The document provides teaching points and guidance for instructing students on medieval knights. It discusses the significance of knights in medieval society and their changing roles, armor, and weapons over time. Students are directed to complete various activities exploring different aspects of knights, such as analyzing depictions of knights in sources and researching famous real and mythical knights. Teachers are provided with suggested responses to the activities.

1. 4.8 The knight
Teaching points
This spread addresses the following Australian Curriculum History content descriptions:
 The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and
relationships of different groups in society (ACDSEH008)
 Continuity and change in society in ONE of the following areas: crime and punishment; military and
defence systems; towns, cities and commerce (ACDSEH051).
The spread examines the significance of the knight in medieval welfare. Reference is also made to the idea
of continuity and change in terms of their armour and weapons and their diminishing role in warfare
(ACDSEH051).
Icons SIG
The knight has become ‘one of the most iconic images’ of the time, as the opening sentence indicates.
Discuss the concept of an icon or iconic image with students and why they think the knight has been
described in this way. Encourage students to identify modern icons of Australia, its landscape and its
people. Later classify these. As an extension or enrichment activity, encourage students to think more
deeply by asking the following questions in turn and briefly discussing students' responses as a class:
 Which of the icons that you identified do you think is a true representation of Australia? Why do you say
this?
 Which icons presented an unrealistic or exaggerated image of Australia? Why do you say this? (For
example, students may have identified many sportspeople, who receive greater media coverage, yet more
Australians attend arts and cultural events than sporting events.)
 When you have seen knights in films and television programs, have they been presented authentically or
unrealistically? You could ask students to undertake an internet search to try to find photographs or film
stills portraying knights. CCT
Appearance of the knight (ACHHS150) SIG
Discuss why the two developments identified were important: the stirrup, providing greater stability and
controlwhen riding and leverage in battle; the heavier breed of horse to carry the weight of the knight's
armour and to endure lengthy battles. Students could then complete activity 1. Source 2 shows one panel
of the Bayeux Tapestry, referred to in the final sentence of this section of text. Students should know the
significance of the Battle of Hastings (the last successfulinvasion of England) and of the Bayeux Tapestry.
Divide the class into two smaller groups, one focusing on the Battle of Hastings and the other on the
Bayeux Tapestry. Each group conducts an internet and book-based search for information to develop a fact
file about their inquiry subject. To focus students' attention, give them a time limit to find information.
Each group then presents its information to the other group, who in turn suggest any questions that still
need to be answered to show the significance of the battle or tapestry. If students are interested in the battle
and/or the tapestry refer them back to spread 3.12. Further advice is provided for that spread in this
eGuidePLUS.
Weapons and armour CAC
Sources 1 and 2 support this text. In preparation for activity 5, students read through the annotations for
Source 1 and identify the main changes that took place between the early 1100s and 1400s. They meet in
groups of three and take turns to describe the main changes in their own words. Each group then decides

2. which student presented the clearest and most comprehensive description of the changes. Two trios then
meet and share their descriptions. Students should then be ready to complete activity 5. See a list of
informative websites in ‘Other resources’ (see ‘Additional Resources’, Knights) that students can use to
consolidate and broaden their knowledge.
Jousting tournaments
Before students complete activity 10, allocate different websites listed for that activity to small groups to
read and prepare notes about jousting and its conduct. Find out if jousting is still practised today and if so,
by whom and where? Students who investigated ancient Rome in Year 7 were asked to consider whether
or not they thought that society was a violent one. You could raise that question now, explaining that you
will seek responses after students complete work on spreads 4.9 and 4.10.
As an extension activity, students could find out about famous mythical and literary medieval knights such
as Sir Lancelot and Sir Galahad, of the Knights of the Round Table, and Don Quixote. TEST Challenge
students to research some of these knights. Share information as a class. Then ask students:Did you find
any information that suggests that any of these knights were indeed mythical persons or evidence that
suggests they were real people? Students may find it easier to collect information from library and internet
resources about these mythical knights than about real ones such as Richard the Lionheart and William
Wallace. Discuss why this might be so and how this pattern adds to the perception of the knight as ‘one of
the most iconic images of the Middle Ages’.
Continuity and change CAC
Explain that knights still exist today. Students visit the official website for the UK Honours System at
www.direct.gov.uk/en/Governmentcitizensandrights/UKgovernment/Honoursawardsandmedals/TheUKHo
nourssystem/index.htm. They explain how today's ‘knights’ represent a continuity (in name only) and a
change. Students may also find groups such as the Knights of Malta, which existed in medieval times, and
more recent groups such as the Knights of the Southern Cross. Discuss too what people mean when they
say to someone, ‘You are my knight in shining armour!’
Other resources
STUDENT WORKBOOK
Worksheet 4.2 Stand up and fight
This worksheet provides an overall summary of the main ideas presented in this spread and spread 4.9. If
using this worksheet, it is not necessary to complete the corresponding activity from the student textbook;
for example, worksheet activity 1a is the same as activity 1 in the text.
Other websites
Knights
 http://library.thinkquest.org/10949/fief/medknight.html
 www.medieval-life-and-times.info/medieval-knights/index.htm
 http://medievaleurope.mrdonn.org/knights.html (easy text)
 www.knightsandarmor.com/
 www.knight-medieval.com/knight-medieval-weapons.htm
 www.medievalwarfare.info/weapons.htm

3. Famous knights — historical and mythical
 www.knight-medieval.com/famous-medieval-knights.htm
 www.timelessmyths.com/arthurian/roundtable.html
 www.toptenz.net/top-10-plus-one-knights-in-european-history.php
Assessment
Worksheet 4.2 can be kept as evidence of a student's understanding of key information from the spread.
Alternatively, or in addition, students select either the second (late 1100s) or third (1300s) knight from
Source 1 as their model. They place a photocopy of their knight at the centre of an A3 sheet and around it
draw four circles or squares. Inside the first circle or square, they copy the annotations used in Source 1
and draw connecting lines to the relevant part of the knight's armour and weapons. Inside the second, they
identify the differences between the earlier knight and their chosen knight. In the third square or circle,
they identify the changes made to the knight's armour and weapons that followed. In the fourth square or
circle they make notes based on this spread and any subsequent library and internet research to
demonstrate the rising or declining significance of the knight to medieval warfare. They could write a
summative sentence or two about that significance as a conclusion to this assessment task. CAC SIG
Suggested responses to activities
EXPLANATION AND COMMUNICATION
1. The stirrup and a heavier breed of horse
2. Most served their lord or monarch. Some monks served the Church as knights during the Crusades.
3. Jousting was a sport, training exercise or form of combat between two mounted knights carrying padded
lances and real swords and other weapons. The aim was to unhorse the other knight.
4. Professional armies were being formed. Firearms were invented and used in battles. The knights were
particularly vulnerable to firearms, which could be used more flexibly.
ANALYSIS AND USE OF SOURCES
5. Changes students may note include:
 Helmets or headgear became more protective. The cone-shaped helmet of the early 1100s covered the head
with a guard also covering the nose. By the 1300s the visor on helmets could be lifted up. By 1400 these
helmets, called barbutes, were lighter.
 Chain mail was worn until the 1300s but became heavier. In the early 1100s it was worn over the tunic.
 By the 1300s a knight wearing chain mail and armour could not get up without assistance if he fell over.
By the 1400s the suit of armour weighed about 25 kg, but the whole suit of armour was now more flexible
than the chain mail and armour worn in the 1300s. Earlier fighters had worn a tunic with chain mail. In the
early 1100s chain mail was worn over the tunic, in the late 1100s it was worn under the tunic.
 Shields changed in shape, becoming smaller and more triangular, and by the 1300s these shields were
curved to give added protection. There was no shield in the 1400s.
 Except during the late 1100s when a lance was used, swords were the commonestweapon for knights.

4.  Footwear at first provided little protection for the feet or legs below the knee. Chain mail stockings
appeared in the late 1100s and padded stockings with iron braces were worn in the 1300s. A century later
footwear was part of the complete iron armour.
6. Iron armour now covered the complete body except for the eye openings which were needed for visibility
and gloved hands to allow the knight to hold weapons. No shield was required now.
7. Student responses may include:
 They sought better ways to protect themselves so they experimented with size, shape and flat/curved
surfaces.
 They needed a shield that was light to carry but offered effective protection.
 They needed weapons that were flexible and easily used on a horse.
 When they found certain parts of the body were more vulnerable, they sought solutions to that problem.
 They needed mobility on the ground and on horseback.
 Weapons and shields had to be strong, so they also experimented with forging metal components that made
them stronger.
 The complete iron armour of the 1400s offered enough protection that no shield was needed, but in solving
one problem they created another —the armour was very heavy, limiting movement.
Students may have other suggested explanations.
8. At the Battle of Hastings, Norman knights on horseback had an added advantage when attacking the
English. This panel of the Bayeux Tapestry is quite detailed. Historians can discern not only the range of
weapons used by both sides but also the advantages and disadvantages of their fighting strategies.
9. Similarities include:
 The police wear helmets with visors.
 They carry shields.
 They move in formation.
 They carry a weapon in their hands.
 Their feet are also well protected.
In addressing the second question, students should note that modern armies serve a different function from
riot squad police. Riot police are working to controla specific group in a specific location. The army is
seeking out the enemy and may have no idea where they are actually located. They need to move as
inconspicuously as possible. Such a formation would defeat the purpose. The tactics and practices of
modern warfare are quiet different from those of medieval warfare, and also from the way riot police
operate.
10. HISTORICAL QUESTIONS AND RESEARCH
11. Suitable websites include:
 www.middle-ages.org.uk/jousting.htm
 www.nationaljousting.com/history/medieval.htm (extended text, better for competent readers)
 www.medieval-life-and-times.info/medieval-knights/medieval-jousting-tournaments.htm

5.  http://medievalcostumesandgifts.com/medieval-blog/do-you-know-the-rules-of-medieval-jousting/ (a
commercial website).
Discuss report writing with the class before students commence this activity. Students should also think
about the types of questions they need to ask to find the answers they seek, perhaps using a model such as
de Bono's Six Thinking Hats or Bloom's Taxonomy of Cognitive Processes. Set a due date.
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