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In this unit, groups of students research topics from the Middle
Ages. Each group presents its findings to the class. Students learn
new vocabulary and historical information. They review and practice
vocabulary related to families, preferences, houses, occupations,
and hobbies.
ACTIVITY SET 1: Researching the Middle Ages
Working in groups, students choose one of the following topics for
research and presentation to the class:
- Les rois du Moyen Age (e.g., Clovis, 481-511; include
French royal traditions)
- La Chanson de Roland (era of Charlemagne, 800)
- La Tapisserie de Bayeux (era of William the Conqueror,
1066)
- 100 Years War (era of Joan of Arc, 1337-1453)
Groups gather information from library sources and the Internet
in order to prepare a class presentation providing a general historical
background of their topic including traditions and specific details
about the relevant historical character(s). Given the proficiency
level, students may use some English in their presentations. Each
group selects a presentational format such as a puppet show, video,
visual aid presentation, or PowerPoint slide show to tell its “story.”
They prepare a handout listing topics to be covered so that classmates
can take notes. The handout includes key French vocabulary words
and phrases used in the presentations. Presentations are in chronological
order and each is followed by a related class activity facilitated
by the teacher (see Activity Sets 2–5, below). The purpose
of these activities is to reinforce the material that has been presented
by the groups.
ACTIVITY SET 2: Royalty of the Middle Ages
After the first group has made its presentation on a king, such
as Clovis, and before the next group’s presentation, students
play vocabulary games (e.g., Bingo,
the
flyswatter game) and/or Tic-Tac-Toe based on information from
their presentations. Next, using pictures of the Cathedral at Reims
where Clovis was baptized and crowned, students create their own
stained glass window using black poster board and small pieces of
tissue paper. (The cathedral is famous for its beautiful stained
glass windows and is the site of all French royal coronations.)
ACTIVITY SET 3: La Chanson de Roland
After the second group has made its presentation on La Chanson
de Roland and before the next group’s presentation, the
class as a whole retells the story of Roland and Charlemagne in
simple French. With the teacher’s guidance, a volunteer writes
the sentences dictated by the class on the board using the past
tenses, practicing the passé composé and imparfait.
Then, students working in pairs choose a musical style (rap, country,
blues, pop, etc.) and retell the story of Roland and Charlemagne
using the story text created by the class or using their own version
of the story. Teams perform their musical rendition in class using
props.
Next, students make swords using a cardboard tube (such as an empty
wrapping paper roll) and aluminum foil—not exactly Roland’s
famous Durendal, but suitable for a fencing demonstration held to
teach basic moves. Community resources such as a local university
can be helpful in finding a qualified fencing instructor. The teacher
meets with the fencing instructor in advance to prepare a list of
related French vocabulary that students are to learn and use as
they practice their moves. A single elimination fencing tournament
is held, and invitations are extended to school administrators to
judge the contest and to local media to cover the event.
ACTIVITY SET 4: La Tapisserie de Bayeux
After the third group has made its presentation on La Tapisserie
de Bayeux and before the last group’s presentation, students
retell the story of William the Conqueror in French, again using
the past tenses. This time, however, the technique used is cartoon
storytelling. Tape a long piece of butcher paper across a wall and
write simple, narrative sentences for each key event across the
bottom of the length of paper. Students pick the segment of the
story that they want to illustrate and do so using markers, paper
cut outs, magazine clippings, paint, etc. Creativity is key! When
the complete story has been illustrated, each student tells his
or her part of the story while being videotaped. After videotaping
the story, cut up the butcher paper by scenes. Each class tries
to put the story from another class back into the correct sequence
and then watches the videotape to confirm their guesses.
ACTIVITY SET 5: The 100 Years War and Joan of Arc
Once the fourth group has made its presentation on the Hundred Years
War and Joan of Arc, students begin their final project. During
the fourth presentation, students learn about the coat of arms accorded
to Joan by Charles VII and the symbolism found on it. Their project
for this Activity Set is to develop a personal coat of arms, decorating
it with images and phrases in French that they choose to represent
themselves. First, they review vocabulary including terms for family,
likes, dislikes, occupations, adjectives, colors, cities, and hobbies.
Students are provided a handout of possible shapes for coat of arms
and then begin their project using poster board and other art supplies.
Finally, students write in French an explanation of their coat of
arms, memorize it, and present the explanation to the class.
ACTIVITY SET 6: Comparing the Middle and Modern Ages
As a synthesizing activity, the students work in groups to create
a comparison chart of life in the Middle Ages and modern life in
the United States. The groups share their ideas with the rest of
the class. Each student then writes a personal reflection based
on the findings. Suggested topics are:
- “I wish I could have lived during the Middle Ages because…..”
- “I’m glad I did not live in the Middle Ages because…”
- “Being in the army during the Middle Ages was different
from being in the army today…”
- “The modern equivalent of story-telling tapestries/coats
of arms/middle ages royalty is…” (choose one)
(The compositions may be in English or French depending on the
students’ proficiency level.)
- Communication:
Interpersonal, Interpretative, & Presentational Modes
- Cultures:
Practices & Perspectives, Products & Perspectives
- Connections:
Access to Information, Other Subject Areas
- Comparisons:
Concept of Culture, Influence of Language & Culture
- Communities:
Within & Beyond the School Setting, Personal Enrichment &
Career Development
- Internet access for research
- Supplies for activities: picture of the
Cathedral at Reims, black poster board, colored tissue paper,
butcher paper, tape or glue, long cardboard tubes (e.g., from
empty wrapping paper rolls), aluminum foil, markers, scissors,
paint, old magazines
- Video camera
- A copy of La Chanson de Roland
Communication: Interpersonal mode is
used in group work. The interpretive mode is used in Internet research
and during presentations. Presentational mode is used as students
retell the stories of Roland and William the Conqueror and as they
write and present the explanation of their coats of arms.
Cultures: Students learn about cultural products such as legends
written in verse, storytelling tapestries, coats of arms, and stained
glass. They develop an understanding of French perspectives during
the Middle Ages by studying the symbolism inherent in these products.
Students also learn about cultural practices such as fencing, military
maneuvering, living under royalty (including the practice of coronation),
etc. and use this knowledge to develop an understanding of how French
people of the Middle Ages viewed the world (e.g., the importance of
martyrdom, as demonstrated by Joan of Arc; the inextricable tie between
royalty and religion/holy places, as demonstrated by Clovis being
anointed with holy water and crowned in the Cathedral at Reims).
Connections: Students use French to expand their knowledge of
history. They use French language resources, including the Internet,
to access information on topics of study.
Comparisons: Students compare their own (modern) culture to that
of the French in the Middle Ages. They may also discover the influence
of the French language on English as they research William the Conquerer’s
1066 foray into England.
Communities: Students link to the community by interacting with
a fencing instructor from outside of the school and use French fencing
terminology to learn about the sport.
- Teach students the song Chevaliers
de la Table Ronde. This is a well-known “drinking song”
in France about the Knights of the Round Table.
- Teach the French children’s song
and game La Tour Prends Garde. This is a well-known children’s
activity in France where the children enact laying siege to a
castle and apprehending the opposing forces one at a time.
- Teach the French children’s song
Le Roi Dagobert. This is a silly children’s song about King
Dagobert who lived during the Middle Ages and was well-loved by
the people.
- Watch the video or DVD Joan of Arc
(with Leelee Sobieski as Joan, directed by Christian Duguay).
This movie is in English and sticks to historical facts fairly
well.
Books
Bellerophon Books. (1996). A coloring book of the Middle
Ages. Santa Barbara, CA: Author.
Boutet de Monvel, M. (1998). Vieilles chansons et rondes.
Paris: Ecole des Loisirs.
Delafosse, C.,
Millet, C., & Millet
D. (1991). Le château
fort. Editoriale Libraria, Italy: Gallimard Jeunesse.
Lebedel, C. (1997). Chronologie
de l’histoire de France.
Rennes, France: Editions Ouest-France.
Peach, L. D. (1971). Joan of Arc. Loughborough, England:
Ladybird Books, Ltd.
Poole, J. (1999). Jeanne
d’Arc. Brussels: Casterman
Press.
Twain, M. (1995). Personal recollections of Joan of Arc.
New York: Gramercy Books.
Valette, J. & Valette,
R. (1990). Songs from French for
mastery. Lexington, MA: D. C. Heath and Co.
Webliography
NOTE: These Internet
resources may have changed since publication or no longer be
available. Active links should be
carefully
screened
before
recommending to students.
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