What does Aaron of Lincoln reveal about the Jewish community in Norman England?

Context: Aaron of Lincoln c.1125-1186He was known as ‘Aaron the Rich’. Aaron of Lincoln was said to be the “the first and greatest of the Jews”. He amassed a huge fortune by lending money at interest, a practice which was forbidden to Christians, and became known as the richest man in Norman England. By the time of his death, he was owed over £15,000. He is mainly known for his activity between 1166 and

1186, when he died, and his riches fell into the king’s hands. He was involved in the building of no less than sixteen abbeys and monasteries; and assumedly many more for which we do not have evidence.

What does his experience reveal?- The fact Aaron of Lincoln was still owed £15,000 by the time of his death

reveals that the Jews did lend a lot of money out to people, and suggests that often it was not paid back in a short space of time.

- However, it does also reveal that this was a great way to make a lot of money. Given that Aaron of Lincoln was the richest man in Norman England, he clearly made a great deal from lending money at interest.

- Aaron of Lincoln’s contribution to funding buildings shows that the Jewish community had a great influence and involvement in the building of Norman England. Helped facilitate the Norman Conquest through the new buildings (castles/cathedral etc).

- Added to the king’s finances after death. Jews were protected by the king due to their wealth.

Jewish Settlers in EnglandReasons for coming to England:

● The first written record of Jewish settlement in England dates from around 1070.

● William the Conqueror encouraged Jewish settlers into England from Normandy. William was interested in creating strong trade links between the two countries.

● The Jewish settlers were also tasked with carrying out William’s ‘building programme’ (the creation of more castles and cathedrals). William used the Jewish settlers as financiers, borrowing large sums of money from them. Christians were forbidden from this practice.

‘The Bodleian Bowl’ discovered at the end of the 17th century in a disused moat in Norfolk. The bowls' decorative features of birds and flowers represent the origins of its Jewish owners who migrated to Medieval England. It is now agreed by historians that the bowls purpose was to collect charitable donations.

What do artefacts like this tell us about the Jewish community in Medieval Britain?

The experience of Jewish Settlers● Some Jewish moneylenders such as Aaron of Lincoln profited massively

from Norman ambition. Jews were initially forbidden from owning land or trading, but many eventually began to take on a wide range of occupations, from doctors to fishmongers.

● Jews lived in many parts of England, Scotland and Wales alongside the wider English population. Others lived in distinct Jewish communities. Jewish communities thrived in York, Norwich, Hull and Oxford.

● Jews had to pay more tax to the Crown than other members of the population. This was seen as the price for their royal protection.

● Henry I granted the Jews the ‘Charter of Liberties’, which allowed them to seek refuge in royal castles when in danger. This caused many to see Jews as on the side of England’s Norman rulers.

‘From Prosperity to Persecution’ ● On March 16th 1190 there was a massacre at Clifford’s Tower in York. That

is, anti-semitic (anti-Jewish) riots killed many people. ● The chronicler William of Newburgh described the rioters of York acting

“without any scruple of Christian conscientiousness” in wiping out the Jewish community.

● Anti-semitic feeling was high throughout western Europe in the twelfth-century due to Christians fighting to control Jerusalem and the Holy Land (the Crusades).

● Rioting began when leading Jews had been denied entry to King Richard I’s coronation, including Benedict of York. Benedict was the wealthiest Jew of York and he was killed in the rioting at Westminster.

● The rioters were encouraged by members of the local gentry who saw the riots as an opportunity to wipe out the extensive debts they owed to the Jewish money-lenders in York. After the massacre they proceeded to burn the records of their debts held in the Minster, thereby avoiding repayment to the king, who would have acquired the property and debts owed to the murdered Jews.

● The massacre of 1190 was a horrific catalogue of violence and murder driven by religious intolerance and the greed of those who owed the leading Jewish money-lenders money.

THINK!● Did the Jewish community benefit under Norman rulers in Medieval

England?● What was the main reason the Jewish community was discriminated

against?● How did the Jewish position as moneylenders contribute to attacks on

Jews?

Over to You!

● For extra reading and subject knowledge to supplement and support your understanding: The Jews of Medieval England -

www.historyextra.com/period/medieval/the-jews-of-medieval-england/ The persecution of Jews in Medieval England- https://www.historyextra.com/period/medieval/persecution-jews-medieval-england-cliffords-tower-york/ Jewish communities and their expulsion from England in 1290 - https://www.bbc.co.uk/bitesize/guides/zpbs7hv/revision/2

Teacher Notes: ‘What does Aaron of Lincoln reveal about the Jewish community in Norman England?’

What is a slot-in?A slot-in is a short story from the past that is rooted in historical concepts. A slot-in is useful for a longer enquiry sequence, as cover work, as a deeper dive into the past, and a way of getting students to interact with history they may have never had the opportunity to interact with.

The concept focus of this enquiry:The enquiry question focuses on the significance of the Jewish community in Medieval England. Students could also focus on change on continuity to answer the question as to how Jewish settlers were treated and how it changed overtime. The use of interpretations and sources (in the form of pictures and artefacts) will help students gain an understanding of time and place and use this knowledge to infer ideas about how the Jewish community were viewed in Medieval England.

Links to the curriculum:History teachers have a responsibility to provide students with a diverse and enriching exploration of the past. Teachers are faced with the challenge of restrictive time in the curriculum to teach other aspects of the past. This particular slot-in could be included within the topic of:

● The Norman Conquest.● Using sources as evidence.● Interpretations. ● English society during the Medieval period.

Activity suggestions:● You could get students to read through the story and highlight

important details that will help them answer questions related to change and continuity.

● This topic could be used for a stand-alone lesson or form more of a wider enquiry. Suggested activities could include:

○ Creating a timeline of the Jewish settlers;○ Card-sort for change over time;○ Ask students to create character cards that explore the roles

of important figures;

○ Role-play notable events.● Discuss wider questions as a class:

○ What does Aaron of Lincoln reveal about the Jewish community in Norman England?

○ How did the Jewish settlers prosper in Medieval England?○ Why were the Jewish community persecuted towards the end

of Medieval England?○ Why do you think the Jewish community were discriminated

against?

Misconceptions to dispel:● Attitudes to the Jewish community have not been constant

throughout time and may assume certain ideas. However, the reality is more complex. Many Jewish settlers were encouraged to migrate to England by William the Conqueror.

● It is difficult for historians to get a full and accurate picture of the lives of Jews in the 11th and 12th centuries as there are no written accounts from Jewish people at the time.

● They do appear in some tax records and legal documents and there are occasional buildings recorded, such as the Jew’s house in Lincoln and the remains of a ritual bath in Bristol, however there is still a great deal that we do not yet know.

● It is important to dispel the notion that all Jewish people were rich, or all Jewish people were moneylenders and to enable pupils to think about similarity and difference and diversity.

Extra background information:● Students should have an awareness of the Norman Conquest and an

introduction to William the Conqueror.

Where the topic can be linked to?● The topic could be linked to other explorations of communities that

have been discriminated against during English history.● In a GCSE thematic study of Migration.● When studying Nazi Germany and the Holocaust.

Further reading: Aaron of Lincoln - Joseph Jacobs - https://www.jstor.org/stable/pdf/1450389.pdf

Created by:Chelsea WinterAlex FormbyBecky Kellington