the horse and guard his prisoners. Squires assisted the knight in
battle training and exercises, and often became knights themselves.
Knights typically wore better than average clothing, but wore chain mail, helmets and partial suits of armor only in
battle. Swords, daggers and sometimes lances were the weapons of choice. Full suits of armor made of plate steel
came into use around 1400.
Each knight had his own flag or banner that identified him on and off the battlefield, called a coat of arms. The
pattern and colors on the flag were often repeated on his shield and on other items belonging to the knight.
The principles and customs of the medieval knight were categorized as chivalry. Knights were known for their
masterful skills with horses. A knight’s code of conduct included: mercy, humility, honor, sacrifice, faithfulness,
courage, utmost graciousness and courtesy toward women.
PEOPLE OF THE MIDDLE AGES
Student & Teacher Source
18Lesson Plan: People of the Middle Ages
Protecting the Castle
Student Handout
PEOPLE OF THE MIDDLE AGES
Student & Teacher Source
In the medieval era, most people
had only a given name, such
as John. To differentiate, some
were also known by the manor
in which they resided – John
became John of Cornwall Manor.
This would be added to things,
such as trade – Edward the
Metalsmith or Jacob the Miller.
Over the centuries these turned
into the last names of today (just
drop “the”). In this vein, if John
had a son Charles, he might be
known as Charles, John’s son
(later known as Charles
Johnson).
Songs and stories were very
popular during The Middle
Ages. People would entertain
themselves with song, dance,
music and stories. Wandering
entertainers, called minstrels or
troubadours, would travel from
village to village providing such
entertainment—particularly
music—for the local people.
They were paid in food and
sometimes coins.
Other entertainers would come
through as well, including
jugglers, acrobats and those
with trained animals. These were
the early origins of traveling
circuses. Traveling puppet
shows were common as well.
Cards, dice and guessing games
were popular. The noble classes
began to play new games like
chess and backgammon that
were brought back from the
Orient during this period.
Methods of communication
during the medieval period were
very limited. Without the use
of television, telephone, radio,
internet or the postal service,
correspondence took place in
the form of letters delivered by
private messenger. Letters were
written on parchment (pieces of
dried animal skin) with the use
of ink and quill pen.
Books were very expensive in
the Middle Ages, as each was
written and illustrated by hand.
A book consisted of a series of
bound parchment leaves. Before
the invention of the printing
press, it took a team of scribes,
illuminators and bookbinders a
very long time to make a single
book.
Tradesmen and Merchants
Tradesmen and merchants played an important role in the medieval era. To learn a skill, one would begin as an
apprentice to learn a craft and, only after many years of training, one could become a skilled tradesman such as a
carpenter, blacksmith, or artisan. Merchants sold items, often between towns. The most popular traded items were
salt, iron, and textiles.
Names in the
Middle Ages
Entertainment:
Drama, Dance
& Tournaments
Communication
19Lesson Plan: People of the Middle Ages
Clothing: Men and Women
As in the previous centuries, two styles of dress existed
side-by-side for men: a short (knee-length) costume
deriving from a melding of the everyday dress of the
later Roman Empire and the short tunics worn by the
invading barbarians, and a long (ankle-length) costume
descended from the clothing of the Roman upper classes
and influenced by Byzantine dress.
Women’s clothing consisted of an undertunic called a
chemise or smock. This was usually made of linen.
Over the chemise, women wore one or more ankle-to-
floor length tunics (also called gowns or kirtles). Working
class women wore ankle-length tunics belted at the waist.
Food, Drink, Clothing
Everyday food for the poor in the Middle Ages consisted of
cabbage, beans, eggs, oats and brown bread. Sometimes,
as a specialty, they would have cheese, bacon or poultry.
The wealthier you were, the better you ate. More meat and
game such as venison was available to those who could
afford it, along with white bread, spices and rich sauces.
If you lived near a body of water, fish was prominent in
your diet. Inland lakes and streams provided freshwater
fish and turtles, while coastal regions near oceans and
seas had ample access to saltwater fish like herring, cod,
whale and eel. When possible, fish was eaten fresh. Fish
was also dried, smoked or salted for long-term storage to
be eaten during winter.
Honey straight from bee hives called apiaries was the
common sweetener during the period; while herbs, nuts,
roots and flowers were eaten and used in medicinal tonics
and teas.
FOOD AND DRINK
20Lesson Plan: People of the Middle Ages
MEDIEVAL LIFESTYLES
Primary and Secondary Sources
Any castle building was designed both to defend a country and to dominate the population. Often the castles would be situated to split an
attacking force, ideally keeping the invaders busy until relief arrived. With infantry being able to travel up to 30 miles in a day and horsemen
much further, a castle could control a wide area of countryside.
One of the best ways to study the past is to examine primary and secondary sources. These artifacts and writings
give researchers an understanding of what life was like for people living in the Medieval Era as well as deeper
insight into what traditions and rituals were of great importance. Through using these resources, one can find out
not only how people acted, but the motivation behind those actions.
Websites with additional primary and secondary sources:
• Eyewitness to History - http://www.eyewitnesstohistory.com/mefrm.htm
• Euro Docs / Medieval Spain - http://eudocs.lib.byu.edu/index.php/Medieval_Spain
• Fordham University, Medieval Sourcebook - http://legacy.fordham.edu/halsall/sbook.asp
21Lesson Plan: People of the Middle Ages
STUDENT VOCABULARY
Student Handout
Castle
Structures that belonged to the wealthy, important, and
powerful people of the land – kings, queens, nobles, and
knights. They were symbols of status during times of
war and in peace. Early castles were built in the 9th and
10th centuries and were constructed of earth and wood.
They were designed to be difficult to attack and easy to
defend.
Chivalry
The medieval system, principles and customs of
knighthood. The qualities idealized by knighthood,
such as bravery, courtesy, honor and gallantry toward
women.
Feudalism
A political and economic system of Europe from around
the 9th to 15th centuries. It was based on nobility
holding all land in exchange for homage to the Crown,
military service, labor, and fruits of the land.
Hierarchy
Categorization of a group of people according to ability
or status.
Knight
A medieval gentleman-soldier, usually high-born,
raised by a sovereign to privileged military status after
training as a page and squire.
Lord
The proprietor of a manor.
Manor
The district over which a lord had domain and could
exercise certain rights and privileges in medieval
Europe.
Page
A boy who acted as a knight’s attendant as the first
stage of training for chivalric knighthood.
Peasant
They were the poorest people in the medieval era and
lived primarily in the country or small villages.
Serf
A member of the lowest feudal class, attached to the
land owned by a lord and required to perform labor in
return for certain legal or customary rights.
Squire
A young nobleman attendant upon a knight and ranked
next below a knight in feudal hierarchy.
Tapestry
A heavy cloth with rich, colored designs or scenes
usually hung on walls for decoration and sometimes
used to cover furniture.
Vassal
A person who held land from a feudal lord and received
protection in return for homage and allegiance.
Valor
A quality of determination when facing great danger,
especially in battle.
Virtue
The display of moral excellence.
22Vocabulary Handout
