The Fall of Roland and the Rise of the Franks — Lesson Plan for 13-year-olds (ACARA v9 mapped)

The Fall of Roland and the Rise of the Franks — Lesson Plan (Age 13)

In a voice that savours detail like a perfectly roasted chestnut, we will taste the Song of Roland: a medieval poem written long after the events it describes, full of fierce loyalty, stubborn pride and the making of legends. The aim is not to judge Roland quickly but to let the story colour our thinking about how the past is rewritten to suit the needs and ideals of another age.

Learning objectives

• Encounter the national epic of France — The Song of Roland — and understand its story and characters.
• Explore how Roland’s character shaped ideas about chivalry and honour.
• Compare the historic Charlemagne with the legendary Charlemagne in later medieval writing.
• Develop historical skills: sourcing, perspective-taking, continuity and change, and supporting an argument with evidence.

ACARA v9 links (Year 7–8 friendly)

This lesson maps to the Australian Curriculum (v9) History strands: Historical Knowledge & Understanding and Historical Skills. Students will:

• Investigate the causes and effects of events and how the past is represented (continuity and change).
• Analyse sources — use a medieval poem as a secondary/legendary source and discuss reliability, purpose and perspective.
• Explain different viewpoints and how ideas of leadership and honour changed over time.

Materials

• Short excerpt from The Song of Roland (translated) — the olifant scene and Charlemagne’s grief (3–5 paragraphs).
• Image of an olifant (a hunting horn made of ivory) and a map of Charlemagne’s empire and the Pyrenees.
• Victorian/Romantic poem extract (Victor Hugo lines provided in the warm-up) or a short Einhard excerpt for contrast.
• Printed discussion questions and worksheet prompts.

Lesson flow — 60 minutes

1. Warm-up (8 minutes)

   Read aloud the Victor Hugo extract (or the short Charlemagne lines). Ask students to close their eyes for 20 seconds and imagine the emperor returning — his sadness, his steed, the whitened bones. Ask: what feeling does the poem create about loss and honour?

2. Quick context (7 minutes)

   Show the map. Briefly explain: the historical battle in the Pyrenees (8th century) vs. when the Song was written (centuries later). Note: medieval writers often reshaped history to reflect present values — think of it as remaking an old recipe for a new party.

3. Read and savour (10 minutes)

   Hand out the olifant scene. Read it together. Ask students to underline phrases that show pride, honour, fear, or faith.

4. Guided discussion (15 minutes)

   Use these focused questions (short paired-share then whole-class):

   • Why does Roland refuse to blow the olifant? List reasons from the text.
   • Is Roland’s choice noble or foolish? Can it be both? (Encourage students to use evidence from the poem.)
   • How are Muslims and Christians described? What might this tell us about the time the poem was written?
5. Active task — role play or writing (15 minutes)

   Choose one of two options:

   • Role play: In small groups, act a short scene — Roland refusing to blow, Oliver arguing, Archbishop Turpin fighting. Focus on voice and motive. After 5 minutes perform a 1–2 minute scene.
   • Write a diary entry: Choose Roland, Oliver or Charlemagne and write a diary entry (150–250 words) about the battle and your feelings. Use concrete details from the poem.
6. Plenary (5 minutes)

   Bring the class together. Ask a few volunteers to share their diary lines or a moment from role plays. End with the question: How do stories about the past shape the way people live now?

Discussion and essay prompts (for homework or deeper class work)

1. How does The Song of Roland reflect the values of the era in which it was written, not necessarily the era it describes? Use two examples from the poem.
2. Compare the portrayal of Muslims and Christians in the song. What effects might such portrayals have had on readers or listeners in the Middle Ages?
3. Read a short passage from Einhard about Charlemagne. What has changed in the idea of an ideal Christian ruler between Einhard’s description and Roland’s portrayal?

Assessment ideas & success criteria

Success criteria (students should be able to):

• Explain the story’s main events and identify key characters (Roland, Oliver, Ganelon, Charlemagne, Archbishop Turpin).
• Use two pieces of evidence from the poem to support an interpretation.
• Describe why a source written later than the events it describes must be read carefully.

Formative assessments:

• Short diary entry or role-play performance assessed for use of evidence and understanding of motive.
• Exit ticket: one sentence — "One thing this story teaches about medieval honour is…"

Teacher tips (a pinch of practical seasoning)

• The olifant is a lovely concrete object to focus on — show an image and ask why a horn has such symbolic power. It anchors students in the scene.
• Make Archbishop Turpin’s presence a prompt for discussion: medieval clergy could be warriors in legend; point out that later thinkers (like Bernard of Clairvaux) argued about holy war — this helps connect the Song to Crusade ideas.
• Encourage students to notice details that feel "made up" for drama. Ask: are they historical memory or storytelling spice?
• If students react strongly to the poem’s portrayal of Muslims, use it as a chance to discuss perspective, stereotype and why historians look for multiple sources.

Extension activities

• Compare a scene from The Song of Roland with a scene from The Song of the Nibelungs. What chivalric ideas are shared?
• Research medieval minstrelsy: how stories were performed and how that changes a listener’s understanding.
• Create a short illustrated timeline: the historical Charlemagne (Einhard), the battle in the Pyrenees, the composition of the Song, and later receptions (like Hugo) — show how the legend grows.

Final note — tasting the poem’s flavour

Roland’s refusal to blow the olifant is not a simple heroic stroke nor merely stubborn folly. It is a complex, almost culinary mixture of pride, loyalty, and ideals about honour. Great literature, like a perfect pudding, leaves a taste you keep coming back to — some will find it sweet, some bitter, and that is the point. Our job is to savour it carefully and then ask: who cooked this recipe, and why?

If you’d like, I can produce printable worksheets (reading excerpt + questions), role-play scripts, or a short rubric for the diary assessment — tell me which and I’ll bake them up.