WebQuest: Comparing Primary Resources from Medieval England to Primary Resources from Modern Syria

Introduction:
In this web quest, you will explore two primary sources that provide insights into the lives of ordinary people in different times and places: the
Paston Letters, written by Margaret Paston to her husband, John Paston I, in 15th-century England, and a diary entry from "My Syrian Diary,"
written by a young girl in Syria during the Syrian Civil War.

Background of the Paston Letters:

The Paston letters were written in 15th century England, when conflict among the aristocracy caused social instability and
lawlessness. Additionally, the outbreak of the plague resulted in added chaos. These letters illustrate what can happen in
people’s daily lives when the regular social order unravels due to political upheavals or natural disasters.

The Pastons, a wealthy family living in England circa 1420– 1500, exchanged many letters. In the first letter, Margaret Paston
tells her husband, John, that she has fled their estate for fear of attack. In the next two letters, she describes to her husband
events at another Paston estate. The last three letters—between Margaret, her husband, and her son—discuss financial
problems, an injury, and the plague.

Background of the Syrian Diary:

The Syrian civil war began in 2011 with clashes between the government and
anti-government demonstrators, who protested the lack of freedom under
Syrian leader Bashar al-Assad. Rebel factions within the country fought Assad's
regime and one another for control of the country. Assad's actions sparked
worldwide outrage, prompting many countries to provide funding for the
rebels, which escalated the conflict. By 2017, over 400,000 Syrians died and
11 million were either displaced or had fled abroad. The author of this diary,
who was 15 years old in 2011, lived in a besieged neighbourhood until she fled
Syria for Europe in 2016. She used the pen name Marah to protect her identity.
Remember:
Authors write for one or more purposes: to inform, to entertain, to persuade,
to express opinions and feelings, or to provoke emotions in readers.

Objectives
Analyze the historical information in letters and use what they know to make inferences about the people and events discussed
in the letters through the following:

 To compare and contrast life in medieval England and modern Syria

 To analyze primary sources to identify common themes and challenges
 To develop critical thinking skills by evaluating historical evidence

Task A: The Paston Letters

Read the first letter from Margert to John I and answer the following questions:

1. Summarize paragraphs 1 and 2

The recipient's wife, the writer, fled the inn they were staying at when she heard that Lord Moleyns' soldiers were about to seize her. She fled
to another location in search of safety, and she wants to wait to tell her husband why she left. She says that until they could start their own home,
the husband's mother provided her a place to stay and assistance. The writer requests that the spouse notify her by messenger of his choice to
remain at his mother's house.
2. Reread paragraph .3 copy Margaret Paston's reply to Barow about Lord Moleyns'
claims. What do you infer from that paragraph?Was Margaret a participant in the events described in this paragraph? Cite evidence from the
text
The message's sender, Margaret Paston, is speaking with Barow. She examines the proof her husband has with Lord Moleyns's and states she is
skeptical of his claim to the manor of Gresham. She adds that Barow promised to settle any disputes between her and her husband over a drink.
Margaret emphasizes the unreliability of Lord Moleyns and his soldiers and cautions her husband against dealing with them.
Margaret's involvement in the events detailed in this paragraph is not supported by any direct evidence found in the text. She does, however,
seem to be actively participating in the conversations and is informed about the circumstances surrounding Lord Moleyns and her husband's
testimony.

3. What words show Margaret’s feelings and attitude toward the events she describes?
"I am a loyal and devoted wife, and I will do everything in my power to support my husband."
4. What is the main idea of the first letter?/ Describe the purpose of the letter and name two specific things you have learnt?

5. CRITICAL VOCABULARY
Commend- quell- affairs- bailiff- writ- ransack

Complete the sentences using the Critical Vocabulary words.

 After hearing both sides of the case, the judge issued .a_write______________ concerning the lord's ownership of the disputed
property.
 The.__bailiff________________ of the estate informed the tenants of the rent increase.
 While they are out of the country on business, they will__commend_______________ the care of their children to their aunt and uncle.
 We have asked the king to send soldiers to quell_________________the riot.
 The villagers feared that the invaders would__ransack___________________ their homes.
 My grandfather is very sick and has asked my father to look after his affairs______________until he can recover.

6. Explain the meaning of the below phrases:

 with all my heart (paragraph 1): The speaker's sincerity and intensity of sentiments or intentions are emphasized by this phrase.
 on my word (paragraph 1): This expression is used to convey a strong assurance or guarantee of the
truthfulness of a statement.
 set up house (paragraph 2): This means to establish a household or settle into a new living arrangement.
 set against (paragraph 6): This means to turn someone or a group of people against another, typically by
spreading negative information or creating discord.
 a great deal of talk (paragraph 16): This is used to describe a substantial quantity of talk or debate about a certain subject.
7. In paragraphs 10 and 11, which strong negative words and phrases does the writer use to describe the situation and actions of Lord
Suffolk’s men?
In paragraphs 10 and 11, the writer uses strong negative words and phrases such as "horrible mess," "great shame," "foully," "thefts,"
"robbery," "spiteful fashion," and "expenses" to describe the situation and actions of Lord Suffolk's men.
8. How do these negative words reflect Margaret’s emotions? In other words describe Margaret’s emotions.
These negative words reflect Margaret's emotions of anger, frustration, and despair. She is appalled by the destruction and theft
committed by Lord Suffolk's men, and she is deeply concerned about the financial burden and turmoil it has caused.
9. In what way did the Duke of Suffolk violate the rights of the Pastons and their servants and tenants?
The Duke of Suffolk violated the rights of the Pastons and their servants and tenants by seizing their property, demolishing their
buildings, robbing their belongings, and threatening and imprisoning their supporters. This violates their right to property, security, and
freedom.
10. In paragraphs 15 &16, what is Margaret telling her son to do or not do in paragraphs 15 and 16? What does this tell
us about the son’s character?
In paragraphs 15 and 16, Margaret is telling her son to be cautious, not to trust anyone, and to avoid eating or drinking with Lord
Suffolk's men. This suggests that the son is cautious and discerning, and it reflects his character traits of being aware of the danger and
protecting himself and his family.
11. Reflect on Margaret’s tone in paragraphs 15 and 16
Margaret's tone in paragraphs 15 and 16 is fearful, concerned, and urgent. She is emphasizing the importance of being vigilant and
warning her son about the treacherous nature of Lord Suffolk's men.
12. In paragraph 18, copy the requests and warnings that were given by John II to his brother.
In paragraph 18, John II requests his brother to be careful of his actions and be mindful of the potential consequences. He warns him
that his actions could have a negative impact on their family and reputation.
13. Based on this letter, how well did people in the 15th century understand how the plague spread?
Based on this letter, it is unclear how well people in the 15th century understood how the plague spread. The letter does not explicitly
discuss the spread of the plague or provide any scientific understanding of it.
14. The last line of paragraph 14 starts with the phrase "written in haste."

What can the reader infer about Margaret Paston from this phrase?
A She is an impatient and unsympathetic person.
B She is in a rush to get her letter to a messenger.
C She is concerned about getting the plague.
 D She is distressed and feels in constant danger.

15. What made the Paston family vulnerable to attacks?

The Paston family was vulnerable to attacks because they were caught in a dispute with Lord Suffolk and had opposing factions that
sought to harm or undermine them. Additionally, their properties and belongings were targeted, making them susceptible to theft and
destruction.
15. What can you determine about women's roles in 15th-century English society from reading these primary sources ?
From reading these primary sources, it can be determined that women's roles in 15th-century English society were complex. While women like
Margaret Paston were actively involved in managing household affairs and advocating for their family's interests, they still faced challenges and
were often dependent on male relatives for protection and legal representation. The primary sources reflect the role of women as caretakers,
managers, and strategists within the household, but also highlight the limitations and vulnerabilities they face within a patriarchal society.

Task B: The Syrian Diary

Read the Syrian Diary and answer the following:

1. Complete each sentence using one of the Critical Vocabulary words.
Extract- sustenance- exorbitant- deprivation -superficial -mandatory
 The --exorbitant------------prices of the food on display discouraged hungry shoppers from entering the store.
 After the hurricane, the governor ordered a--mandatory-----------9:00 p.m. curfew.
 Having suffered through the -deprivation-------------------of war, the refugees were overwhelmed by the abundance of ------------------
they saw in other countries.
 I could not --extract-----------------the splinter from the dog's paw even though the injury appeared to be---superficial------------------

2. What contrasts does Marah describe in the opening paragraphs ?

Marah describes contrasts between the vibrant and peaceful city she grew up in before the war and the
war-torn city she now lives in. She contrasts the sound of birds chirping with the sound of falling
bombs, the fragrant scent of flowers with the smell of destruction, and the bustling city filled with
people with the ghost town it has become.
3. Why does Marah choose to start her diary by describing such striking contrasts?
 Marah chooses to start her diary by describing such striking contrasts to highlight the dramatic changes
that have occurred in her life and in her city. It sets the tone for the rest of her diary and helps the reader
understand the immense impact the war has had on her and her community.
4. What seems strange and what seems familiar to you about Marah’s experience with school?
What seems strange about Marah's experience with school is the constant disruption and destruction
that has caused her to move schools multiple times and attend poorly equipped and unsafe school
environments. What seems familiar is her strong desire to continue her education and her
disappointment in the limited opportunities and resources available to her.
5. Why education is Marah’s “greatest priority”?
Education is Marah's greatest priority because it was instilled in her by her family, who believed in the importance of education as a means to a
better life and to protect oneself from misfortune. It also represents hope and a sense of normalcy in the midst of the chaos and destruction of war.
6. What was Marah’s family attitude towards education? How did that change after the war?
Marah's family highly valued education before the war and prioritized providing her with the best education
they could afford. However, after the war, their priorities shifted to ensuring the safety and well-being of their
family, which sometimes meant compromising on the quality of education available to Marah.
7. Do you prefer superficial or close friendships? Why?
Marah does not express a preference for superficial or close friendships in her diary. She longs for her old friends and close relationships,
indicating a preference for deeper connections.
8. Mention something mandatory in your life that you don’t like?
An example of something mandatory in my life that I don't like is having to pay bills. It is necessary to cover expenses, but it can be
frustrating to see a significant portion of my income going towards bills.
9. Why Marah used rhetorical questions in her diary?
Marah uses rhetorical questions in her diary to express her inner thoughts and emotions, to highlight the unfairness or irony of a situation,
and to engage the reader in her narrative.
10. How do girls change before and after the war?
Girls change before and after the war as their conversations shift from lighter topics like music, fashion, and movies to the daily struggles
and hardships they face, such as food, electricity, and water.
11. Even the boys have changed. What does Marah mean with this sentence?
When Marah says that even the boys have changed, she means that both boys and girls have undergone radical transformations. They
have been affected by the war and their priorities and attitudes have shifted.
12. Why do you think Marah uses an informal writing style?
 Marah uses an informal writing style to express her personal thoughts and emotions in a more relatable and accessible manner. It also
creates a sense of intimacy between the reader and the author.
13. How has the war changed life for Marah and her friends?
The war has brought destruction, death, suffering, and drastic changes to Marah's life and the lives of her friends. It has forced them to
prioritize basic needs, such as food and safety, and has disrupted their education and dreams for the future.
14. What does Marah think about the future?
Marah expresses uncertainty about the future and faces the challenge of pursuing her education and dreams in the midst of war. She
hopes for a better life and expresses a desire to be heard and helped.
15. Why is Marah’s mother worried about her?
Marah's mother is worried about her because she wants to protect her from the risks and dangers that a young woman like Marah may
face in a war-torn environment. Her mother's fear and concern are driven by love and a desire to keep her daughter safe.
16. How did the priorities of Marah’s parents change as a result of the war?
The priorities of Marah's parents changed as a result of the war because their focus shifted from providing the best education for their
children to ensuring their safety and well-being in a war-torn environment.
17. Review paragraphs 4–8. What organizational pattern or text structure does Marah use in this part of the diary? Is this text structure used
effectively to achieve the author’s purpose? Why or why not?
In paragraphs 4-8, Marah uses a pattern of contrasting descriptions to depict the before and after effects of the war on her city and its
people. This text structure effectively highlights the drastic changes and emphasizes the impact of the war on their lives.
18. Marah is living in the middle of a civil war, but she does not discuss politics or take a side in her diary entries. Why might she have
chosen to omit political references? What does this decision tell you about her purpose for writing?
Marah may have chosen to omit political references in her diary because her purpose for writing is to share her personal experiences and
emotions rather than discuss political ideologies or take a side. Her focus is on the human impact of the war rather than the political
motivations behind it.
19. Marah begins her diary by giving contrasting descriptions of her city before and after the start of the war. How is contrast used
throughout the rest of the diary? What does Marah achieve through the use of contrast?

Contrast is used throughout the rest of the diary to emphasize the stark differences between Marah's life before and after the war. It helps to
illustrate the devastating effects of the war on her city, her education, and her dreams. Marah achieves a deeper understanding and connection with
the reader through the use of contrast.

Task C:
Compare and contrast The Paston Letters and the Syrian Diary.
Both The Paston Letters and My Syrian Diary are primary sources that provide
first-hand accounts of the author's experiences. However, they were not
written for the same reason. An author's purpose is his or her reason for
writing. The author may or may not state the purpose directly, depending
on the type of document or writing style. If the author does not state his or
her purpose, then you must infer it based on details in the text.
As you review the primary sources for hints about the author's purpose,
consider the following:
• Context: Where, when, and under what circumstances was the text
produced?
• Audience: Who did the author intend for his or her readers to be?
• Content: What main ideas, themes, and messages does the author convey?

The Paston Letters The Syrian Diary Where they similar or different? Why?
Context
Audience
Content

The Paston Letters is a collection of correspondence written by and to the Paston family in England during the 15th century. It was produced in a
time when letters were the primary mode of long-distance communication. The letters were not intended for publication or a wider audience but
were personal and private in nature. The content of The Paston Letters revolves around the family's affairs, legal disputes, and social
interactions. The purpose of these letters was to communicate and document the everyday household and business matters of the Paston family.
On the other hand, My Syrian Diary, also known as Marah's Diary, is a personal diary written by Marah during the Syrian civil war. It was
produced in a time of conflict and uncertainty, and the diary serves as a means of self-expression and documentation of Marah's experiences. The
primary audience for Marah's diary is likely herself, as a way to process her emotions and thoughts. However, it also holds a wider audience in
mind, as it provides a firsthand account of the war and its impact on civilians. The content of My Syrian Diary focuses on the war, its effects on
daily life, Marah's hopes and fears, and her desire for education and a better future.
In terms of purpose, while The Paston Letters were mainly intended for personal communication within the Paston family, Marah's purpose in
writing her diary was to express her personal experiences and emotions during the war. The Paston Letters are more focused on maintaining and
managing family affairs, while My Syrian Diary is a reflection on the war and its impact on Marah's life and her community.
Both The Paston Letters and My Syrian Diary are valuable primary sources that provide insights into different time periods and social contexts.
They offer glimpses into the lives and perspectives of individuals living in different historical and cultural contexts, each with their own unique
purposes and messages.