History Yearly Exam- Yr 8

Question 1

Definition of feudalism

Answer 1

Feudalism is a Latin word meaning to give land in return for services.

Question 2

What is the Feudal system?

Answer 2

The feudal System was a social order, which over several hundred years, spread across Europe. Individuals pledged their loyalty and services to a lord or persons of higher rank. The loyalty was rewarded with the promise of protection and the chance to occupy the land.

Question 3

The Highest rank in the Feudal Pyramid:

Answer 3

The highest one, the Monarch, gave land to the tenants in chief, who paid rent in the form of continuing loyalty and military support. Medieval people believed the monarch or king was chosen by God.

Question 4

The second Highest rank in the Feudal Pyramid:

Answer 4

The tenants in chief (lord and bishops) provided fully equipped knights to serve 40 days per year in the monarch’s army. They also provided the monarch with money, advice and prayers as appropriate.

Question 5

The third Highest rank in the Feudal Pyramid:

Answer 5

The sub-lennants (knights and lesser clergy) received land from the tenants-in-chief in return for fighting wars for the king or praying for his success as well as guarding and protecting the tenant-in-chief.

Question 6

The lowest rank in the Feudal Pyramid:

Answer 6

The peasants were allocated spare land from the sub-tenants. The peasants paid for this by working the knight’s or lord’s land (as well as their own) and by paying taxes (in the form of crops).

Question 7

what are the three divine rights of kings:

Answer 7

1. God chose the king- to rule over the people. They had no right to question the king’s choices or complain. 2. God guided the king- and only God could question or judge his actions. 3. The natural order- The people accepted that there was a natural order in society. They also believed this had to be maintained to please God and get into heaven or bad things would happen.

Question 8

The upper class/ nobilities role in society:

Answer 8

The upper class or nobility had small groups of wealthy men who fought in battles for the king. Women had fewer opportunities and they were inferior and should be good daughters/ mothers and taught to be good housewives. Children were educated for their future.

Question 9

The peasantry role in society:

Answer 9

The peasantry were farmers or soldiers and the females helped the harvest or cooking and looking after the children. Town life offered opportunities for the poor. Women were not allowed to join guilds (organisations that set work standards for members and offered them protection. Children worked as soon as they could do basic tasks. About 90% of Medieval Europe were peasants.

Question 10

When did the black death arrive in England?

Answer 10

By 1347/8 it had arrived in England, France, Italy and Spain.

Question 11

How was the Black Death spread?

Answer 11

The disease was spread by fleas that were found on rats but soon moved to spread the disease to humans.

Question 12

The evolution of the black death over 5 days:

Answer 12

Day 1: Painful swelling called buboes appeared in the armpits and groin. These were usually the size of an egg but could sometimes be as big as an apple. Day 2: The victim vomited and developed a fever. Day 3: Bleeding under the skin caused dark blotches all over the body. Day 4: The disease attacked the nervous system. This caused the victim to suffer spasms. The victim was in terrible pain. Day 5: Sometimes the buboes would burst and a foul-smelling liquid oozed from the open boils. When this happened the victim usually lived. However, in most cases, the victim suffered a painful death.

Question 13

What were the three causes of the spread of disease?

Answer 13

• Increased international trade
• Rising Urban population
• Lack of Medical Knowledge

Question 14

How did the black Death impact the population?

Answer 14

The demographic shock killed approximately 40% of those region’s populations which is about 75/100 million people. The extreme loss of population had a devastating ripple effect on Medieval society from agricultural activity to trade food shortages and starvation.

Question 15

How did the black Death impact the peasant revolt?

Answer 15

Peasants had far fewer rights than nobles or the church until the Black Death ravaged the population, leaving them the only ones willing to work, and allowing them to gain higher wages and better treatment. This allowed for the middle class to form. Many lords attempted to reassert control through harsh measures, such as the Statute of Labourers Act, but this only worsened the crisis as workers fled, ultimately ending in the peasant revolt in 1381.

Question 16

How did the black Death impact the Decline of the church?

Answer 16

The outbreak of the Black Death led to a decline in the power and influence of the Church as people were angry that they were unable to provide answers or contain the disease. Due to the high mortality rate, younger boys with less training to work in the church casing criticism and made the church look foolish. As the Church’s authority waned there was a rise of new religions as well as attitudes and practices, reshaping the religious landscape of medieval Europe.

Question 17

How did the black Death impact daily life?

Answer 17

Restricted diets as well as travel and freedom of movement. Everyone lived in constant fear and focused on survival. Workers gained power and women had wider jobs available overall improving the quality of life.

Question 18

How did the black Death impact Medical knowledge

Answer 18

Over time people learnt to deal with the plague and by the 15th century towns were beginning to establish health teams that could share knowledge and quarantine people. They developed heath regulations which created hygienic environments.

Question 19

list the parts of a medieval castle

Answer 19

1. The keep
2. The bailey
3. The curtain wall
4. The wall tower
5. The Gatehouse (portcullis)
6. The draw bridge
7. The moat

Question 20

What did each part of the medieval castle do?
1. The keep
2. The bailey
3. The curtain wall
4. The wall tower
5. The Gatehouse (portcullis)
6. The draw bridge
7. The moat

Answer 20

-The keep was a fortified self-sufficient tower where we could retreat as a last resort during an attack.
-The bailey was the main courtyard that was protected by the outer walls.
-The curtain wall was the stone wall surrounding the castle.
-The wall tower was for defence as there were gaps for the launching of arrows or other projectiles from within the defences. They also provided weapons to the curtain wall.
-The Gatehouse was the front of the castle and consisted of a portcullis which was the iron gate inside the gatehouse that protected the entrance of the castle.
-The draw bridge was a walkway across the moat to the castle portcullis that could be opened or closed based on who was to enter the castle.
- The moat surrounded the castle which was often filled with water and the edges were filled with sharp spikes.

Question 21

What was the purpose of castles?

Answer 21

Medieval castles were primarily built for defence against invasions, featuring thick stone walls that could not be set alight and moats that made them extremely hard to take over. They also served as residences for nobility, reflecting their wealth and power, as well as acting as military bases for troops. Additionally, they functioned as great places to host festivities such as feasts and tournaments, thus reinforcing social hierarchy and the status of their owners.

Question 22

what is the perspective of a source?

Answer 22

Perspective is the ‘point of view’ from which the creator of a source views historical events.

Question 23

what should you consider when asked about the perspective of a source?

Answer 23

Person a. Who was the creator of the source? b. Gender c. Age d. Race
Position a. What position in society did the creator have? b. Military, political, medical, and government c. Where was s/he from? Were they European or Aboriginal? Does this affect the source? d. Does it contain bias?
Provenance a. When and where was the source created? b. Is it a Primary or Secondary Source? c. This will impact the usefulness and reliability of the source

Question 24

Some things that could be of value to a source are?

Answer 24

• The content of the source – the information it provides
• The time it was created (was it created during the time we are studying?)
• The point of view or perspective of the source – who is writing and what are they saying? Does this provide more meaning and useful information?
• Type of source
• Purpose of the source - why was it created?

Question 25

Some things that could be a limitation to a source are?

Answer 25

Limited perspective
Limited information or very general information
Incomplete/fragmented
Unreliable
Biased

Question 26

Who had the Aboriginal Peoples come in contact with before the Europeans?

Answer 26

The aboriginal people had already come into contact with the Torres Strait Islander people and Maacassan (eastern Indonesian) fishermen before the British settlement.

Question 27

Who was the first English person to visit Australia before Captain Cook?

Answer 27

William Dampier, but he was not interested because his own impression of the west coast was unfavourable, because of the land.

Question 28

what does the term terra nulluis mean and who declared Australia to be it?

Answer 28

The term ‘terra nullius’ is a Latin term meaning ‘land belonging to no one.’Captain James Cook was wrong in describing Australia as Terra Nullius as Australia was already inhabited by the Aboriginal settlements.

Question 29

When did the first fleet arrive and what were the Aboriginal Peoples’s initial view of them?

Answer 29

The First Fleet entered the harbour on the 25th of January and the Aboriginal Peoples lit fires and yelled at them to go away. They thought they were ghosts and when they saw them up the masts they thought they were possums.

Question 30

What orders where Governor Phillip under while in Australia?

Answer 30

Governor Philip was under British orders to establish good relations with the indigenous people so he commanded that “the natives should not be offended or molested on any account” and tried to make friendly relationships although these attempts failed.

Question 31

What diseases did the Europeans bring over the Indigenous?

Answer 31

Diseases brought by the First Fleet, including smallpox, measles and the flu, spread rapidly through the population. Smallpox had the biggest impact and spread the quickest as the British were already immune to it.

Question 32

How many people died from these diseases and what evidence do we have?

Answer 32

By 1791 almost half of the Eora people of Sydney were dead from smallpox, measles and flu. In the end, nearly 70% of the Aboriginal population died from smallpox. Rock paintings and reminders of dead bodies on rocks display this.

Question 33

How did the Europeans use alcohol against the Aboriginal peoples?

Answer 33

European settlers used alcohol in exchange for goods and labour with Indigenous Australians. The Europeans also used alcohol as a way of overpowering the Indigenous Australians. Alcohol became a ‘cure all’ for Indigenous peoples’ pain, with many using it to cope with the devastation of being ruled by European settlers.”

Question 34

How did the Europeans view land?

Answer 34

European culture viewed the land as something that could be bought and sold and something that could be exploited and used. Owning land also meant more power and more resources. The Europeans wanted to claim as much land for themselves without sharing with Indigenous Peoples.

Question 35

How did the Aboriginal Peoples view land?

Answer 35

Aboriginal Peoples have a deep connection to the land and every aspect of their lives is connected to it, their way of living, culture and spiritual views are intertwined with the land. The protection of the health of land and water is central to Aboriginal culture. Aboriginal Peoples have the responsibility to care for the land.

Question 36

The importance of Dreaming stories?

Answer 36

Dreaming stories display this deep connection to the land as they were how the Aboriginal Peoples shared their knowledge and understanding through stories, song, ceremonies, dance and art. They were such an important part of Aboriginal Culture, each Aboriginal Language group had its own Dreaming and customs.

Question 37

How did Bennelong establish a connection with Governor Philip?

Answer 37

He was taken along with other children to the government house to establish communication and over time established a connection with Governor Phillip and Phillip began to call him Bennelong calls Phillip father.

Question 38

How did Bennelong act towards the Europeans?

Answer 38

He settled in with the Europeans and took on their new way of life and the Europeans thought he was engaging and charming, and he willingly communicated with them and participated in singing and dancing. They thought they had a unique view of death.

Question 39

Why was Governor Philip speared?

Answer 39

Bennelong then escaped and wasn’t seen until he was among a group of natives in manly, one of whom wounded Phillip with a spear.

Question 40

Why did Bennelong return to the government house?

Answer 40

Bennelong then willingly returned to the government house in an attempt to make peace between the Aboriginals and Europeans. His return was joyous and Many people were happy to see that Bennelong had returned.

Question 41

Why wasn’t Bennelongs return from England cheerful?

Answer 41

When he returned to Sydney he did not have a warm welcome as expected as He no longer had a wife and little connection to the Aboriginal people. Aboriginal people became addicted to alcohol consumption including Bennelong who took up drinking and numbed his pain through rum when he was intoxicated. He died in 1813.

Question 42

Who started the first account of open war and how?

Answer 42

Pemuluwuy and the rest of his tribe lit fires and burned crops from Parramatta to Sydney Cove and broke the legs of many cattle, meaning they could not sustain themselves and be served as food. After all this damage to the European property the military leaders, instructed that all soldiers shall go out and kill any who threatened to kill or injure Europeans. The war then spreads out, resulting in many Aboriginals being killed. The military leaders set out to find and kill Pemuluwuy and when they did they cut off his head paraded it around New South Wales and then sent it back to Europe.

Question 43

how were fires used to attack a castle?

Answer 43

They were the best way to attack the early Motte and Bailey castles since they were made entirely of wood. The fire might be started by building a bonfire against the outer wooden fence or, more usually, by archers shooting fire arrows into the castle. As the fire spread through the castle those living inside would be forced to leave allowing the attackers to take them prisoner or kill them.

Question 44

how were Sieges used to attack a castle?

Answer 44

Offence armies would surround the castle and could last for months, usually until the inhabitants of the castle ran out of food and were starving or surrendered. The castle owners mainly sent all women, children, old, weak and sick people out of the castle and only those strong enough to fight off attackers remained in the castle. This meant that the food supply would last much longer.

Question 45

how were Ladders used to attack a castle?

Answer 45

were used by those attacking a castle to climb over the walls and fight the castle inhabitants within the castle walls. However, those climbing the ladder could be attacked by an arrow, boiling water or oil, or be thrown to the ground if the ladder was pushed away from the wall.

Question 46

how were Attackers used to attack a castle?

Answer 46

would dig a tunnel underground up to the castle walls (in a stone castle). They would make an explosion which would make the walls crumble and collapse and the attack could not be seen by those living in the castle. However, if they were aware, they would often mine from the castle to meet the attackers underground and there would be a sword battle.

Question 47

how was The Belfry used to attack a castle?

Answer 47

was a large structure on wheels that could be pushed up to the castle walls and allowed attackers to climb to the top undercover and get into the castle. Owners prevented this type of attack by piling the earth up against the castle walls.

Question 48

how was The trebuchet used to attack a castle?

Answer 48

were used to throw stones, or dead animals, with great accuracy. To carry such a huge projectile usually involved horses and dozens of soldiers.
Many people were needed to operate a trebuchet. Trial-and-error was the method used to destroy a wall until a weak spot was detected.

Question 49

how were battering yams used to attack a castle?

Answer 49

The thick stone walls of the Stone Keep castles were difficult for men to knock down. The battering ram was particularly useful since the weight of several men would be put behind it.

Question 50

how were catapults used to attack a castle?

Answer 50

or siege engines like mangonels were developed during the Middle Ages to fire stones, fireballs or other objects such as dead sheep, cattle, or plague victims, at the castle walls or into the castle itself. This type of catapult was able to fire heavier projectiles than trebuchets.