Home Learning: The Black Death

Subject: History | Year: 8

Estimated Time: 30-40 Minutes Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To consolidate your understanding of how the Black Death arrived in England and to analyse how it fundamentally shifted the power dynamics of the Feudal System and the Church.

Instructions

• Recall: Identify three different beliefs medieval people held regarding the causes of the plague (e.g., religious, supernatural, or 'scientific' theories of the time).

• Categorise: Copy and complete the table below into your exercise book to show the changes caused by the plague.

Feature	Medieval Life (Before 1348)	Medieval Life (After 1350)
Labour & Wages	High supply of workers; very low pay.	Labour shortage; survivors demand higher pay.
The Feudal System	Peasants are tied to the Lord's land.	Peasants move to find better work/wages.
Church Authority	The Church is seen as all-powerful.	Faith is shaken as many priests die or flee.

• Draft: Write one detailed PEEL paragraph (Point, Evidence, Explanation, Link) answering the following question: "Was the Black Death a disaster for everyone in England?"

• Reflect: Think about the 'Peasant's perspective' versus the 'Lord's perspective' in your answer.

Success Criteria (Checklist)

☐ I have listed three medieval beliefs about the causes of the plague.

☐ I have completed the comparison table between pre-plague and post-plague England.

☐ I have used the PEEL structure to write a balanced paragraph.

☐ I have used Tier 3 subject terms: Miasma, Feudal System, Labourer, Authority.

Challenge / Extension (Optional)

• Research: Find out what the 'Statute of Labourers' (1351) was. Why did the King and the Lords feel they needed to pass this law after the Black Death?

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

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Teacher’s Post-Task Briefing 🎓

1. Model Answers / Expected Outcomes

• Recall (Causes):

  • Punishment from God: Flagellants and prayer as a cure.
  • Miasma: 'Bad air' or corrupt smells causing disease.
  • Astrology: The alignment of planets (Mars, Saturn, Jupiter).
  • Outgroups: Blaming minority groups (e.g., Jewish communities).

• Categorise (Table):

  • Labour/Wages: Expect students to recognise that the death of 30-50% of the population created a "seller's market" for labour.
  • Feudal System: Students should note the decline of 'Serfdom' as peasants realised their value and moved to different manors.
  • Church Authority: Recognition that the Church failed to provide answers or protection, leading to the rise of 'Lollardy' or general disillusionment.

• Draft (PEEL Paragraph):

  • Point: For surviving peasants, the Black Death actually improved their quality of life.
  • Evidence: Wages doubled in some areas; the 'Sumptuary Laws' had to be passed to stop peasants dressing like nobility.
  • Explanation: Because there were fewer workers, the surviving peasants could demand higher pay and better conditions, effectively ending the strict grip of the Feudal System.
  • Link: Therefore, while it was a demographic disaster, it was a socio-economic opportunity for the lower classes.

2. Common Misconceptions to Flag 🚩

• The 'Rat' Myth: Students often think medieval people knew rats/fleas caused the plague. Emphasise that they had no concept of 'Germ Theory' and relied on religious or astrological explanations.
• Universal Poverty: Ensure students understand that while millions died, the survivors often inherited land and wealth from deceased relatives, leading to a temporary 'golden age' for the peasantry.

3. Classroom Discussion Starters (The 'Journey') 🗣️

• The Catalyst: If the Black Death hadn't happened, would the Feudal System have lasted for another 500 years?
• Authority: Why did people continue to go to church if the priests were dying just as fast as the sinners?
• Modern Parallels: How does the disruption of a global pandemic (like COVID-19) compare to the disruption of the Black Death in terms of how we value 'essential workers'?