Download The Development of European Feudalism

SSMM14.book Page 398 Saturday, February 26, 2005 3:23 PM
Se ct i on
Section
3
3
Standards-Based Instruction
The Development
of European Feudalism
Reading Preview
Standards at a Glance
Students have already learned how the
empire Charlemagne built split apart
after his death. This section focuses on
the establishment of feudalism in
Europe and the characteristics of feudal
life.
Section Focus Question
What was feudalism and why did
it develop?
H-SS 7.6.3 Understand the
development of feudalism, its
role in the medieval European
economy, the way in which it
was influenced by physical
geography (the role of the
manor and the growth of
towns), and how feudal
relationships provided the
foundation of political order.
E-LA Reading 7.2.3 Analyze
text that uses the cause-andeffect organizational pattern.
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson Focus: Feudalism was a social
structure that depended on an exchange of land
for loyalty. It developed in the absence of a
strong central government as a way to order
society and defend territories.)
■
Vikings and other invaders
attacked western Europe.
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements true or false.
Have students discuss the statements in
pairs or groups of four and then mark
their worksheets again. Use the ReQuest
strategy (TE p. T37) to call on students to
share.
398 Chapter 14
Key Terms and People
fief (feef), p. 399
serf (serf), p. 400
chivalry (SHIHV uhl ree), p. 400
manor (MAN uhr), p. 402
was able to unite much of western Europe. After his death,
however, the empire split apart. In this section, you will see
how this led to the development of feudalism in Europe.
L2
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 17
■
High-Use Words
involve (ihn VAHLV), p. 400
role (rohl), p. 403
A Violent Time
L2
Introduce the concept of feudalism by listing some familiar images from the period,
including knights in shining armor, King
Arthur, lords, vassals, peasants, castles,
and manor houses. Ask for student volunteers to offer any information they might
know about these things. Address any misconceptions students may have about feudalism. Remind students to confirm or
revise their statements after they read the
chapter.
Set a Purpose
Analyze Cause and Effect
Links between events in
history are seldom simple. In
fact, causes are often effects
and effects are often causes.
As you read this section,
remember what you learned
in Section 1 about
Charlemagne’s empire.
Changes in that empire
caused the development of
feudalism, which in turn
caused many social changes.
Vocabulary Builder
Background Knowledge For a time, Charlemagne
Prepare to Read
Build Background
Knowledge
Reading Skill
For the people of western Europe, the years between 800
and 1000 were terrifying. Invaders threatened Europe from all
directions. From the east came fierce Magyars, or Hungarians,
who stormed into central Europe. From the south came Arab
raiders who attacked from Muslim Spain.
The boldest and most successful invaders, however, were
the Vikings from Scandinavia. These Danes, Swedes, and Norwegians had their own culture and a written language.
In the late 790s, the Vikings began to raid and plunder isolated monasteries in northern Britain and Ireland. Later, they
landed on the French coast and sailed up rivers into the heart
of France. They raided villages in the countryside and burned
churches in Paris. Medieval people prayed, “Lord, deliver us
from the wrath of the Northmen!”
398 Chapter 14 A New Civilization in Europe
Universal Access
L3 Advanced Readers
L3 Gifted and Talented
Finding Word Origins Have students
offer guesses as to where the word feudal
comes from. Ask them if any remember
learning about the beginnings of feudalism
(students may recall reading in Chapter 1
about the latifundia of ancient Rome, from
which feudalism grew). Then, have students look up the etymology of the word
feudal and write as detailed a description
as possible of the origin of the word. (Etymology is the study of the origins and
development of words.) (Students’
answers should show that the word has
both Latin and Germanic origins.) Ask
students whether the etymology of the
word supports their predictions.
The Vikings wanted more than loot. They wanted new
lands in a better climate. They settled in both Britain and
France, bringing new cultural ideas into Europe.
Teach
A Violent Time and A
Feudal Society
Who were the Vikings?
H-SS 7.6.3
A Feudal Society
Viking raids hurried the breakup of Charlemagne’s empire.
Viking attacks went unanswered by governments struggling to
maintain order after Charlemagne’s death. Because the government could not protect people from the Vikings, local
nobles took over. The result was a system of feudalism much
like that in Japan.
Lords and Vassals As in Japan, Europe’s feudal system
depended on an exchange of land for loyalty. A lord gave a
fief, or grant of land, to a loyal follower. The person who
received the fief was known as a vassal. The vassal—no matter
how powerful he was in his own right—knelt before the lord
and pledged his loyalty. The vassal also agreed to supply
knights, or mounted warriors, to the lord in times of trouble.
Feudalism influenced social,
economic, and political life in
medieval Europe.
E-LA 7.2.3 Analyze
Cause and Effect
How did Viking raids
affect Charlemagne’s empire?
What caused the feudal system
to develop? Explain your
answers in a cause-and-effect
chain.
The copyright holder has not granted permission to display this image in
electronic format. Please see the teacher's edition of your textbook for this image.
Discovery School Video View
Feudal Life in the Middle Ages
to learn more about European
feudal society.
Section 3 The Development of European Feudalism
399
History Background
The life of most knights was uncomfortable, badly paid, and short-lived. The
equipment that each knight needed was
extremely expensive. A horse would cost
about as much as a small airplane would
today. A suit of armor and weapons were
also expensive to purchase. Indeed, a
knight often had so much equipment that
he needed to support a squire to help
■
L2
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
involve and role, using the strategy on
TE p. 383.
Key Terms Following the instructions
on p. 7, have students create a See It–
Remember It chart for the key terms in
this section.
Discovery School Video
Feudal Life in the Middle Ages
Feudal society in medieval
Europe included various
groups of people. Among
them were lords, knights,
vassals, and peasants. They all
had their own fixed roles in
society. These roles were
determined by various factors,
including the economic system
and the Church. Critical
Thinking: Draw Conclusions
How do you think the Church
might have reinforced social
roles in medieval Europe?
Instruction
transport his goods and maintain his
weapons. In addition to the great expense,
life as a traveling warrior was uncomfortable. Armor weighed as much as 60
pounds. A sword weighed more than 30
pounds. Finally, the work was exhausting,
very dangerous, and medical care was
poor. Wounds and injuries were common—and often fatal.
Feudal Life in the Middle Ages
Summary
Europe in the year 1200 was a tough and
dangerous place. Society was strictly
divided into social classes. This system,
called feudalism, governed the relationships between a lord, or landowner, and
his servants. This segment explores the
castles and knights who protected feudal
life.
Questions From the Video
How did the lives of nobility, peasants, and
knights differ? (Students may say that the
nobles lived in castles, made all the laws, and
settled disputes. Peasants worked the land for
the lord and in return received some food for
themselves and the protection of their lord’s
army. These medieval armies were composed of
soldiers called knights, some of whom were
landowning nobles themselves.) Why did castles have so many different kinds of structures, such as walls and towers, keeps,
kitchens, and chapels? (Students may mention that castles needed the walls and towers to
fulfill the defensive function of castles. They
needed the other structures for the daily lives of
the people living inside.)
Answers
bold and successful invaders
from Scandinavia who raided and plundered Britain, Ireland, and France
Reading Skill Viking raids →
breakup of Charlemagne’s empire → Weak
central government → local nobles took
over → system of feudalism
Draw Conclusions Possible answer: The
Church may have taught respect for
authority. It may have stressed rewards in
heaven rather than on Earth.
Chapter 14 Section 3 399
Like the daimyos in Japan, European lords built their own
castles and ruled the territories around them. They controlled
farms, markets, currency, and taxes on their lands. Primarily,
however, a castle was a fortress. When danger threatened,
local farmers flocked to the castle for protection. In exchange,
they gave the lord their loyalty.
Instruction (continued)
■
Read A Violent Time and A Feudal Society with students, using the Paragraph
Shrinking strategy (TE p. T37).
■
To help students better understand the
concept of feudalism, which is important
to the understanding of this section, use
the Concept Lesson, Feudalism. Provide
students with copies of the Concept
Organizer.
The Feudal Social Structure In Europe, the king
stood at the top of feudal society. Below him stood the most
powerful nobles and churchmen. Next came the knights. At
the bottom of this social structure were peasant farmers.
Serfs were the lowest class of peasants. Serfs were peasants who were legally “tied” to the lord’s land and could not
leave it. Over time, some earned enough money to buy their
freedom. A serf could then own a piece of “freehold” land.
Teaching Resources, Unit 6,
Concept Lesson, p. 24; Concept Organizer, p. 6
■
Ask: What social structure was missing
that feudalism replaced? (It replaced a
protective central government.)
■
Assign the worksheet Lords and Vassals
as part of the discussion of medieval life.
Ask students who have completed the
worksheet If I Were a Serf (see Universal
Access activity below) to discuss the role
of peasants in medieval life.
Medieval Knights Most knights came from the noble
class. Training for knighthood began early. A boy from a noble
family was usually sent to another noble’s court as a page.
There, he learned to use a sword, ride a horse, and behave like
a gentleman. At about age 14 or 15, he became a squire, a kind
of assistant to a knight. Finally, he swore loyalty to a lord and
became a full-fledged knight.
A knight was expected to act according to the principles of
chivalry. This was a Christian warrior’s code of behavior. A
knight was supposed to be brave in battle, generous to his
comrades, and loyal to his lord. He was a man of honor who
used his strength to protect women and the weak. He had a
deep Christian faith and was a defender of the Church. A
medieval poet described the ideal knight in these words:
Teaching Resources, Unit 6,
Lords and Vassals, p. 22
■
You might also assign the worksheet If I
Were a Serf at this time. (See the Universal Access activity below.)
■
Ask a volunteer to read the quotation
from Geoffrey Chaucer aloud. Call on
students to identify and define difficult
words. Discuss the positive image of
knighthood in this passage. Ask: Why
was the idea of brave warriors important to providing a sense of political
order during the Middle Ages? (At a
time when violence was rampant, the image
of knighthood as the protector of justice
could have given a sense of stability to a
community.)
“
A knight there was, and that a noble man,
Who from the earliest time when he began
To ride forth, loved the way of chivalry. . . .
In all his life to no man had he said
A word but what was courteous and right:
He was a very perfect noble knight. . . .
”
—Geoffrey Chaucer, The Canterbury Tales
European and Japanese Feudalism On the surVocabulary Builder
involve (ihn VAHLV) v. to include
something
face, European and Japanese feudalism shared many features.
Both arose in a time of violence and warfare. Both involved an
exchange of land for services. Both knights and samurai were
expected to follow a code of ideals. The codes of chivalry and
bushido both emphasized honor, bravery, and loyalty.
400 Chapter 14 A New Civilization in Europe
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Serfs Assign the worksheet If I Were a
Serf to reinforce understanding of the life
of a medieval peasant. Ask students who
have completed the worksheet to share
400 Chapter 14
L1 Special Needs
what they learned with the rest of the class
before discussing the worksheet Lords and
Vassals.
Teaching Resources, Unit 6, If I
Were a Serf, p. 20
SSMM14.book Page 401 Saturday, February 26, 2005 3:23 PM
Two Feudal Societies
Feudal societies arose in both Europe and Japan. Although
they were similar in many ways, there were also important
differences between the two. Critical Thinking: Apply
Information How did feudalism fill a need in both medieval
Europe and Japan?
Knight
Instruction (continued)
Explore Two
Feudal Societies
■
Visit: PHSchool.com
Web Code: mxp-6143
Samurai
Show the color transparency, Feudalism
in Europe and Japan. Ask: How did
feudalism in both Japan and Europe
provide stability to each society? (In
both places, the feudal system created a
political order that gave a place for each
person. The structure kept people living
within the expectations of their position in
life.)
Color Transparencies, Feudalism in Europe and
Japan
FEUDAL
EUROPE
BOTH
FEUDAL
JAPAN
• European feudalism
arose in the 800s.
• Feudalism began
in a time of violence
and warfare.
• The lord-vassal
system created
order and stability.
• The warrior code
emphasized honor,
bravery, and loyalty.
• People had
well-defined roles
in society.
• Japanese feudalism
took hold in the
1200s.
• Values like honor
and courage
applied to both
men and women.
• Arts and learning
were appreciated.
• Values were
rooted in Shinto,
Buddhist, and
Confucian
principles.
• Women were
considered fragile.
• Arts and learning
were not valued.
• Christianity was
the predominant
religion.
Noblewoman
Noblewoman
Serf
Peasant
Section 3 The Development of European Feudalism
401
History Background
The Bishop Fulbert of Chartres wrote a
guide for William Duke of Aquitaine on
the feudal obligations between lord and
vassal. In it, he wrote that a vassal who
swears fealty, or loyalty, to a lord should
always remember several things. First, a
vassal should not commit physical harm
against his lord. Second, he should not
harm his lord through secretiveness.
Third, he should act honorably and in such
a way as to not injure his lord’s honor.
Fourth, he should not act in a way that
causes his lord’s possessions to be endangered. Finally, he should not make his
lord’s tasks difficult, and he should not
make that which can be done impossible.
Answer
Apply Information It created stability and
roles for each person in society.
Chapter 14 Section 3 401
Manor
The
copyright holder has not granted permission to display this image in electronic
format. Please see the teacher's edition of your textbook for this image.
The Medieval Manor
Instruction (continued)
■
Display the color transparency A Manor
Feast and discuss how such entertainments were part of the medieval social
order.
Color Transparencies, A Manor Feast
■
Ask: Within the feudal system, what
people helped the lord manage his
manor? (The lady of the manor managed
the castle. The bailiff was the business manager. The reeve repaired buildings and oversaw the peasants.)
The manor was a key
institution in medieval
society. As the picture shows,
the manor house was the
center of village life.
Critical Thinking: Draw
Conclusions Why do you
think this manor house is set
on a hill? Give two reasons.
Pasture
Workshop
Water Mill
Church
First
Field
Serf’s Houses
Third
Barn
Field
Second Field
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
There were differences in the codes of chivalry and bushido,
however. European feudalism was supported by Roman law.
Ties between lords and vassals were based on law. Japanese feudalism rested on Confucian family relationships. The lord was
the superior “father,” and the vassal, the obedient “son.”
One aspect of European chivalry would have puzzled medieval Japan. That was the romantic idea that knights should be
inspired to great deeds by love for a noble woman. Similarly, a
European knight would not have understood a samurai’s interest in Zen Buddhism or the formal tea ceremony.
Interactive Reading and Notetaking Study Guide, Chapter 14, Section 3
(Adapted version also available.)
Monitor Progress
Tell students to fill in the last column of the
Reading Readiness Guide. Probe for what
they learned that confirms or invalidates
each statement.
The Medieval Manor Side by side with feudalism was
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and have them complete
the last column with a definition or an
example.
an economic system called manorialism. A manor was the
self-sufficient estate of a medieval lord. Its center was the
lord’s stone house or castle. Around it were clustered a village,
a church, and the surrounding fields and forests.
It is hard to imagine how small the world of the manor
was. Yet it produced almost everything the lord, his family,
and the villagers needed. Ordinary people seldom left their
village, except for the occasional fair or market day.
The peasants on a manor worked together to plant and
tend the lord’s lands and to harvest the crops. They also were
given strips of land to work for themselves.
Sheep, pigs, and cattle were grown for meat and butchered
on the estate. Women spun sheep’s wool or linen fibers into
thread. Then, they wove linen and woolen cloth to make shirts,
trousers, and dresses. Specialists such as a carpenter or a blacksmith lived on the estate. The lord owned the mill, where grain
was ground into flour.
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 17; Word
Knowledge Rating Form, p. 14
402 Chapter 14 A New Civilization in Europe
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Using Words in Context Have students
Answer
Draw Conclusions The hill allows the lord
to oversee the workers on his lands. It
makes a sneak attack on the castle almost
impossible.
402 Chapter 14
reinforce their understanding of each level
of society in the feudal hierarchy. Write the
words lord, knight, lady, bailiff, reeve, peasant,
and serf on the board. Ask students to
illustrate each word, or character, and
place them in the appropriate hierarchy as
they relate to one another. (For example,
the lord and lady would be at the top of the
hierarchy.) From the illustrations, make
sure that students understand both the job
of each figure and his or her social rank.
Managing the Manor The role of the lady of the
Vocabulary Builder
manor was to run the castle and its household. Depending on
the size of her staff, she might also supervise the dairy and the
butcher. She made sure that the manor had enough food, candles, and linens. Because the lady was from a noble family, she
probably was educated. She had learned Latin as well as her
own language, along with music, astronomy, and herbal remedies. When the lord was away at war, she ran the manor.
The lord of the manor judged minor crimes and settled arguments among people on his manor. His officials looked after
day-to-day affairs. The bailiff was a sort of business manager.
He kept the estate’s accounts and served as judge when the lord
was away. He collected taxes from the peasants, usually in the
form of farm products. The reeve had down-to-earth jobs such
as repairing buildings and overseeing peasants at work.
role (rohl) n. position that
someone has in a society
Assess and Reteach
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Section
Quiz, p. 27
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 14, Section 3
Reteach
Looking Back and Ahead In this section, you learned
Interactive Reading and
Notetaking Study Guide, Chapter 14,
Section 3 (Adapted version also available.)
about the rise of European feudalism. In the next chapter, you will
read about political and religious conflicts in medieval Europe.
3 Check Your Progress
H-SS: 7.6.3; E-LA: Reading 7.2.3
Comprehension
and Critical Thinking
1. (a) Explain Why were the
years 800 to 1000 terrifying
in western Europe?
(b) Draw Conclusions
How did the Vikings influence western Europe?
2. (a) Recall Draw a diagram
of the four groups or levels
in the feudal social structure.
(b) Apply Information
How did these groups play a
part in the manor system?
Reading Skill
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-6143
3. Analyze Cause and Effect
Reread the first paragraph in
the section Managing the
Manor on page 403. Explain
why the lady of the manor
was educated and what
effects that might have had.
4. In return for an oath of loyalty, the vassal received a
fief: _____.
5. Medieval knights had to follow a code of chivalry:
_____.
6. The center of feudal life was
the manor: _____.
Vocabulary Builder
Writing
Complete each of the sentences that follow so that the
second part further explains
the first part and clearly shows
your understanding of the
highlighted words.
7. Read the following sentence: The lady of the manor
was a key figure in medieval
life. List at least three facts
to support that point of
view.
Section 3 The Development of European Feudalism
Section 3 Check Your Progress
1. (a) because invaders threatened Europe
from all directions
(b) They brought new cultural ideas to
Europe.
2. (a) Diagram should show the following
hierarchy: king, nobles, and churchmen,
knights, peasants
(b) The king was the “chief lord” of the
manor system. Landholding nobles, or
lords, ran the manor, with the support
of churchmen. Knights helped protect
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
What was the basis of feudalism?
Section
L2
403
the manor. Peasants were farmworkers
and craftspeople.
3. She was educated because she was from
L3
To help students expand their understanding of similarities between the feudal systems in Japan and Europe, have them complete Explore Two Feudal Societies online.
For: History Interactive
Visit: PHSchool.com
Web Code: mxe-1403
Writing Rubrics Share rubrics with students before they write their complete
sentences.
Score 1 Sentences are incomplete or
incorrect.
Score 2 Sentences are inaccurate or
stated unclearly.
Score 3 Sentences are reasonable and
relatively clear, with some accurate
detail from the text.
Score 4 Sentences are logical and
clear, and they are supported by several clear details from the content of
Section 3.
a noble family, which allowed her to
manage the household competently.
4. a grant of land
5. rules for living, including bravery, gen-
erosity, and loyalty
6. the estate of a medieval lord
7. Sentences should show understanding
of the role of the medieval lady.
Answer
The basis of feudalism was a
social structure that depended on an
exchange of land for loyalty.
Chapter 14 Section 3 403
Identify Causes of Change
Objective
The Analysis Skills lesson will teach students to identify causes of change in history through analysis of events.
Identify Causes of
Change
Instruction
L2
Have students read the steps for identifying causes of change in a society, and write
them on the board.
1. Explain that different sources might be
the literature, history, religious texts,
newspapers, art, geological records, or
artifacts of a society.
2. Tell students that sometimes change
can occur due to big, obvious events,
and sometimes it occurs slowly because
of an introduction of an idea that takes
time to spread and gain acceptance.
3. Practice the skill by following the steps
on p. 404 as a class. Model each step.
(Possible answers: 1. (a) Chapters 14, 15,
16 (b) You could look up the literature
(including letters, economic records, history texts, biographies and autobiographies,
religious texts), art, geological records, and
artifacts of medieval societies. 2. Religion
and the collapse of government and social
order are two likely sources of change.
3. small kingdoms; Christianity replaced
paganism; feudalism developed 4. People
lived under less centralized governments;
life revolved around manors and was
organized by the system called feudalism.)
History is a story of change. Many of the
changes in history are caused by
unexpected events and new ideas and
inventions. When changes are big, new
patterns and ways of living begin.
When historians study a
society, they look at these
When historians study a
possible sources of change:
society, they look at these
• War Wars can change a
possible sources of change:
society’s government, economy,
•
War Wars can change a
and social organization.
society’s government, economy,
• Collapse of government or
and social organization.
social order When a society’s
• Collapse of government or
government collapses, something
social order When a society’s
new must take its place.
government collapses, something
• Inventions Inventions can change
new must take its place.
the way people live and work.
• Inventions Inventions can change
the way people live and work.
Teaching Resources, Unit 6,
Analysis Skill Worksheet, p. 23
Reteach
If students need more instruction, use the
Social Studies Skills Tutor CD-ROM to
reteach this skill.
Social Studies Skills Tutor CD-ROM,
Identifying Cause and Effect
404 Chapter 14
Historical Interpretation 3 Students explain
the sources of historical continuity and how the
combination of ideas and events explains the
emergence of new patterns.
• Religion and philosophy What
people believe in, and the ways
• Religion and philosophy What
they observe their beliefs, can
people believe in, and the ways
cause new patterns of behavior.
they observe their beliefs, can
• Natural disasters Droughts and
cause new patterns of behavior.
other climate changes, as well as
• Natural disasters Droughts and
earthquakes and other natural
other climate changes, as well as
disasters, can cause change.
earthquakes and other natural
• Human disasters Famines and
disasters, can cause change.
epidemics can cause changes in the
• Human disasters Famines and
population and in the economy.
epidemics can cause changes in the
population and in the economy.
Learn the Skill Follow these steps to learn to
identify causes of change in a society.
Practice the Skill Use what you have read in
this chapter to answer the questions.
1. Gather information about the society. Look
at different resources to learn about life in
the society you are studying.
1. Gather information about the society.
(a) Which chapters in this book tell you about
medieval Europe? (b) Where else might you
find information about the Middle Ages?
2. Identify possible sources of change in the
society. Consider the sources of change
described above.
3. Determine how the sources of change led to
new patterns of living. What were the results
of each change?
4. Summarize what you discover. Use the
information you have learned in order to
make a general statement.
2. Identify possible sources of change in the
society. Which of the items above were
possible sources of change in medieval Europe?
3. Determine how the sources of change led to
new patterns of living. With no central
authority in medieval Europe, who gained
power? What changes in religious life arose?
What new economic system developed?
4. Summarize what you discover. Make a
general statement about new patterns of
living in the early Middle Ages.
Monitor Progress
Ask students to do the Apply Analysis
Skills Activity on p. 407. Then, assign the
Analysis Skill Worksheet. As students
complete the worksheet, circulate to make
sure individuals are applying the skill
steps effectively. Provide assistance as
needed.
History-Social Science
Apply the Skill
See page 407 of the Review and Assessment.
404 Chapter 14 A New Civilization in Europe