Magical-Moon Student Printable — Medieval agreements & arguments (Age 13)
Instructions (In Sailor Moon cadence): In the name of curious minds and shining sources, you will investigate five medieval documents. Read each source closely, answer the questions, and then compare how people argued and settled disputes in the Middle Ages. Use evidence from the documents to support your answers. Be brave like a sailor scout — be precise, be calm, and look for what the documents really say.
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Task 1 — Ravenser Odd (court case, 1291)
Student prompts (printable):
- Describe the shape and look of the document. Does it resemble any document type you know?
- Find names mentioned. Who is involved?
- Why did Grimsby take Ravenser Odd to court? What did Grimsby want the court to do?
- What do Grimsby accuse Ravenser Odd of doing? How does Ravenser Odd respond?
- How does the court resolve the dispute? Would Grimsby likely be happy? Explain.
Model answers — Exemplary:
The document is a long roll/plea summary with a compact, formal layout typical of court plea rolls — narrow columns and abbreviated Latin. Names of towns/parties (Grimsby, Ravenser Odd) and local officials appear. Grimsby sued because traders were being forced to trade at Ravenser Odd, which hurt Grimsby’s trade and tax income; they wanted the court to stop these arrests and restore trade to Grimsby. Grimsby said Ravenser Odd’s people were seizing ships and compelling merchants; Ravenser Odd replied that merchants chose them for better prices and accused Grimsby of cheating. The king’s court dismissed Grimsby’s complaint as not a breach of the king’s peace and fined Grimsby for a false claim. Grimsby would likely be unhappy because the verdict left their economic harm unremedied.
Model answers — Proficient:
The record looks like a court roll with short entries. It names Grimsby and Ravenser Odd. Grimsby took Ravenser Odd to court because people from Ravenser Odd were taking merchants away and hurting Grimsby’s trade; they wanted the court to stop this. Ravenser Odd said merchants came because of better prices. The court decided Ravenser Odd hadn’t broken the king’s peace and punished Grimsby for bringing a false claim. Grimsby probably wasn’t happy.
ACARA v9 links (Year 7 History — source analysis & medieval societies): Investigate historical sources to explain how medieval people resolved disputes; identify continuity and change in medieval trade and local power; use evidence to support conclusions. (Curriculum focus: historical inquiry, source analysis, medieval society and economy.)
Teacher comment (100 words, Sailor Moon cadence):
In the name of inquiry, young historian, this case shines like a tide-swept jewel. Notice how a royal court chooses what matters to protect: the king’s peace, not local trade squabbles. Ask: whose voice is loudest on the roll and whose is small? Make your evidence sparkle — point to words that show arrests, taxes, and the court’s verdict. Encourage students to imagine the town docks and the lost island sandbars. Praise a clear chain of evidence; nudge learners who list facts but don’t link them to the verdict. Let the sources lead your questions.
Extended rubric (Task 1):
- Understanding of document: Exemplary — identifies type (plea roll), context and audience; Proficient — identifies it as a court record and parties.
- Use of evidence: Exemplary — quotes or cites specific phrases showing arrests/claims and verdict; Proficient — refers to key actions and court decision without direct quotes.
- Explanation & judgement: Exemplary — explains why the court ruled and evaluates Grimsby’s likely reaction; Proficient — states court outcome and reasonable view of reaction.
- Presentation: Exemplary — clear, well organised, precise vocabulary; Proficient — clear with minor gaps in detail.
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Task 2 — Matilda Passelewe (charter, 1267)
Student prompts (printable):
- Find Matilda’s name (look in the margin). What does the document grant her?
- What is a ‘free warren’ (liberam warrenam)?
- Why would the king keep a roll (a record) of charters?
Model answers — Exemplary:
Matilda’s name appears in the margin as the grantee. The charter grants her a weekly market and an annual fair at her manor of Barewe and the right of free warren (liberam warrenam), meaning the exclusive right to hunt and keep small game on her land. The king kept a roll as an official office copy so there was a central record to resolve disputes if others denied the grant, to protect royal rights and to make administration transparent. Rolls ensured continuity of royal favour and legal proof if the charter’s original was lost or challenged.
Model answers — Proficient:
Matilda’s name is in the margin. The charter gives her a market and fair and a ‘free warren’ (the right to hunt small animals on her land). The king kept a roll to have an official copy of grants so people could prove their rights later.
ACARA v9 links (Year 7 History): Use charters as evidence of royal power and social rights; understand how law and administration recorded and enforced rights; explain why documentary records matter for historians.
Teacher comment (100 words, Sailor Moon cadence):
By the pale moonlight of the chancellery, point out how a king’s pen can make someone powerful. Students should spot Matilda’s name and the Latin phrase ‘liberam warrenam’ and connect that to property and privilege. Celebrate explanations that link the charter to daily life — markets, fairs, and hunting rights — and the reason for a royal record: evidence and control. If a learner only copies the grant, ask them to explain ‘why keep a roll?’ Push for causes: legal proof, administration, royal memory. Reward clear linking of word to social effect.
Extended rubric (Task 2):
- Identification: Exemplary — finds margin name and Latin phrase; Proficient — locates Matilda and main grants.
- Interpretation: Exemplary — explains free warren with social meaning; Proficient — gives basic definition.
- Contextual reasoning: Exemplary — explains purpose of rolls and royal administration; Proficient — offers plausible reason (record keeping).
- Evidence & clarity: Exemplary — uses charter wording, Latin citation; Proficient — accurate summary with clear language.
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Task 3 — Middelburg petition (English merchants, 1426)
Student prompts (printable):
- What language is the petition in? How does that compare to Sources 1 & 2?
- Can you read any words? What does a petition do? How does a medieval petition differ from a modern one?
- What happened to the merchants and what do they ask the king to do? What might happen next?
Model answers — Exemplary:
The petition is in Middle English (or later medieval English), whereas Sources 1 & 2 are largely in Latin. Some names or legal terms may still be visible. A petition is a formal written request asking the king to intervene — medieval petitions often record complaints, attach evidence and ask for royal letters or justice; modern petitions are often public and ask for policy change. The merchants say Middelburg authorities arrested them, seized goods and ignored letters of safe conduct; they ask the king to send letters ordering restitution and safe conduct. Likely next steps: the king may write to Middelburg officials, order an inquiry, or advise legal action; records of royal correspondence or diplomatic petitions might show the response.
Model answers — Proficient:
The petition is in English, not Latin like the court roll and charter. It asks the king for help because merchants were arrested and goods taken even though they had safe conduct. The merchants want the king to order Middelburg to return goods and protect them. The king could send letters or tell them to go to court.
ACARA v9 links (Year 7 History): Analyse petitions as sources that reveal everyday grievances and international trade problems; compare language choices (Latin vs English) and their audiences; use sources to infer likely outcomes and next steps in diplomacy and law.
Teacher comment (100 words, Sailor Moon cadence):
Sailor scout of sources, tune your ear to language: English here means merchants addressed an English-speaking audience and wanted the king’s practical help. Applaud students who notice the safe-conduct letter and explain why its breach matters for trade. Encourage them to follow the trail — what royal office receives petitions? Where might a reply be recorded? If a student stops at ‘they were arrested,’ ask them to predict evidence you would seek next. Praise use of specific phrases from the petition and reward reasoning that links diplomatic action to merchant recovery.
Extended rubric (Task 3):
- Language awareness: Exemplary — contrasts English vs Latin and explains audience; Proficient — identifies language difference.
- Source use: Exemplary — cites the safe-conduct and arrest details; Proficient — summarises complaint and request.
- Inference & next steps: Exemplary — outlines plausible royal responses and records to check; Proficient — gives likely immediate action (letters to Middelburg).
- Clarity: Exemplary — logical, evidence-based; Proficient — accurate with some linkage.
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Task 4 — Ermengarda receipt (treasury receipt, E 42/78)
Student prompts (printable):
- What is a receipt today? Does this document do the same?
- How much money did Ermengarda get from the treasury? Who else is mentioned?
- Find Ermengarda’s name (look for ‘ego’). Describe her seal — what image is shown and why might she choose it?
Model answers — Exemplary:
Like modern receipts, this medieval receipt records payment and acknowledges money given/received. Ermengarda’s receipt documents getting one sterling mark (one mark) from the treasury. The record names treasury officials and possibly the payer; her name can be read near ‘ego Ermengarda’ (ego = I). Her red oval seal shows a portrait of a veiled woman (widow’s attire), suggesting she wished to assert her identity as a widow acting independently. Seals functioned instead of signatures to prove authenticity and status, so her portrait may emphasise authority and identity after her husband’s death.
Model answers — Proficient:
The receipt is similar to today’s: it records payment. Ermengarda received one mark. The document mentions treasury officers. Her name is indicated with ‘ego’ and her seal is attached; the seal shows a veiled woman, maybe showing she was a widow and proving her identity.
ACARA v9 links (Year 7 History): Examine bureaucratic records to understand administration of money; explore identity and documentary authentication (seals as signatures); connect everyday financial records to social status and legal identity.
Teacher comment (100 words, Sailor Moon cadence):
Moonlight guides you to notice how even money is recorded with care. Celebrate students who compare this receipt with a shop receipt today and who find ‘ego’ as Ermengarda’s statement of agency. The seal is golden evidence — it is both legal proof and personal brand. Encourage learners who ask why a woman would choose a widow’s portrait; suggest they think about property rights and independence. Push weaker responses to explain the seal’s role (verification, identity) rather than just describe the picture. Reward links between document form and social meaning.
Extended rubric (Task 4):
- Document function: Exemplary — compares medieval vs modern receipt and explains purpose; Proficient — describes similar function.
- Detail accuracy: Exemplary — cites amount and names; Proficient — gives amount and notes other officials are mentioned.
- Seal interpretation: Exemplary — links imagery to identity/status and legal function; Proficient — identifies image and suggests plausible meaning.
- Evidence & explanation: Exemplary — uses specific words (ego) and seal details; Proficient — clear summary, less depth.
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Task 5 — Inclesmoor map (1407 final agreement map)
Student prompts (printable):
- Locate river, bridges, paths, towns, churches, houses and the crosses marking boundaries.
- Why is the map colourful? What shape is it and why might that be?
- What languages appear? Which English words can you read?
- How could a map be used to record agreements? Compare with a modern map of Goole and Thorne Moor — what has changed and what stayed the same?
Model answers — Exemplary:
The map shows rivers, banks, streams, paths, and settlement names; stone crosses mark boundaries and shared peat-cutting areas. It’s colourful because colours help to show ownership divisions, features, and highlight agreed boundaries clearly for viewers gathered around a table. The map’s shape is irregular — drawn to fit the land parcel and to show compass directions so viewers could orient it on a table. Languages include Latin and Middle English; English labels name places (e.g., Stone cros, Inclesmore). Maps record agreements by making visible the exact areas each party may use (who can cut peat, and where sheep could graze), reducing future disputes. Compared to modern maps, many place names survive though land use changed (drainage, towns grew, moorland reduced). The map functions as both legal and practical evidence in the Duchy’s book of agreements.
Model answers — Proficient:
The map includes rivers, paths, towns and crosses marking boundaries. It’s colourful to show different areas and make boundaries clear. The shape is irregular to match the land. You can see Latin and English words; some English place names are readable. A map records who may use which land, so it helps settle disputes. Modern maps show developed towns and drained land where there was moor before.
ACARA v9 links (Year 7 History): Use maps as primary sources to explain land use, ownership and dispute resolution; analyse visual sources and language; compare medieval and modern landscapes to assess continuity and change.
Teacher comment (100 words, Sailor Moon cadence):
Shine your cartographic heart! Ask students to read colour as argument: red for boundary, shading for rights. Reward those who notice mixed languages and line direction for a table map. Encourage learners to cross-check the medieval map with a modern one and to describe changes in land use — drainage, towns, and moorland loss. If a student only lists map features, prompt them to explain how the map reduces uncertainty between parties. Praise clear links between visual choices (colour, crosses) and legal function. Offer extra credit for naming surviving villages.
Extended rubric (Task 5):
- Feature identification: Exemplary — locates many map elements and reads labels; Proficient — identifies main features and some labels.
- Visual analysis: Exemplary — explains use of colour, symbols and shape in legal context; Proficient — describes purpose of colour/symbols.
- Comparison & continuity: Exemplary — compares medieval and modern landscape with examples; Proficient — notes general changes (land use, place names).
- Use of evidence: Exemplary — quotes map words and links to agreement terms; Proficient — references map to explain the agreement.
Overall teacher guidance and ACARA v9 curriculum mapping (summary)
Curriculum connections (ACARA v9 aligned themes — Year 7): - Historical Knowledge: medieval society, trade, law, and administration; how documents show daily life and power relations. - Historical Skills: source analysis, corroboration, contextualisation, interpretation of documents and maps, constructing evidence-based explanations. - Concepts: continuity and change, cause and effect, perspectives, agency, contestability of the past. Suggested assessment focus: Students use two or more sources to answer the inquiry question “How did people manage relationships and settle disputes in the Middle Ages?” Provide a short written response (250–350 words) citing evidence.
Practical tips: Print each task page for students; encourage annotation (underline key words like ‘arrested’, ‘liberam warrenam’, ‘ego’) and use the transcripts/links from The National Archives to support reading. For ESL or struggling readers, provide modern-English summaries and image-based prompts.