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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