HistoryInternationalpresents

The
Plague

It was a disease that would turn the world upside down, and it spread faster than it could be understood.
The “Black Death” that raged through the world during the Middle Ages was the most devastating infectious
disease recorded in human history. By the time the Plague had finally loosened its death grip, it had claimed
the lives of nearly half of the world’s population in less than five years. This special presentation, The Plague,
offers two compelling perspectives on the ravages of this disease. Journals and personal narratives from the
for educators

14th century take viewers inside the world of the disease as those who lived through it attempted to make
sense of its origins and significance amidst the chaos of its terror. These voices of perplexed horror and fear
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are answered by contemporary historians and scientists who help us understand the sources of the Plague
the idea book

and assess the long-term effects of this chilling pandemic.

This two-hour documentary traces the spread of this disease by describing both the methods of transmission,
and the path of infection as those who traversed trade routes unknowingly carried it throughout the world.
As the uncontrollable infections spiraled throughout
Europe, hysteria ensued. Those looking to place blame
laid responsibility at the door of God, at Jews, and at one
another, without any true explanation to comfort them.
The Plague chronicles the staggering effects of this
disease on European society, analyzing the ways that
these unexpected events in the 1340s altered the world
forever. Insights are drawn from first-person accounts
from Pope Clement VI, Princess Joan of England, Agimet,
a Jewish servant to a wealthy Swiss nobleman, and French
physician Guy de Chauliac. Educators and their students
will be riveted by these dramatic testimonies, and the
conclusions this program draws about the transformations
which followed in the wake of this cataclysmic disease.

curriculum links vocabulary

The Plague would be useful for World History, Students should identify the following terms.
Global Studies, Health, Geography, and Science Visit www.merriamwebster.com for definitions.
and Technology courses. It is appropriate apocalypse inured
for middle school and high school viewers. doctrine papacy
It fulfills the following standards as outlined by expansion pestilience
the National Council for History Education: famine prosperity
(1) Civilization, cultural diffusion and innovation, indoctrinated troubadour
(2) Human interaction with the environment,
(3) Values, beliefs, political ideas, and
institutions, (4) Conflict and cooperation, and
(5) Patterns of social and political interaction.
 for educators
the idea book
discussion questions
1. What was the status of life in Europe in terms of 7. Why do you think so many Europeans blamed
faith, technology, and trade before the Plague others for the Plague? What does this say about
arrived? their understanding of disease?
2. Where do historians believe the Plague 8. In what ways did the Plague alter the relationship
originated? What were the primary methods of between humans and their faith in God? Explain
its transmission? your answer.
3. What changes in society do you think could 9. How did the Plague affect concepts of authority
have played a role in the rapid spread of the and social class?
Plague?
10. What sources have historians used in order to
4. Do you think the spread of the Plague was learn more about the Plague? Which of these

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inevitable? If not, what could have been done sources do you think are the most accurate?
to prevent its spread, and by whom? Which do you think are the most revealing?
5. What was the philosophy of the “flagellants”? 11. What were the long-term ramifications of the
Why do you think their method of dealing with Plague? How did it transform European society
the Plague was appealing to so many people? and medical knowledge?
6. What were some of the explanations people gave 12. Do you think a disease as devastating as the
for what the Plague was and why it had arrived? Plague could spread today? Why or why not?
Which reason do you think would have made the
most sense to you at the time?

extended activities
1. Charting History: The Plague which ravaged of the disease by passing local ordinances
the world in the1340s had tremendous demanding that people abide by certain
social, political, and philosophical effects. sanitation and civil codes. Ask students to
This documentary traces the causes and imagine that they have been given the task of
consequences of the disease as well as writing these ordinances for a small European
the worldviews of those who experienced city suffering from the Plague. Have students
its powerful spread. Break students up into write the ten ordinances they would enact, with
groups of four or five. Based on this program, a short introduction to the residents of the city
and their own library or Internet research, ask describing the reason for the ordinances. Have
students to create a posterboard or PowerPoint students share their ordinances with the class.
presentation which charts the following: The class may want to choose the ordinances
1) Causes of the Plague 2) Explanations/ they think are most useful and create a master
Reactions to its spread, and 3) Consequences list together.
of the Plague. These posters can be designed
3. Heretics or Heroes?: The flagellant movement
using images or artwork depicting the disease
represents one of the most drastic responses
and its effects. If possible, students should also
to the spread of the Plague. Believing that self-
include a map charting the areas of the world
punishment for their sins might help save them
hit by the Plague. Students should present their
from the doom of the Plague, the followers of this
findings to the larger class and participate in a
movement were regarded as a dangerous threat
class discussion of the meaning of the Plague.
to church authority. Divide the class into four
2. Policing the Plague: During the Plague era, groups: church leaders, the flagellants, experts
political leaders attempted to stem the spread for both sides, and judges. Have these groups
HistoryInternationalpresents

The
Plague

extended activities
imagine that the flagellants are on trial for heresy. Have each 4. A Medical Model: The French physician Guy de Chauliac
group prepare testimony and a rationale for their beliefs, with the conducted some of the first scientific experiments designed
judges put in charge of administering the trial. The flagellants to find the origins of the Plague and possible cures for
should argue the position that they have the right to exist and the disease. Based on what they learn from viewing this
invite followers; the church leaders should charge heresy; the documentary, ask students to imagine they are de Chauliac.
witnesses should provide commentary to support one of these Have them write a journal entry or newspaper editorial
sides; and the judges should determine which group has made describing why he believes a scientific explanation and
the most compelling arguments. solution to the Plague is possible.

websites&books
websites books
The Center for Disease Control’s website on Cantor, Norman. In the Wake of the Plague:
the Plague, with history and background: The Black Death and the World It Made
www.cdc.gov/ncidod/dvbid/plague/ (Harper Perennial, 2002).
index.htm
Herlihy, David. The Black Death and the
The BBC’s excellent site on the history and Transformation of the West (Harvard University
consequences of the Black Death: Press, 1997).
www.bbc.co.uk/history/society_culture/ Holmes, George (editor). The Oxford Illustrated
welfare/black_01.shtml History of Medieval Europe (Oxford, 2002).
Links and additional readings on the Mongol Kelly, John. The Great Mortality: An Intimate
empire: www.historymedren.about.com/ History of the Black Death, The Most
od/mongoltopics Devastating Plague of All Time (HarperCollins,
A wonderful lesson plan with activities and 2005).
information geared toward young readers:
www.schoolhistory.co.uk/year8links/
plague/Plaguebooklet.pdf

i For additional resources, visit us online at History.com/classroom