Into darkness?

Some historians use the term “Dark Ages” to describe this period, as it is believed that society and knowledge declined, as many of the advances and knowledge of the Roman era were forgotten. Other historians acknowledge that a dramatic shift in society and politics did take place, but argue that European societies did continue to develop, though the development was slower. This, it is argued, is due to the kingdoms and states that took the place of Rome not having the workforce or economy to support great public works and projects as the Romans did, and were facing more disruptions from border conflicts and internal instability.

The terms Middle Ages and Medieval era are used interchangeably to describe the period between the fall of the Roman west in 476 CE and the beginning of the Renaissance in Europe around 1400 CE. Middle Ages is a term that has been used for many hundreds of years, but the term Medieval was first documented in the eighteenth century.

Feudal society

At the end of the first millennium CE, Medieval societies in most western European kingdoms were similar in the way they were structured. The population was organised in a pyramid under a system of class structures called the feudal system.

The system was highly regulated with clear rules and expectations for each set of classes or groups of people. Each group was bound to each other in a complex system of exchanges. The system in its simplest form can be arranged as below.

The peasantry

Peasants were the everyday citizens of Medieval Europe and were made up of a range of people and professions including farmers, fishermen, apprentices and tradespeople. In England most, but not all, peasants were bound in service to an estate, manor or property which was owned or run by a lord or knight. The peasants or serfs worked the land, providing food for the estate, or gathered raw materials that could be worked into household goods or sold at market, with all profits going to the estate. The peasants were also expected to pay rent to their lord. This system of servitude existed in various similar forms in other western European societies during this time.

As Mary had no children, Elizabeth I was next in line for the throne; she became Queen of England and Ireland in 1558 and ruled for 44 years until her death in 1603. Despite several wars with other major European powers, Elizabeth’s reign was a time of great expansion and stability for England. Her time on the throne is often referred to as the Elizabethan Era.

The monarchs of Medieval societies were expected to be just and pious rulers who protected their people and country. They were also expected to act in accordance with the teachings of the church and be an example to follow.

Many Medieval monarchs, however, are remembered for their cruelty, lack of political skill and poor judgement. The records are littered with names such as Louis XI the Cruel (France), Indulf the Aggressor (Scotland), Uros V the Weak (Serbia) and Ivaylo the Cabbage (Bulgaria).

Learning activities

• The feudal system relied on a complex system of service and responsibility where everyone had a role to play.
  • Compare the Medieval system of feudalism to the current structure of society.
    • How is it the same?
    • How is it different?
    • What rights and responsibilities can people rely on today?
    • How could the current system be improved?
• The nobility of Medieval Europe identified themselves and their family using coats of arms. Each set of arms was different and included symbols, colours and images relating to that family.
  • Have students create a personal coat of arms, flag, or banner, drawing from historical examples for inspiration. Here are some modern and historical coat of arms from the Library’s collection.
    • Have students include imagery and symbols that reflect them, their personality, their heritage and their beliefs.
    • Students do not need to follow any rules for this exercise. However, there are many online resources that give meanings to different colours and symbols on a coat of arms. For example: the Department of the Prime Minister and Cabinet details the Commonwealth Coat of Arms on their website.
• The life of a Medieval peasant was not always pleasant. The hours were long, food was not guaranteed, and winters were cold.
  • Have the students write a letter in which they attempt to persuade the monarch to help make their lives easier.
    • What do they want to happen?
    • What benefits will there be?
    • What will happen if things don’t improve?
    • What role can the monarch play in this?
• Create a profile for an influential or person of note from any country in Europe from the Medieval period. Some possible ideas when searching for a person:
  • There are women who rose to prominence and had great influence during this time despite a system that preferred men in positions of power.
  • A notable person does not have to be a monarch or a noble. Some influential people during this time were merchants, craftspeople, scientists or teachers.
  • When and where did they live? What did they do that was notable? How did they get to where they are?