Thursday, May 1, 2008

Coat of Arms


Curt Gustafson

Lesson Template: Ed 333 spring 2008

1. Grade level: 8th

2. Title of the day’s lesson with a brief description:

Coat of Arms. The students will research different coat of arms used by different families. They will explore the different symbolism used with the items place on coat of arms. They will make their own coat of arms that represents them and their family.

3. Materials/resources needed:

30 copies Coat of Arms Meaning Worksheet

30 copies Coat of Arms Template Worksheet

30 copies Coat of Arms Agenda Sheet

Computer lab

Internet

Colored pencils

Markers

Glue

Glitter

Scissors

Color Paper

Writing Utensils

4. Teacher Preparation (tasks the teacher must do ahead of time:

Sign up for computer lab time

Collect art supplies

Print off worksheets

5. Minnesota Academic Strand(s) and sub-strand(s) addressed by your lesson:

4-8 World History: Classical Civilizations and World Regions 1000 BC – 600 AD

6. NCSS Strand(s) and substrand(s) addressed by your lesson:

Individual Development and Identify d. Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

7. Goal(s) for today’s lesson:

Students will understand the importance of identification techniques used throughout time from the coat of arms in the past to drivers license in the present.

8. Objective(s) for today’s lesson:

Students will be able to lists the uses of a coat of arms in medieval Europe

Students will make a Coat of Arms that represents who they are.

9. Procedures

a. “Today class I’m going to start showing you a couple items that we use for identification purposes. (Show drivers license, student id, passport, and visa) Now they didn’t have cool things such as this. Does anyone know what some one used to identify themselves in the Dark Ages? (Brent - Their Coat of Arms) That is absolutely correct. Coats of Arms were taken up by families to represent their heritage and also to distinguish themselves in public and in battle. Originally Coats of Arms came from the Roman Legions. Each legion had its own sign, normally an animal that represented the legion. This was used to promote not only unity among the soldiers, but also to create a name for a legion and put fear into their enemies. Later on generals and nobles claimed the different symbols as their own, thus creating a family coat of arms. These emblems were used widely in medieval Europe as identification. Many noble families had a herald, which was a personal announcer. These heralds normally carried with them the family crest which was their coat of arms, as well as the family tree, to show the degree of nobility. They did this to show and prove how closely related they were to a king or high official. It was also used on the battle field to denote certain knights. This way their actions could be noted by those around them, in their quest of seeking fame and favor among other soldiers and nobles.(10 minutes)

b. First we are going to research different coat of arms used by people throughout the world, I want you to come up with at least 2 of your favorite emblems. These emblems can be those from the Medieval Era, or if you want to look at emblems that are from before or after that also works. But these need to be crests that represent a family and their heritage. After that we will be creating our own coat of arms to represent yourself and your family. We will first use a website to make practice emblems. This program we will just use to brainstorm ideas. Next we will go back to the classroom and create our own emblems. (5 minutes)

c. Computer lab

i. Research (15 minutes)

ii. Website Coat of arms http://www.vam.ac.uk/vastatic/microsites/british_galleries/designa/coat_of_arms/coat_of_arms.html (10 minutes)

d. Return back to the classroom, pass out Coat of Arms outline and Coat of Arms meaning worksheet. Have students create a coat of arms that represents them. They can use the meaning worksheet to get ideas of they might like on their coat of arms, or they can use ideas that they received from the computer activity they just completed.(25 minutes)

e. Class, for the remainder of the class, your homework for tomorrow is to write me a narrative story, of the history of your coat of arms. I want to know why you have the certain colors and pictures on your emblem. This is to be a 5 paragraph paper, size 14 fonts, double spaced. This will just be a rough draft, due next Tuesday, we will proof read and edit, and then Monday we will go to the computer lab to type it out. (20 minutes)

10. Assessment(s) used during lesson: Formal assessment will be done with narrative paper.


Coat of Arms Agenda

  • Find 2 Real coat of arms
    • Who are they for?
    • What country were they from?
    • Name one important thing the coat of arms was involved in. (battle, politics, merchant, what was important about it)?
    • Why did you pick them?

  • Coat of Arms
    • Create your own coat of arms
    • You may model it after the emblems researched or from the computer program. Or you may make up your own style
    • You may also use the Coat of Arms Meaning worksheet to if you want to get ideas or use examples from it for your own.

  • Story
    • 5 paragraph double spaced size 14 font
    • This is a story of how your family earned this coat of arms, what do your different pictures and colors mean to your medieval family. This is a fictional story since you are writing about your medieval family.
    • Rough draft we will peer review and edit Monday



Colors and Metals

Or, yellow or gold - Generosity.

Argent, white or silver - Peace and sincerity.

Sable or black - Constancy, sometimes grief.

Azure or blue - Loyalty and truth.

Gules or red - Military fortitude and magnanimity.

Vert or green - Hope, joy and sometimes loyalty in love.

Purpure, purple - Royal majesty, sovereignty and justice.

Tenne or tawney - Worthy ambition.

Murray or sanguine - Not hasty in battle, and yet a victor.

Heraldic Lines

Nebulee or Nebuly - The sea or water.

Engrailed and Invected - Earth or land.

Indented - Fire.

Dancette - Water.

Ragulee or Raguly - Difficulties which have been encountered.

Embattled - Fire or the walls of a fortress or town.

Ordinaries

Chief - Dominion and authority.

Cross - Chevron - Protection.

Fess - Military belt or girdle of honor.

Bar - For "one who sets the bar of conscience, religion and honor against angry passions.

Pale - Military strength and fortitude.

Palet - Same as Pale.

Pile - Same as Pale.

Canton - Bearing of honor. When borne charged, it often contains some special symbols
granted by the sovereign in reward for the performance of eminent service.

Quarter - Bearing of honor. Similar to the Canton.

Bend - Defense or protection.

Battune Sinister - Marks a royal descent that is barred by illegitimacy from succession to
the throne.

Orle or Tressure - Preservation or protection.

Flasques - Given by a king for virtue and learning, and especially for service in embassage.

Voiders - Given to gentlewomen who have deserved highly.

Bordure or Border - Frequently adopted as a "difference" between relatives bearing the
same arms.

Gyron - Unity.

Common Charges

Lion - Deathless courage.

Tiger - Great fierceness and valor when enraged to combat; one whose resentment will be
dangerous if aroused.

Bear - Ferocity in the protection of kindred.

Wolf - Denotes valiant captains that do in the end gain their attempts after long sieges and
hard enterprises. One whom it is dangerous to assail or thwart.

Rhinoceros - Great ferocity when aroused.

Elephant - Courage and strength.

Heraldic Tiger - Same as Tiger.

Leopard - Valiant and hardy warrior.

Panther - As a lion may be said to signify a brave man, so may a panther a beautiful
woman, which, though fierce, is very tender and loving to her young, and will defend it
with the hazard of her life.

Horse - Readiness for all employments for king and country.

Bull or Ox - Valor and magnanimity.

Boar - A fierce combatant when at bay, and ceases fighting only with its life, and therefore
may be properly applied as the armorial bearing of a warrior.

Goat - Emblem of that martial man who wins a victory by the employment rather of policy
than valor.

Lamb - Gentleness and patience under suffering.

Ram - Authority.

Hares and Rabbits - One who enjoys a peaceable and retired life.

Squirrel - Sylvan retirement being the delight of its bearer.

Hedgehog - Provident provider.

Beaver - Industry and perseverance.

Fox - One who will use all that he may posses of sagacity, wit or wisdom in his own
defense.

Talbot, Mastiff and Greyhound - Courage, vigilancy and loyal fidelity.

Cat or Cat-A-Mountain - Liberty, vigilance, forecast and courage.

Camel - Docility, patience and indefatigable perseverance.

Bee - Well-governed industry.

Ant - Symbolizes a man of great labor, wisdom and providence.

Spider - Wisdom, labor and providence in all affairs.

Grasshopper - Wisdom and nobility.

House Snail - Deliberation and perseverance.

Double Eagle and Eagle - Signifies a man of action, ever more occupied in high and
weighty affairs, and one of lofty spirit, ingenious, speedy in apprehension and judicious in
matters of ambiguity.

Alerion - Signifies one who having been maimed and lamed in war, was thus prevented
from fully asserting his power.

Wings - Celebrity, sometimes protection or coverture.

Feathers (usually ostrich) - Willing obedience and serenity.

Falcon or Hawk - One eager or hot in the pursuit of an object much desired.

Hawks or Falcons Bells - One who feared not to signal his approach in either peace or
war.

Owl - One who is vigilant and of acute wit.

Peacock - Beauty and pride of carriage.

Pelican - Devoted and self-sacrificing charity.

Stork - Filial duty, emblem of a grateful man.

Swan - A lover of poetry and harmony.

Goose and Duck - A man of many resources.

Gannet - To subsist by the wings of his virtue and merit, having little land to rest upon.

Swallow - One who is prompt and ready in the dispatch of his business.

Cock - Courage, always ready for battle, ready to fight to the death.

Dove - Loving constancy and peace.

Raven - One who, having derived little from his ancestors, has through Providence
become the architect of his own fortunes or one of an enduring constancy of nature.

Crow - Signifies a settled habitation and a quiet life.

Dolphin - Charity and a kind affection towards children.

Tortoise - Invulnerability to attack.

Unicorn - Extreme courage.

Griffin - Sets forth the property of a valorous soldier whose magnanimity is such that he
will dare all dangers, and even death itself, rather than become captive.

Dragon - A most valiant defender of treasure.

Cockatrice - Terror to all beholders.

Sphinx - Omniscience and secrecy.

Pegasus - Exceeding activity and energy of mind whereby one may mount to honour.

Harpy - Ferocity under provocation.

Mermaid - Eloquence.

Centuar - For those who have been eminent in the field.

Hydra - The conquest of a very powerful enemy.

Phoenix - Resurrection.

Stag, Hart, Buck and Deer - Policy, Peace and Harmony.

Horns and Antlers - Strength and Fortitude.

Escallop Shell - One who has made long journeys or voyages to far countries, who had
borne considerable naval command or who had gained great victories.

Other Shells - Protection of Providence.

Heart - Charity, sincerity.

Flaming Heart - Ardent affection.

Hand - Faith, sincerity and justice.

Red Hand - Usual mark for a baronet if borne on a small escutcheon.

Arm - A laborious and industrious person.

Gauntlet - Signify a man armed for the performance of martial enterprise.

Leg - Strength, stability and expedition.

Shoe - Same as Leg.

Foot - Same as leg.

Human Head - Honor.

Blackamoor Head - Deeds of prowess in the Crusades.

Skulls - Mortality.

Crossed Thigh-bones - Mortality.

Eye - Providence in Government.

Millstones - The mutual converse of human society.

Sceptre - Justice.

Trident - Maritime dominion.

Crown - Royal or seigniorial authority.

Celestial Crown - Heavenly reward.

Pastoral Crosier - The emblem of a shepherd’s watchfulness over his flock, and denotes
episcopal jurisdiction and authority.

Annulet or Finger Ring - Fidelity.

Lozenge - Honesty and constancy, also held to be a token of noble birth.

Billets - Their first bearer was a man who obtained credence, knowledge and faith in his
words and deeds, and who was secret in his affairs.

Pen - Emblematic of the liberal art of writing and of learned employments.

Inkhorn - Same as pen.

Harp - Contemplation.

Lyre - Same as harp.

Scythe - Hope of a fruitful harvest of things hoped for.

Sickle - Same as Scythe.

Anchor - Succor in extremity and the Christian symbol of hope.

Ship, Lumphiad or Galley - All such symbols would point to some notable expedition by
sea, by which, perhaps, the first bearers had become famous.

Cubes, squares or dice - Constancy, wisdom, verity probity, and equity.

Lozenge - Same as Cubes.

Axe -- Execution of military duty.

Purse - A frank and liberal steward of the blessings that God has bestowed .

Tower or Castle - Grandeur and solidity. Sometimes granted to one who has held one for
his king, or who has captured one by force or stratagem.

Bridge - Signifies a governor or magistrate.

Pillar or Column - Fortitude and constancy.

Snake - Wisdom.

Scaling Ladder - One who was fearless in attacking.

Crosses - Symbolic of some Christian experience or sentiment.

Trestles and stools - Hospitality.

Cushions - Marks of authority.

Angels, Cherubs and Seraphs - Dignity, glory and honor.

Estoiles - Emblems of God’s goodness or of some eminence in the first bearer above the
ruder sort of men.

Mullet - Denotes some Divine quality bestowed from above.

Gold Spur - Dignity of knighthood.

Silver Spur - An esquire.

Sun - Glory and splendor.

Crescent - Signifies one who has been enlightened and honored by the gracious aspect of
his sovereign.

Moon - Serene power over mundane actions.

Fire - Zeal.

Lightning - The effecting of some weighty business with great clarity and force.

Rocks - Safety, refuge and protection.

Portcullis - Effectual protection in emergency.

Hunting Horn - One who is fond of high pursuits.

Trumpet - Ready for the fray.

Cannon, Mortars, Cannon Balls and Grenades - Well bestowed on those who have dared
their terrors in sieges and battles.

Sword - Indicates the bearer to a just and generous pursuit of honor and virtue in warlike
deeds.

Arrows and Arrowheads - Martial readiness.

Spear or Lance - Knightly service and devotion to honor.

Spear Heads or Pheons - Dexterity and nimbleness of wit to penetrate and understand
matters of highest consequence.

Shield - A defender.

Saddles, Stirrups and Spurs - Preparedness for active service.

Horse Shoe - Good luck.

Trunk of a Tree - An object of veneration.

Fusil - Travel and labour.

Shacklebolt - Victory in war.

Water Bougets - Conferred on those who had brought water to an army or besieged place.

Catharine Wheel - Emblem of one who is prepared to undergo great trials for the Christian
faith.

Escarbuncle - Supremacy.

Buckles - Victorious fidelity in authority.

Clarion or Rest - Same as Trumpet.

Beacons or Cressets - One who is watchful for the commonwealth or who gave the signal
in time of danger.

Chains - A reward for acceptable or weighty service.

Fusil of Yarn - Negotiation.

Fret - Persuasion

Gold Roundles - One who has been found worthy of trust and treasure.

White Roundles - Generosity.

Wheel - Fortune.

Cornucopia - Bounty of Natures gifts.

Chaplets and Wreaths - Granted for special service.



(Image at top is the Coat of Arm Template)

War Stories


Curt Gustafson

Lesson Template: Ed 333 spring 2008

1. Grade level: 8th

2. Title of the day’s lesson with a brief description:

War Stories. The students will play a game of dodgeball. Afterwards they will then write a short story of what took place during the dodgeball game. We will then compare stories and talk about how people have different views of how events take place. The students will then compare stories, and see whose best represents the game.

3. Materials/resources needed:

30 Notebooks

30 Pencils

30 Attack on Chalons print out

30 Battle of Coutantin print out

30 Bayeux Tapestry print out

Dodgballs

Pennys

4. Teacher Preparation (tasks the teacher must do ahead of time:

Print out articles

Schedule gym, and prep dodgeball court

5. Minnesota Academic Strand(s) and sub-strand(s) addressed by your lesson:

4-8 World History: Classical Civilizations and World Regions 1000 BC – 600 AD

6. NCSS Strand(s) and substrand(s) addressed by your lesson:

Culture: b. explain how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference,

7. Goal(s) for today’s lesson:

Students will become aware of bias in the world, and how it affects history.

8. Objective(s) for today’s lesson:

Students will be able to recognize their own bias.

Students will understand that history had many sides to its stories

9. Procedures

a. “To start class off today we are splitting the class in half, half of you are going to read one article, and the other half will read another, these are tales by the writer Froissart. After reading I want you to come up with words describing the main character, what do you think they look like what type of person do you think they were.” (10 minutes)

i. Afterwards have the class discuss their character. Write the descriptions on the board to help students remember all the traits people envisioned. Ask about why some classmates envision the main character differently then others did. Ask why people had different descriptions for the main character, even though they read the same article. Explain that this is known as bias, and it is one major thing within history that everyone needs to be aware of. Bias is not a bad thing, but something that affects our lives everyday. One of the most influential areas of history, which is affected by bias, is stories of wars and battles. And the best way to show this is through staging our own battle. We will stage this battle through a game of dodgeball. (10 minutes)

ii. The version of dodgeball will be “Medic”, except we will call it “King.” Place the balls on the middle line, players will be on opposite sides of the court, when I say start they may run forward to get the balls. If a player throws a ball and hits another player anywhere but the head, the player hit is knocked down, head shots and caught balls will knock out the player who threw the ball. When a player is out they sit on the ground from when they got out. Each team has one king, the king is denoted by wearing a penny. The king may grab a teammate who is out, and bring them to the back of their side, after that the player is back in the game. If the king is knocked out he is done and that team can no longer get people back in the game. Once the entire team is defeated a victor is decided. Players on the ground can not get other players out. Have students bring their notebooks and a pencil to gymnasium. Play dogeball. (20 minutes)

b. After the game, have the students write their version of the battle, as best as they can remember. They need to write at least three paragraphs, containing the beginning of the battle, some important things that happened during, and how the battle ended. Explain that these stories will be graded on complete sentences and how detailed they can explain the “battle.” Afterwards ask for one student from each side to read their story for the class. Have the students write down anything that is different from the two stories. Begin a discussion on how they were different. Afterwards explain to each student that their story is their perspective of the game. It is how they saw that game unfolds. This is true in most history stories, except in war. In war it is the victor’s story that gets written in the history books. Explain that this is bias, and bias is not a bad thing, but as educated people we need to take the time to find other versions of a story so we can understand the true story, and read through the bias. (10 minutes)

c. Hand out the Bayeux Tapestry hand out.

i. This Tapestry was created several months after the Battle of Hastings, which was the final battle in the struggle for the crown of England between Harold the second of England and Duke William of Normandy (which is in France) The tapestry is over 8 meters long, but historians believe that there is another 8 meters that are missing or were destroyed.

ii. Explain that this section is showing the end of the battle. Have the students write 2 paragraphs on how they think the battle went according to the tapestry piece. It is up to their judgment as to who the people on the tapestry represent. These will be collected at the end of class.(20 minutes)

Assessment(s) used during lesson: War stories will be graded on grammar and for telling a compete story.

Tales from Froissart


edited by Steve Muhlberger, Nipissing University


The Attack on Châlons.


After the battle of Poitiers, King John of France was a prisoner
in England. Many armed bands took advantage of the political
uncertainty. Some of these bands were English, some adherents of
the King of Navarre, John's cousin and rival and an English
ally, others were "free companies." This story gives some idea
of their /modus operandi/ and of the general uncertainty of life.

*Book I, ch. 195.* It happened that while sir Peter Audley was governor
of Beaufort, which is situated between Troyes and Châlons, he imagined,
that if he could cross the Marne above the town of Châlons and advance
by the side of the monastery of St. Peter, he might easily take the town.

To carry this scheme into effect, he waited until the river Marne was
low, when he secretly assembled his companions from five or six strong
castles he was master of in that neighbourhood. His army consisted of
about four hundred combatants. they set out from Beaufort at midnight.
He led them to a ford of the river Marne, which he intended to cross,
for he had people of the country as guides. On coming thither, he made
them all to dismount, and give their horses to their servants, when he
marched them through the river, which was very low. All having crossed,
he led them slowly towards the monastery of St. Peter.

There were many guards and watchmen scattered over the town of Châlons,
and in the public squares: those who were nearest to the monastery of
St. Peter, which is situated above the town, heard very distinctly the
noise of the Navarrois: for as they were advancing, their arms, by
touching each other, made a noise and sounded. Many who heard this
wondered what it could be: for all at once, sir Peter having halted, the
noise ceased, and when he continued his march, the same sounds were
again heard by the sentinels posted in St. Peter's street, as the wind
came from the opposite quarter; and some among them said, "It must be
those English and Navarrois thieves that are advancing, to take us by
escalade: let us immediately sound the alarm, and awaken our
fellow-citizens."

Some of them went to the monastery to see what it might be. They could
not, however, make such speed but that sir Peter and his army were in
the court-yard; for the walls in that part were not four feet high; and
they immediately rushed through the gate of the monastery into the
street, which was large and wide. The citizens were exceedingly alarmed,
because there were cries from all parts of "Treason, treason! To arms,
to arms!" They armed themselves in haste, and, collecting in a body to
be the stronger, advanced to meet their enemies, who overthrew and
killed the foremost of them.

It happened, very unfortunately for Châlons, that Peter de Châlons, who
had been governor of the city upwards of a year, with a hundred lances
under his command, had lately left it, on account of not being able to
get paid according to his wishes. The commonalty of the city were
numerous, and set themselves in earnest to make a good defence. It was
high time; but they suffered much, and the Navarrois conquered all the
lower town, as far as the bridges over the Marne.

Beyond the bridges, the citizens collected themselves, and defended the
first bridge, which was of great service to them. The skirmish was there
very sharp; the Navarrois attacked and fought well. Some of the English
archers advanced, and passing over the supports of the bridge, shot so
well, and so continually, that none from Châlons dared to come within
reach of their arrows.

This engagement lasted until mid-day. It was said by some, that Châlons
must have been taken, if sir Odes de Grancy had not learnt, as it were
by inspiration, this excursion of the Navarrois. In order to defeat it,
he had intreated the assistance of many knights and squires; for he know
that there was not one gentleman in Châlons. He had come therefore, day
and night, attended by sir Philip de Jancourt, the lord Anceau de
Beaupré, the lord John de Guermillon, and many others, to the amount of
sixty lances.

As soon as they were come to Châlons, they advanced towards the bridge,
which the inhabitants were defending against the Navarrois, who were
exerting themselves to the utmost to gain it. The lord de Grancy
displayed his banner, and fell upon the Navarrois with a hearty good
will. The arrival of the lord de Grancy mightily rejoiced the people of
Châlons; and well it might, for without him and his company they would
have been hard driven.

When sir Peter Audley and his friends saw these Burgundians, they
retreated in good order the way they had come, and found their servants
with their horses on the banks of the Marne. They mounted them, and
crossing the river without molestation, returned towards Beaufort,
having by a trifle missed their aim.

The inhabitants of Châlons were much pleased at their departure, and
gave thanks to God for it. After expressing their obligations to the
lord de Grancy for the kindness he had done them, they presented him
with five hundred livres for himself and his people. They intreated the
lord John de Besars, who was present and a near neighbour, to remain, to
advise and assist them. He consented to their request, for the handsome
salary they allowed him, and set about fortifying the city in those
places which were the weakest.

Tales from Froissart


edited by Steve Muhlberger, Nipissing University


The Battle of Coutantin


After the battle of Poitiers, and the capture of King John of
France, there was political confusion in France, much exploited
by the English and the adherents of the King of Navarre, an ally
of the English. One English-Navarrois commander, Godfrey of
Harcourt, made so much trouble in Normandy that a meeting of the
three French estates -- what in England would be called a
"parliament" -- sent Raoul de Reyneval against him. This was the
result.

*Book I, ch. 171.* When sir Godfrey de Harcourt, who was strong, bold,
and courageous, heard that the French were come to the city of
Coutances, he collected together as many men at arms as possible,
archers and other friends, and said he would go out to meet them. He
left, therefore, St. Sauveur le Vicomte, accompanied by about seven
hundred men, including every one.

This same day, the French also sallied out, and had sent forward their
scouts to examine the country, who returned and informed their lords
that they had seen the Navarrois. On the other hand, sir Godfrey had
sent out his scouts, who had taken a different road and, having examined
the army of the French, had counted their banners and pennons, and to
what numbers they amounted [earlier said to be "three hundred lances and
five hundred with iron armour"]. Sir Godfrey, however, paid but little
attention to their report: he said, that since he saw his enemies he
would fight with them. He immediately placed his archers in the front of
his men, and drew up in battle array the Englishmen and Navarrois.

When lord Raoul de Reyneval perceived he had drawn up his men, he
ordered part of the French to dismount, and to place large shields
before them to guard themselves against the arrows, and for none to
advance without his orders.

The archers of sir Godfrey began to advance, as they were commanded, and
to shoot their arrows with all their strength. The French, who were
sheltered behind their shields, allowed them to shoot on, as this attack
did not hurt them in the least. They remained so long in their position
without moving, that these archers had expended all their arrows; they
then cast away their bows, and began to fall back upon their men at
arms, who were drawn up alongside of a hedge, sir Godrey in the front,
with his banner displayed.

The French then began to make use of their bows, and to pick up arrows
everywhere, for there were plenty of them lying about, which they
employed against the English and men of Navarre. The men at arms also
made a vigorous charge; and the combat was very sharp and severe, when
they were come hand to hand; but the infantry of sir Godfrey would not
keep to their ranks, and were therefore soon discomfited.

Sir Godfrey, upon this, retreated into a vineyard which was inclosed
with strong hedges, and as many of his people as could get in followed
him. When the French saw this, they all dismounted, surrounded the
place, and considered how they could best enter it. They examined it on
every side, and at last found an entrance. As they went round, seeking a
passage, sir Godfrey and his men did the same, and halted at the weakest
part of the hedge.

As soon as the French had gained this entrance, many gallant deeds of
arms were performed; but it cost the French dear before they were
complete masters of it. The banner of sir Raoul was the first that
entered. He followed it, as did the other knights and squires. When they
were all in the inclosure, the combat was renewed with greater vigour,
and many a one was beaten down. The army of sir Godfrey would not keep
the order which he had appointed, according to the promise made to him;
but the greater part fled, and could not withstand the French.

Sir Godfrey, on seeing this, declared, that he would prefer death to
being taken, and, arming himself with a battle-axe, halted where he was;
he placed one foot before the other, to be firmer; for he was lame of
one leg, though very strong in his arms. In this position, he fought a
long time most valiantly, so that few dared to encounter his blows; when
two Frenchmen mounted their horses, and, placing their lances in their
rests, charged him at the same time, and struck him to the ground: some
men at arms immediately rushed upon him with their swords, which they
ran through his body, and killed him on the spot. The greater part of
his army were slain or made prisoners, and those who were able to escape
returned to St. Sauveur le Vicomte. this happened in the winter of 1356,
about Martinmas [Nov. 11].

(Picture on top is the piece for Bayeux Tapestry)

Tuesday, January 15, 2008

First Post

Konichiwa, This is Curt's.