Teacher s introduction to Warwick Castle WELCOME TO BRITAIN S ULTIMATE CASTLE, WARWICK CASTLE!

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1 Teacher s introduction to Warwick Castle WELCOME TO BRITAIN S ULTIMATE CASTLE, WARWICK CASTLE! The aim of this pack is to offer you and your pupils an exciting learning experience in amazing surroundings. This pack includes pre, during and post visit activities to enhance the understanding of Mediaeval Britain. It is designed to give pupils, of all key stages, the opportunity to explore history and gain an understanding of past societies and their motivations, values and attitudes. There are also many opportunities to enhance cross curricular learning. We recommend you review these resources and select which ones are relevant to your pupils and aims Mediaeval Attractions KINGMAKER In the early months of 1471 the Castle would have been a hive of activity as Richard Neville, the 16th Earl of Warwick, prepared his army for battle. Kingmaker so called because the Earl of Warwick greatly influenced who sat on the throne, depicts the eve of the Battle of Barnet in a 20 minute walk through attraction using the sights, sounds and smells of mediaeval Britain. Other Attractions include: GROUNDS AND LANDSCAPED PARKLAND In the 18th Century, Lancelot Capability Brown created the stunning views into Southern Warwickshire. Other impressive features include the Peacock Garden, Conservatory and Victorian Rose Garden. THE GATEHOUSE, BARBICAN AND THE GAOL Warwick s main gate defences were strong. Two portcullises trapped attackers in a narrow roofed passage (Barbican) with arrow slits and murders holes above. For any survivors from the Barbican, quite often a worse fate awaited in the Castle s Gaol. THE MOUND, RAMPARTS AND TOWERS The Mound is the earliest part of the Castle dating back to 1068 although there had been a defensive outpost here since 978. The 14th Century brought with it the main fortifications of the existing Castle. Walks along the Ramparts and up the Towers afford breathtaking views of the Castle, historic Warwick and the Warwickshire countryside. THE CASTLE DUNGEON With live actors, the Castle Dungeon brings the darker side of Warwick s history to life. This 40 minute experience lets pupil relive aspects of mediaeval life from illness to law enforcement. (See Tips for a Successful Visit for more details.) GREAT HALL AND STATE ROOMS Originally built in mediaeval times, the Great Hall was damaged by fire and re-modelled after This attraction also includes the Chapel, the Red, Green and Cedar Drawing Rooms, the Queen Anne Bedroom and the Blue Boudoir. THE ROYAL WEEKEND PARTY In the late Victorian era, Frances Greville (aka Daisy), the fifth Countess of Warwick hosted lavish parties. Twelve rooms recreate one such party attended by members of the upper echelons of society including two future kings, a future Prime Minister and a contemporary singer. THE MILL AND ENGINE HOUSE For nearly 600 years the Mill used the power of the water running along the River Avon, dropping from the weir, to grind grain. In the 19th Century that same hydro power was harnessed by the Engine House to generate electricity for the Castle. School Groups can now book online at

2 Teacher s introduction to Warwick Castle A short history of Warwick Castle There has been a defensive outpost here on the banks of the River Avon since 978. Warwick Castle dates from 1068 and was commissioned by William the Conqueror as he moved his power north after the Norman Conquest. The Norman structure would have been quite different from the one we see today. A motte and bailey wooden structure was constructed on a hill rising above the River Avon. The area now known as The Mound originally offered the greatest vantage point across the land and therefore was the strongest part of the Castle s defensive system. However, as time moved on advances in defensive architecture were to dwarf this feature. By 1260 stone had replaced wood as the Gatehouse, corner defensive posts and the main building (now the site of the house) on the riverside wall of the Courtyard were built. By 1400, the huge Guy s and Caesar s Towers and the Barbican had been added. Walls were strengthened and the ditch (not moat) was dug deeper to create a real mediaeval stronghold. If King Richard III had not been killed at the Battle of Bosworth in 1485, the Castle would have looked even more dominating. Today the small towers in the Northern Wall known as Bear and Clarence are the foundations of what would have been the highest structure of all if they had been completed. It was to be a four cornered Keep built to be secure from internal and external attack. His death halted the work, resulting in what we see today. Later as the Castle declined in military importance, the main living quarters were converted into a residence of rich and sumptuous style that reflected the wealth and status of its owners. By the 1890s the Earl and his wife were holding high status lavish parties. Warwick Town The town of Warwick dates back to 914AD when Ethelfleda (daughter of Alfred the Great) established a defence against the Danish invaders on the banks of the river Avon. The old mediaeval town was restricted from later expansion by a number of common land all around it such as the Priory, St Nicholas Meadow and the Castle. A great fire in 1694 destroyed many buildings and only a few examples of mediaeval town architecture survived. These are the Guild Hall, Lord Leycester Hospital and of course the Castle. TIPS FOR A SUCCESSFUL VISIT 1. All school groups must be accompanied by a teacher and group sizes are restricted to a maximum of 20 people. 2. Tailor your school visit with a range of prebookable tours and talks. Discuss and book these extras when you make your booking. 3. Split your group into smaller groups of when exploring the Castle. This is the best way to avoid congestion and to make sure all the group enjoy their Castle experience. 4. Take care! Certain areas of Warwick Castle, including the Gaol and the Towers and Ramparts require specific care when being explored by school groups. 5. Understanding the attractions: The Castle Dungeon is a thrill and scare based attraction that may not be suitable for those of a nervous disposition. The attraction is not recommended for under 10s. 6. Avoid disappointment by pre-booking the Castle Dungeon the attraction is subject to availability and an additional charge. 7. Arrive at the Castle Dungeon approximately 5mins prior to your allocated show time. 8. Visit for seasonal events and activity.

3 Teacher notes Norman Invasion THE CASTLE S BEGINNINGS This section focuses on the Mound, the oldest part of the Castle where a Motte and Bailey structure once stood. It was built in 1068 on the orders of William the Conqueror. The Castle would have controlled the River Avon and a major supply road, the remains of the bridge can be seen past the Mill, and had a commanding view of the surrounding area. Highlight to your pupils that the stone walls and the main house that they now see would not have been there along with the majority of the trees in the area. PRE VISIT ACTIVITIES: Explore the events of Explore how William the Conqueror and the Normans secured their control over England. In particular the use of the Motte and Bailey Castle which was originally built at Warwick Castle. DURING THE VISIT: Worksheet 1: ask your pupils to make notes on what made the area an ideal location for a castle. POST VISIT: Creative writing: the pupils are part of William the Conqueror s Commission to site new castles. They need to write a short report explaining why Warwick s location is a suitable site. They can also include what the Castle should look like based on what they have learnt about Motte and Bailey structures. Design and Technology/Art: either as individuals or in groups, create models of what the Motte and Bailey castle may have looked like. We would welcome any pictures of the creations!

4 Norman Invasion: Worksheet 1 The Castle s Beginnings What makes this area an ideal location for a Castle?

5 Teacher notes Attack and Defence CASTLE STRUCTURE This section looks at how the Castle structure was designed for defensive purposes and how armies would plan their attack strategies. PRE VISIT: Explore common castle features, as this will give pupils a better understanding of what they will see on the visit. Discussion: The entire purpose of the Castle is defence. As an attacking army how would you get into the Castle? Before the visit ask your pupils to think about how they are going to enter Warwick Castle. Today people pay at the Stables Courtyard, walk down to the Castle and enter through any one of the gateways. Back when the Castle was used for defensive purposes the only entrance would have been the Gate House and Barbican. Topics of discussion could include: what weapons and equipment would be needed (link to Attack and Defence War Machines)? who would be trying to stop them? how would they get inside? how would they recognise each other? Art/Design: Pupils can be asked to design their own coat of arms using Worksheet 1. This can be extended to include them researching heraldry or their family/school history. They can also prepare HAND HELD flags that can be used at the top of Guy s Tower DURING THE VISIT: Worksheets 2, 3, 4, 5 and 6 are designed to be completed during the visit. TEACHER S NOTES TO WORKSHEETS 2, 3 AND 4 Individually or in a group, pupils can assume the role of leader of an army that wishes to attack and capture Warwick Castle. The enemy inside cannot be starved out, the attackers must get in. This exercise enhances the comprehension of the strategy of an attack on a castle an integral part of mediaeval life. Their army is over 600 strong consisting of: 50 heavily armoured knights on horseback 150 archers and crossbowmen, without armour 400 foot soldiers in mail and helmets carrying shields, swords, pikes and spears 10 miners (sappers is the mediaeval term) who can dig underneath fortifications. Weapons include: 1 siege tower (15m) 20 scaling ladders 1 battering ram 5 close range cannons 3 heavy 30m catapults 5 smaller 15m catapults Crossbows, bows and some muskets Two possible attack points are located on their maps. Pupils must walk around the Castle and examine both options. By recording all the positive and negative points of defence, it will be possible for them to start to decide which the best option to plan their attack is.

6 OPTION 1 THE CLARENCE AND BEAR TOWERS NORTH WALL The main defensive problems on this side are the height of the walls (approximately 9m high) and the ditch in front. Here an attacking army could fill in the ditch to use heavy machinery, such as a siege tower and battering ram. The low walls allow more men to pour in, using smaller scaling ladders to breach a weak point if captured and the narrow walls would only leave a few spaces for defenders. Also the towers are small in comparison with others and have no machicolations to prevent scaling. The Gate is misleading because it appears to offer a very weak point of attack. This would not have existed and is most likely to have been a later addition during more peaceful times. Mining would be possible, although the 10 miners would take a long time to dig underneath tower foundations and might be better employed as foot soldiers. Germ warfare could also be used, by catapulting dead animals inside the Castle; however, this tactic is more likely to have been used in more drawn out sieges. This option is however not without danger to the attackers. Foot soldiers attacking the Clarence Tower would find themselves fired on by defenders hidden over 30m above in Guy s Tower. To the right, bowmen on the Mound could offer support. A small sally port door hidden round the side of Clarence Tower enabled defenders to spring a surprise attack at ground level, but should they be killed before retreating this could make an easy entry point for the advancing army. In Summary This option is the best as it will probably result in the fewest number of casualties in order to get inside. OPTION 2 THE SOUTH FACE FROM THE PARKLANDS The angle of attack is made significantly more difficult with the River Avon acting as a natural defence. The walls are far too thick and have been strengthened over time to make them impossible to mine. The river flooded in winter, making it very difficult to cross in the deep mud underfoot. When dry in summer, it offered little protection from the defenders above. The Mill could offer some shelter, although this is likely to have been wooden and would have been burnt when approaching attackers first appeared on the horizon. To the far end of this view is Caesar s Tower. It is actually the tallest tower 44m from the riverbed to the top. Its irregular shape, machicolations and stepped base make it almost impossible to scale. On the roof of the main castle building a number of troops could defend in rows, unlike the narrow walls elsewhere. In addition, spy towers, turrets, merlons and embrasures all add to the defensive quality. Only the 30m catapults would be useful, although they would need to get close to the river to reach inside. The gate at the base of the Watergate (Princess) Tower, the exposed balconies above, the large glass windows and the small door in the middle of the whole south face would not have been present (students should identify these weaknesses and question them). Positive aspects about this option would be the element of surprise as it is unlikely that a defending army would expect an attack on this side and might not protect it with so many men. The side incorporating the Watergate (Princess) Tower would be the weakest, although heavy casualties would be expected. In Summary This option has so many natural defences that are well protected, that even a surprise attack would not allow sufficient attacking troops to enter the Castle. Extra marks can be awarded to pupils who decide to attack using option 1 but confuse the defenders with a second decoy attack on the Watergate (Princess) Tower as this would divert the attention of the bowmen on the Mound, to leave Bear Tower exposed to a raid.

7 Answers to Worksheet 3 Pupils should attempt to identify the features, stating whether they are positive (+) or negative (-) defensive features. The features marked 1/ are original whilst those marked 2/ are later additions. Pupils should mark these on the plan and back in class explain the reason for their decision. 1. 1/+ ve defensive fire from Guy s Tower 2. 1/- ve low window 3. 1/+ ve Merlons 4. 2 trees, not there originally 5. 1/+ ve Bear Tower 6. 1/+ ve Loops 7. 1/+ ve Embrasures 8. 2/- ve gate a very weak point but later addition 9. 1/- ve low wall, easy for scaling bushes give cover but would have been removed Sally Port Door + ve allowed defenders to counter attack ve easy access if captured Bridge built later 13. 1/+ ve Gun Holes 14. 1/+ ve Slope (would have been steeper) 15. 1/- ve ditch would have been easy to fill to allow access for siege tower and battering ram Answers to Worksheet 4 Pupils should attempt to identify the features, stating whether they are positive (+) or negative (-) defensive features. The features marked 1/ are original whilst those marked 2/ are later additions. Pupils should mark these on the plan and back in class explain the reason for their decision. 1. 1/+ ve Loops 2. 1/- ve Exposed balconies (added later) 3. 2 drain pipes not mediaeval 4. 1/+ ve high vantage spy tower 5. 2 large windows a later addition 6. 1/+ve Caesar s Tower, high with good vantage points 7. 1/+ ve Machicolations to drop missiles on scaling attackers 8. 1/+ ve strengthened base to prevent ramming 9. 2 this door would have made the Castle weak and is a later addition 10. 1/+ ve thick walls, little chance of mining 11. 1/-ve sally port type door, easy to attack 12. 1/-ve wooden mill could act as a base for attackers but may be destroyed by defenders 13. 1/+ve the River Avon, natural defence, prevents use of siege machines

8 Attack and Defence: Worksheet 1 Castle Structure In battle, mediaeval knights in full armour all looked the same. They were identified by their coat of arms on their shields, banners, surcoats and the comparisons on the horses. The designs behind these were full of symbolism. Using the images below create your own coat of arms to represent you. ORDINARIES: Chief = Authority Cheveron = Protection Pale = Strength Bend = Defence Fess = Military Belt CHARGES: Lion = Courage Bear = Protector Elephant = Strength Ram = Authority Stag = Peace Horse = Willing to fight for king and country METALS: Gold = Generosity Silver = Peace COLOURS: Black = Reliable Red = Determination Blue = Loyalty and truth Green = Hope and joy Purple = Royalty

9 Attack and Defence: Worksheet 2 Castle Structure STRATEGY AND ATTACK You are the leader of an attacking army that wishes to capture the Castle. Details of your army are below. The map shows two options of attack. Can you go to each option in turn and use Worksheet 3 and 4 to work out which side of the Castle you would attack? 3 heavy 30m catapults (trebuchet) 5 smaller 15m catapults (mangonel) 1 15m siege tower 50 knights on horseback 400 foot soldiers 20 scaling ladders (long and short) 150 archers and crossbowmen muskets and crossbows 1 battering ram 5 close range cannons

10 Attack and Defence: Worksheet 3 Castle Structure THE CLARENCE AND BEAR TOWERS NORTH WALL Can you label all the features and say whether they are positive (+ ve) or negative (- ve) defensive elements? Look out for some of the features that are later additions to the Castle and mark them on the plan to help you remember when you are back in class. You will need to say what makes you think that they are later additions. 1 Castle feature + ve/ ve 6 Castle feature + ve/ ve 11 Castle feature + ve/ ve 2 Castle feature + ve/ ve 7 Castle feature + ve/ ve 12 Castle feature + ve/ ve 3 Castle feature + ve/ ve 8 Castle feature + ve/ ve 13 Castle feature + ve/ ve 4 Castle feature + ve/ ve 9 Castle feature + ve/ ve 14 Castle feature + ve/ ve 5 Castle feature + ve/ ve 10 Castle feature + ve/ ve 15 Castle feature + ve/ ve

11 Attack and Defence: Worksheet 4 Castle Structure THE SOUTH FACE FROM THE PARKLANDS Can you label all the features and say whether they are positive (+ ve) or negative (- ve) defensive elements? Look out for some of the features that are later additions to the Castle and mark them on the plan to help you remember when you are back in class. You will need to say what makes you think that they are later additions. 1 Castle feature + ve/ ve 6 Castle feature + ve/ ve 11 Castle feature + ve/ ve 2 Castle feature + ve/ ve 7 Castle feature + ve/ ve 12 Castle feature + ve/ ve 3 Castle feature + ve/ ve 8 Castle feature + ve/ ve 13 Castle feature + ve/ ve 4 Castle feature + ve/ ve 9 Castle feature + ve/ ve 5 Castle feature + ve/ ve 10 Castle feature + ve/ ve

12 TEACHER S NOTES TO WORKSHEET 5 AND 6 After looking at the two attacking options, pupils are asked to examine why the Gate House and Barbican is built to resist the strongest of attacks. This task is a valuable observation and understanding exercise. This area of the Castle contains impressive examples of classic castle defensive features, such as the death trap and the double defence system. The worksheets require pupils to identify the major defensive features. Encourage students to examine the Gate House and Barbican as thoroughly as possible to enable them to understand the intentions of the various defensive features. Once the exterior of the east side has been examined, take a closer look inside the Barbican. The drawbridge may have been left down to entice attackers inside or lowered after the initial fighting as a trick. Once through the first portcullis, soldiers would find themselves inside a narrow passage with high stone walls, where progress would be halted by a second but lowered portcullis. They would be trapped either by the crowd behind them or the first portcullis being dropped. From this point few would survive, as a hail of arrows and missiles would rain down from all angles on the sitting targets. In addition to this, the appropriately named murder holes would spray boiling water or quicklime to blind or scald the men on the ground. Answers to Worksheet 5 Pupils should attempt to identify the features, stating whether they are positive (+) or negative (-) defensive features. The features marked 1/ are original whilst those marked 2/ are later additions. Pupils should mark these on the plan and back in class explain the reason for their decision. 1. 1/ + Caesar s Tower 44m high, defensive fire from the left 2. 1/ + Barbican, a purpose built defensive feature 3. 2/ Clock 4. 1/ + Guy s Tower 39m offers defensive support from the right 5. 1/ + Gatehouse with high spy tower offers good vantage 6. 1/ + Machicolations 7. 2/ New Windows 8. 1/ + high wall would be difficult to scale 9. 1/ + Merlons 10. 1/ + Loops 11. 2/ - New Building outside of the walls 12. 1/ + Steep drop to river, offering little chance of flank attack 13. 2/ - Huge drawbridge would have existed where the stone bridge is today 14. 1/ + first of two portcullises 15. 1/ Drainpipe 16. 1/ + Ditches too deep to fill 17. 1/ + Steep slope and high walls offer little chance of mining underneath.

13 Answers to Worksheet 6 (INSIDE LOOKING OUT) Pupils should attempt to identify the features, stating whether they are positive (+) or negative (-) defensive features. The features marked 1/ are original whilst those marked 2/ are later additions. Pupils should mark these on the plan and back in class explain the reason for their decision. 1. 1/ Murder holes 2. 1/ Second portcullis 3. 2/ Glass windows 4. 1/ First portcullis 5. 1/ Firing balcony 6. 2/ Modern lamp 7. 1/ Recess for avoiding horse and cart Additional Exercise Conquer or Capture INSIDE THE CASTLE Some of the attacking army have successfully fought their way inside the Castle Walls, but the battle is still not over. More resistance will be met in the Courtyard. Pupils can decide what the outcome of their attack will be. Will they: 1. Fight their way successfully to the top of Guy s Tower to claim the Castle by raising the flag (HAND HELD flags only can be flown if some have been prepared.) OR 2. Be overpowered by the defenders and be taken to the Gaol? 1. CONQUER Pupils should recognise the significance of Guy s Tower, the highest point of the Castle. To reach the top clearly conveys success in capturing the Castle. It was also the secure siege building used by important defenders to protect them once the Castle walls had been breached. With its easily defendable position and numerous rooms, people could store food and stay inside for a number of weeks. Some higher Key Stage students may be able to work out how the spiral steps leading up to Guy s Tower were built to favour defenders. With a clockwise upward spiral staircase, swordsmen, who would have been right handed, would have been cramped for room with their leading arm on the inside of the spiral. Apart from fighting from above, the defenders would have had the added advantage of having more room to fight on the outside of the staircase. There are 134 steps to climb from the Courtyard level to the top of Guy s Tower, so to fight all the way up would have taken a huge physical effort for even the strongest foot soldier. TIPS FOR A SUCCESSFUL VISIT Guy s Tower is the early part of the Towers and Ramparts Walk. This is quite a strenuous one-way walk, with a number of steps and also incorporates the walls, Gatehouse and Caesar s Tower. 2. CAPTURE If the wrong attack options were taken then it is possible that only a small number of men actually make it inside. Without support they would be overpowered by the reserve defenders and taken prisoner. They would then be taken to Caesar s Tower where the accommodation ranged from the comfortable rooms within the Tower itself for those of higher status, to far less pleasant rooms down in the basement, containing the Gaol itself. Peasant foot soldiers would be taken to the Gaol. Living conditions would be squalid. Daylight did not penetrate the thick walls and an open drain offered the only sanitation. The situation worsened for those who were unlucky enough to meet their fate in the Oubliette (from the French oublier to forget), a tiny sunken chamber set into a wall. Lowered into this hole the captive would hardly be able to move or breathe. Here they would simply be left to die!

14 The Gaol will help pupils realise the harsh conditions experienced by some people in the Middle Ages as well as emphasising the fate that awaited soldiers if they were captured. Part of the Castle Dungeon brings to life the torture and execution of those unlucky enough to be in the Gaol. ALSO SEE: Crime and Punishment. TIPS FOR A SUCCESSFUL VISIT The Gaol is a confined space that becomes very busy at peak times. Avoid the queues by visiting early in the day. UNDERSTANDING THE ATTRACTIONS The Castle Dungeon is a thrill and scare based attraction that may not be suitable for those of a nervous disposition. The attraction is not recommended for under 10s. POST VISIT: Creative Writing/Descriptive Writing: Using the evidence collected, pupils can write a plan of attack, including where they would attack and why and how they would use their resources. SIEGE OF WARWICK CASTLE 1264 DID YOU KNOW? William Maudit became Earl of Warwick in 1263 during the Second Barons War. Several nobles had become resentful towards King Henry III s policies. William unwisely sided with the King. As a result Simon de Montfort, the Earl of Leicester ordered the attack on Warwick Castle in Warwick Castle was unprepared for such an attack and had little defence. The Castle walls were breached and the Earl captured and held to ransom. After that the following Earls learnt the lesson and the defensive building work on the Castle began in earnest!

15 Attack and Defence: Worksheet 5 Castle Structure THE CLARENCE AND BEAR TOWERS NORTH WALL The main gate of any castle is the most obvious place of attack. Therefore, as at Warwick Castle, heavy fortifications were often made. Can you label all the features and say whether they are positive (+ ve) or negative (- ve) defensive elements? REMEMBER Not all of what you see today would have existed in the Middle Ages, can you spot the later additions? 1 Castle feature + ve/ ve 7 Castle feature + ve/ ve 13 Castle feature + ve/ ve 2 Castle feature + ve/ ve 8 Castle feature + ve/ ve 14 Castle feature + ve/ ve 3 Castle feature + ve/ ve 9 Castle feature + ve/ ve 15 Castle feature + ve/ ve 4 Castle feature + ve/ ve 10 Castle feature + ve/ ve 16 Castle feature + ve/ ve 5 Castle feature + ve/ ve 11 Castle feature + ve/ ve 17 Castle feature + ve/ ve 6 Castle feature + ve/ ve 12 Castle feature + ve/ ve

16 Attack and Defence: Worksheet 6 Castle Structure INSIDE LOOKING OUT Can you fill in the boxes, labelling the features and stating why they made the Barbican such a destruction zone? REMEMBER Not all of what you see today would have existed in the Middle Ages, can you spot the later additions? Yes/No 1 Castle feature Added later 2 Castle feature Added later 3 Castle feature Added later 4 Castle feature Added later 5 Castle feature Added later 6 Castle feature Added later 7 Castle feature Added later

17 Teacher notes Attack and Defence WAR MACHINES Large scale war machines were used by armies to gain access to fortified settlements when the inhabitants had retreated inside. They were used to shorten the length of sieges by allowing fortifications to be breached or by psychologically reducing the resolve of the defenders inside. Mechanical engines of war have existed since antiquity and the Trebuchet first appeared in Europe in the mid 12th Century. The most common ammunition used was large rocks and stones but manure and dead animals were often launched with the intention of spreading disease pigs were favoured because they were more aerodynamic! Beehives were also used, and barrels with tar that could be ignited. Severed enemy heads were also sometimes used as missiles to demoralise the opposition and unfortunate messengers with rejected terms might also be thrown back. War machines often had nicknames, the Warwick Castle Trebuchet is called Ursa (meaning She-Bear) and stands at 18m high and weighs 22 tonnes! The Ballista was a giant stationary crossbow that fired long heavy bolts. These were used to demolish the merlons on the walls and kill the defenders. It was also a weapon of defence that could be positioned on the walls and towers to fire on the attackers and their siege machines. Below are a range of activities some of which can only be completed during the season when the Trebuchet fires or with additional teacher research/input. PRE VISIT ACTIVITIES: Explore the variety of war machines used during the Middle Ages. Worksheet 1 can be used by matching the picture to the description. DURING THE VISIT: TEACHER S NOTES TO WORKSHEET 2 Throwing Arm Sling TIPS FOR A SUCCESSFUL VISIT Counter Weight Squirrel Wheels The easiest way to check the timings of the daily Trebuchet show is to consult the Events guide at the turnstiles and in the Courtyard. The Trebuchet Master will always be on hand to speak to groups however, for an extended session why not book a Trebuchet Talk? See Teacher s Introduction to Warwick Castle for further details POST VISIT ACTIVITIES: Design & Technology/Art: In groups build your own Trebuchet or Ballista. Our Ballista doesn t fire so challenge the groups to see if they can make theirs work. Descriptive Writing: Write an instruction manual on how to fire the Trebuchet.

18 Attack and Defence: Worksheet 1 War Machines TREBUCHET Large siege machines that threw missiles via a throwing arm and sling. The throwing arm had to be brought down to the ground via ropes and pullies. It was fixed in place by a trigger mechanism while the shot was loaded. When the trigger was released the shot flew at the enemy at great speed! BALLISTA Was like a giant stationary crossbow. They fired long and heavy bolts, some as long as 2m. They were used to destroy the walls and kill the defenders positioned on them. SIEGE TOWERS A wheeled tower used as a way of getting over the walls, as well as carrying a battering ram. It was also a platform from which to shoot and a cover for undermining (digging under Castle walls). However it could only travel on flat surfaces very, very slowly! BATTERING RAMS Were designed to break through walls. They were massive logs covered at one end in metal. They could be swung by men holding them or be suspended in a frame on ropes or chains. They were very good against stone walls. BORERS Were designed for drilling holes in the walls to make them collapse. This method was very good against brick. The machine would have been a sharpened log which would have rotated in a special socket.

19 Attack and Defence: Worksheet 2 War Machines Below is a diagram of one of Warwick Castle s ultimate war machines, the mighty trebuchet. Please label the essential parts of the machine using the words below. Throwing Arm, Sling, Counter Weight, Squirrel Wheels It took around men to work the Trebuchet, which could be loaded in five to six minutes! DID YOU KNOW?

20 Teacher notes Crime and Punishment This section focuses on law and order in mediaeval society. The main attractions to visit for this are the Castle Dungeon (please see the Teacher s Introduction to Warwick Castle for further information on this attraction) and the Gaol. PRE VISIT ACTIVITIES: Explore who held the power (i.e. the King, Church, local magnates) in mediaeval England. Pupils should be aware that these balances would change from region to region and over time. Worksheet 1 contains some crimes and the punishments they carried. Ask pupils to rank the crimes and the punishments from the most severe to the least, then ask them to link the crime to the punishment. ANSWERS Stocks/fines Being drunk, petty theft, Sabbath breaking, fortune telling Scolds Bridle Nagging Beheading/hanging Murder, treason Worksheet 2 contains some torture instruments and their uses. Pupils, in groups or as individuals, are to link the picture with the description. ADVISORY NOTE this worksheet may not be suitable for younger pupils. DURING THE VISIT ACTIVITIES: There are no worksheets for this section. This is because your pupils will be going through the Castle Dungeon or visiting the Gaol both of which are dark and small enclosed spaces. Pupils can be encouraged to write brief notes on what they have experienced once outside of the areas, which can be used back in the classroom. Famous guests of the Warwick Castle Dungeon include: Piers Gaveston, a close friend of King Edward II, was held at the Castle and condemned to death as an enemy of the King. He was executed, a mile from the Castle at Blacklow Hill. He was disliked by the nobles including Guy de Beauchamp, the Earl of Warwick, due to his close relationship with the King. It didn t help that Piers had nicknames for all the nobles including Warwick the black hound of Arden! Kind Edward IV, during the Wars of the Roses, was held prisoner for a time at Warwick Castle. He was not imprisoned in the Gaol but in one of the towers, with comfort appropriate to his status. TIPS FOR A SUCCESSFUL VISIT The Gaol is a confined space that can be very busy in peak periods. Avoid the queues by visiting early in the day. Understanding the attractions: The Castle Dungeon is a thrill and scare based attraction that may not be suitable for those of a nervous disposition. The attraction is not recommended for under 10s. POST VISIT ACTIVITIES: DID YOU KNOW? Role play a trial scene. CREATIVE WRITING Job Vacancy: Mediaeval Torturer Ask pupils to write a job advertisement of no more than 200 words, for a mediaeval torturer. It should include the employer s name, title and address, the main responsibilities of the job, what kind of personality might suit the role and any previous experience required.

21 Crime and Punishment: Worksheet 1 Link the crimes to their punishment. BEING DRUNK STOCKS Stocks were used for small scale law breaking as a way to humiliate the offender and highlight to everyone else the wrong doing. NAGGING (A FEMALE CRIME) SCOLD S BRIDE Scold s Bridle was a metal cage for the head with a built in gag to stop the person from talking TREASON MURDER BEHEADING Beheading executions were carried out in public and often watched by large crowds. SABBATH BREAKING HANGING Hanging executions were carried out in public often watched by large crowds. PETTY THEFT FORTUNE TELLERS FINES Fines varied in amounts depending on the crime and where used by officials as an extra way of making money.

22 Crime and Punishment: Worksheet 2 Link the torture instruments to the descriptions. THE HOOK The fact that you could use this tool for lots of different things made it a torturer s favourite. Victims might simply be hung on it with wrists tied together or upside down by the ankles. It could also be used with its point placed at different parts of the body to cause varying degrees of pain beneath the jaw or through the ribs. It was also ideal for gouging eyes, dragging out entrails, or simply raking the skin. THE TONGUE TEARER Removal of all or part of the tongue has been a common form of torture or punishment since biblical times. This mediaeval instrument, sometimes with its jaws red hot, was used to pull the tongue as far forward as possible before cutting it off. The operation had varying degrees of success and a sharp knife was often needed as well. Splitting and piercing of the tongue were other versions of punishment. THE JAW BREAKER This grisly device worked like a workshop vice or clamp. Its upright metal jaws were placed on either side of the victim s own jaw, and the screw turned to bring them together at a speed chosen by the torture. When the victim s jaw was particularly tough, a rod would be inserted through the loop in the screw to provide additional force. THE CLAW Ripping, tearing and digging into flesh is one of the most basic forms of torture. This implement, also known as the ungula and the Spanish Spider, emulated the talons of raptors and the claws of bears and other wild creatures. Its main purpose was to inflict terrible wounds to the arms and legs.

23 Teacher notes Mediaeval Society PREPARING FOR BATTLE This section focuses on the Kingmaker attraction at Warwick Castle. This attraction portrays scenes from mediaeval life at the Castle in March 1471, as Richard Neville, Earl of Warwick, prepares for battle against his one time friend and cousin, King Edward IV (whom he had helped put on the throne). This attraction provides an excellent opportunity to examine Castle life on the eve of battle and introduces pupils to a range of inhabitants. Pupils are also encouraged to interact with our costumed characters who will be seen throughout the Castle. WHO WAS THE KINGMAKER? In 1450, King Henry VI honoured his seemingly loyal subject Richard Neville with the title of 16th Earl of Warwick. Neville s family connections made him a Yorkist and in 1455 he led them to defeat the Lancastrians at the Battle of St Albans where Henry VI was captured. By 1461 the Yorkists had won the first war of succession and Edward, son of the Duke of York, ascended the throne. Warwick was placed in a position of great power as a reward for his efforts. By the end of the decade, Warwick had switched his loyalties from Edward as Warwick found his influence declining. In 1469 Warwick plotted with the King s brother, the Duke of Clarence, to capture and imprison Edward at Warwick Castle. It was only a matter of time before Warwick had restored the long imprisoned Henry to the throne. In March 1471, Edward landed in England aiming to reclaim the Crown. Battle commenced at Barnet on 14th April Although Warwick s Lancastrian armies had 3000 more troops than the Yorkists, they were defeated and Warwick was killed. Posthumously he was referred to as Kingmaker, in recognition of the powerful influence he wielded over the choice of England s kings. PRE VISIT ACTIVITIES: Explore the Wars of the Roses and Warwick the Kingmaker. This will aid understanding of the Kingmaker attraction. This particular period can be very complex and difficult to follow. Creating a timeline of major events and the major people involved might help consolidate understanding. Ensure your pupils are fully briefed on what they need to do during the visit to complete the post visit activities to ensure they look out for the appropriate details. DURING THE VISIT: Worksheet 1 is designed to be used during the visit. TEACHER S NOTES TO WORKSHEETS 1 This worksheet is designed to be used by the pupils to capture notes for the post visit activities. Pupils should be encouraged to note down what the characters are doing, what they are wearing and any other comments that will help them write a description of a day in the life of the characters. It covers a range of members of society and job roles. The characters are the wax portraits and others job roles you could study are our live costumed characters (Master of the Trebuchet and the Garrison Cook).

24 TIPS FOR A SUCCESSFUL VISIT Although our costumed characters are more than happy to answer any questions that your pupils may have they also have to be available to other visitors. Encourage your pupils to ask a couple of key questions per character. This activity can be completed on observation alone should it be difficult to speak to them. Subdued lighting and the layout in the Kingmaker may make it difficult to write full notes whilst in the attraction so please encourage pupils to make brief observations. Pupils are permitted to touch the objects and models in the Kingmaker attraction, provided they do so with care and common sense. POST VISIT ACTIVITIES: Creative Writing: Day in the life of pupils should write an account of a typical day in the life of one of the characters they have met. This should include what they would wear and the activities they would do. This can be done in the style of a letter or diary entry (even if the character they choose might not have been able to write!) Compare and Contrast: Either in groups or as individuals ask pupils to compare two characters they met. For the lower key stages you might want to give them two characters as a starting point. They should explore their appearance and roles/jobs. For example the Earl of Warwick and the blacksmith, the knight and the cook. Group Discussion: Compare Castle life and preparing for Battle with life today. Using the evidence collected from your visit discuss the ways in which the Castle was a) different from and b) similar to life today.

25 Mediaeval Society: Worksheet 1 Preparing for Battle While visiting Warwick Castle you will meet various characters who would have lived and worked at the Castle. In the boxes below identify the following characters and make notes on them, such as their appearance and what they are doing. PAGE BLACKSMITH CARPENTER STONE MASON

26 Mediaeval Society: Worksheet 1 Preparing for Battle While visiting Warwick Castle you will meet various characters who would have lived and worked at the Castle. In the boxes below identify the following characters and make notes on them, such as their appearance and what they are doing. SEAMSTRESS RECEIVER GENERAL NAME... NAME...

27 Teacher notes Mediaeval Society THE BLACK DEATH This section focuses on one of the major events of mediaeval history that affected the whole of society. The reference to the Black Death during your visit can be found in the Castle Dungeon. PRE VISIT ACTIVITIES: Explore the Black Death considering the living conditions at the time, people s beliefs in what caused it, its symptoms and the effects it had on the people who experienced it. Cause and Effect Activity (Worksheet 1) pupils in groups should sort these cards into cause and effects of the Black Death. An extension of this would be to sort them into short and long term effects. DURING THE VISIT ACTIVITIES: There are no activities to be done on the day for this section due to the dark nature of the Castle Dungeon attraction which this is based on. Please see the Teacher s Introduction to Warwick Castle for further information on the suitability of the Castle Dungeon. POST VISIT ACTIVITIES: Creative Writing: Ask pupils to write a letter of advice to a 14th Century peasant living in Warwick. The peasant can either be suffering from the Black Death or trying to avoid the illness. Art: Ask pupils to create a picture of a plague victim, including all the symptoms they have learnt about. Any cures can also be included.

28 Mediaeval Society: Worksheet 1 The Black Death Sort the below cards into cause and effects of the Black Death. Lack of Medicine People travelling from town to town within Britain Animals Dying Ignorance of doctors Increased taxes with fewer people to pay them Lack of sanitation Boats travelling from country to country Churches closing as many priests die after visiting the sick Population decrease Changes in farming. Lords kept animals instead of growing crops as they required fewer workers to look after them. Dirty, crowded living conditions Crops rotting in the fields Death Fleas passed the disease from rats to humans Bad smelling air Stealing from empty shops and houses Dirty streets full of rubbish and excrement Labour shortages resulting in workers being able to demand higher wages from lords.