Download Lesson Plan Format – MSSE 570/470/571/471

SOCIAL STUDIES
Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude & Dr. Stern 8/08
Name: _____Ryan Middleton________ Date: __10/7/08____________
Original / Revision
Subject/Class: ____Geography______ Grade Level: 8 Topic: ___Feudalism and Consolidation___
NCSS Strand #__III__ : People, Places, and Environment
g) describe how people create places that reflect ideas, personality, culture, and wants as
needs as they design homes
h) examine the interaction of human beings and their physical environment, the use of land,
building of cities, and ecosystem changes in selected locales and regions
Substrands: # __VI__ : Power, Authority, and Governance
a) give and explain examples of ways that economic systems structure choices about how
goods and services are produced and distributed
Essential Questions/Big Ideas:
 How does conflict mold the shape of a society?
 When people travel from place to place, how do they impact other societies?
 In what ways can a society protect its citizens?
General Objective[s]:
WHI.9 The student will demonstrate knowledge of Western Europe during the Middle Ages from
about 500 to 1000 A.D. in terms of its impact on Western civilization by
a) explaining the structure of feudal society and its economic, social, and political effects;
Learning Outcomes:
Students will Understand that:
 That conflict between people drives change (social, political, religious)
 Structures of societies change in times of crisis
 The Invasions of Western Europe brought about a fundamental change in the governance of
Europe
 In Medieval Europe, land was the gateway to social mobility and wealth.
Students will Know:
 The key terms: Feudalism, manor system, vassals, lords, nobles, serfs, The Magyars, The
Vikings, The Crusades, primogeniture, chivalry, fiefs, Magna Carta
 Origins of Invading peoples
 The structure of a manor and it’s direct objectives (protection for serfs)
 The societal structure in Feudal Europe
Students will be able to:
 Illustrate the divisions of the Frankish Empire at the end of the reign of Charlemagne.
(Application)
 Summarize the invasions of the Vikings, Magyars, and Muslims and their impact on Western
Europe. (Comprehension)



Analyze the needs of serfs and peasants in order to explain their reliance on the feudal system.
(Analysis)
Arrange the members of the Feudal system in correct social order. (Knowledge)
Distinguish the key differences between the Feudal system and the rule of the Roman Empire.
(Analysis)
Students will Value:
 Compromise: When there is a pressing issue of security, many people choose to forego
individual rights for safety.
 Opportunity: in the Feudal system many peasants were locked into their status without the
possibility of social mobility.
Assessment: Methods of Evaluating Student Progress/Performance: The students will take part in
a simulation of the Feudal system called “Feudal M&M’s” in order to simulate the upward movement
of goods, not people, due to the nature of power in the Middle Ages of Europe. This activity will have
the students discuss the need for protection against raiders and invaders from other areas of the globe,
and it will also lead to discussion at the end of the class to bring about the Magna Carta and the
beginning of the idea of governmental responsibility. The students will also use a map to illustrate
origins of invaders and the regions of the Frankish Empire in order to show the dissolution of the once
powerful French Empire and its fall into disarray because of invasion. The students will complete
these maps with help from the lecture, and will be assessed during their lesson working with groups to
make sure the information is correct.
Content Outline:
1) The Fall of the Frankish Empire
a) The Frankish Empire and Charlemagne
i) Ruled from 714 to 814
ii) After Charlemagne’s death, the empire was divided amongst his three grandsons
(1) Wars were fought between the crowns, and the nation-states were left weakened until
the signing of the Treaty of Verdun in 843.
(a) Divided the Empire into thirds
(i) Lothair got the central region of the Territory.
(ii) Louis the German got the eastern portion
(iii)Charles the Bald got the western Portion.
b) The Frankish Empire’s power was dissected and left its citizens in disarray because of the
invasions of the Vikings, Muslims, and Magyars (World History: Connections)
i) Vikings
(1) Came from Scandinavia
(2) Expert shipbuilders and learned to utilize sailing techniques for quick raids and
pillaging of villages along the coast.
(3) This forced a move inward for peasants and farms, in order to protect against the Nordic
raids.
ii) Muslims
(1) During the 9th and 10th centuries, Muslim raiders came up the Italian peninsula and
other places along the Mediterranean coast searching for goods and looting the villages
they found.
iii) Magyars
(1) Invaded from the East, looting villages in Northern Italy and Southern Germany.
2) The Rise of Feudalism ( Reviewing Global History and Geography)
a) Structure
i) King
(1) Invested his gifts of land called fiefs upon lords for military service to the crown.
ii) Lord
(1) Acted as the magistrate for the fiefdom and maintained the infrastructure of the village
in lieu of military service.
iii) Vassals
(1) The act of serving for a lord was called knighthood (This was reserved for the Nobility
only, but there were instances when a member of the peasantry managed to break
ranks).
(2) Chivalry was the code of knights- loyalty, bravery, courage, and charity were all
qualities that were expected of a knight.
(3) As lords or vassals died, their land was passed down in the system of Primogeniture- the
practice of giving land and social status to your eldest son.
iv) Serfs
(1) These peasants were the backbone to the economic aspect of the Manor system. (The
relationship between the lord and his people).
(a) The serfs belonged to the manor, not the lord, and therefore stayed if the ownership
of the land changed. But the difference between free peasants and serfs was that
peasants could leave if they so chose. Both had to pay stipends from their own
crops to the lord.
(b) The idea behind the manor was self-sufficiency, not consumption and production for
commercial gain.
b) Protection
i) The manor was a centralized area that the lord could overlook with ease, and also provides
protection for.
(1) This was the rise of the moat and the castle in medieval times. These two innovations
became a safe haven during raids and attacks from outsiders.
c) Social Implications
i) Serfs and peasants had no real stake in the land other than their own subsistence. In a
society that was based on land ownership, it was only a matter of time until the lower
ranking members of society realized the inequities and banded together.
(1) Lords gathered in 1215 to present a document, the Magna Carta, to King John in order
to prove that his power was bound by law and was capable of being taken away for his
inability to provide certain protections under law.
(2) The Centralization of Peasants and the unification of the Church and state brought
religion into the forefront of everyday life.
DEAN CHART
vocab. Word
Serf
Feudalism
Chivalry
D=define
An indentured
servant that
works the land of
a fief in
exchange for
protection
A system of selfefficiency based
on the premise of
production for
subsistence and
protection of
land ownership.
The code of
ethics by which
knights were
expected to live
their lives by.
E=examples
Members of the
manor who were
attached to the
land with no
capability to
leave
The societal
structure of
Western Europe
during 900-1200.
A=attributes
N=non-examples
Not paid,
Lord, Vassal,
working class
Nobleman
peasants, lacking
of property rights
A hierarchy of
societal labels,
land-based
wealth,
primogeniture,
manors
Absolute
Monarchy,
Capitalism
A knight must
procure a token
from his love
before he could
marry her, the
idea of fighting
on horseback.
A system of
development
(page, squire,
knight)
Raiders, vandals,
thieves
Student and Teacher Activities with Estimated Time Blocks:
Teacher
Student
HOOK: The students will imagine themselves
1. Students will be taking notes in their INB,
taking part in a massive snowball fight. They
in order to fill out the map for the next
will close their eyes, thinking about being
activity. These notes will also help for any
surrounded by an opposing force, and will be
possible upcoming quizzes or tests.
forced to fall back to their fort for lack of
2. Students will fill in the map, and as they
ammunition and comrades to help assist them.
are filling in will answer questions in
The students will then discuss what the castle
regards to how geography can affect how
meant to them.
safe or unsafe your farm can be in
o For many peasants, the manor provided
Medieval Europe.
protection against raiders that they could
3. During the group discussions, students
not defend against. They retreated to the
will receive a diagram of the Feudal
manor to insure their own safety, as well
System and have to fill in the Blanks in
as their economic prosperity.
order to work through the hierarchy
1. Interactive Lecture: The teacher will
themselves. They will write descriptions
introduce the fall of the Frankish Empire and
of each level and the roles each level was
the fall of Charlemagne. Brief description of
expected to fulfill in the manor system.
the fallout between the church and the state, in
4. Students will take part in the feudalism
terms of which had more power. After
simulation. The discussion questions at
Charlemagne’s death, war broke out but was
the end of the activity will allow for the
resolved by the Treaty of Verdun (843 AD).
students to really wrap their heads around
This left the nation-states weakened and
the all-encompassing nature of Feudalism
vulnerable to attack. (10 Minutes)
and how it completely changed the
2. Map activity: Labeling and coloring in
geographic make-up of the European
different regions of Europe based on
mainland.
Treaty of Verdun. The map will also
feature the invasion routes of the Vikings,
Muslims, and Magyars. (10 minutes)
o Guiding Questions: How does the
geography of Western Europe make it
vulnerable to attack?
o Answers: Being such a flat and easily
accessible area (ports and others) the
land was capable of being attacked by
numerous peoples and incapable of
being defended without a strong central
government. Thus, peasants looked to
Nobles to provide protection.
3. Teacher Facilitates a group discussion
about the need for protection for peasants,
and what type of system would best
provide it. Will also cover the basic tenets
of Feudalism and the manor system,
discussing definitions and the hierarchy.
(15 Minutes)
o Guiding Thoughts
o How does the vastness of land affect the
ability of the King to secure law and
order within a kingdom? (Discussion of
Nobles and delegation with the promise
of fiefs)
o Is it easier to provide protection on a
smaller level than it is from the crown?
(Connect back to the Roman Empire.
When is an empire too big?)
o Why would this appeal to peasants?
(They would no longer worry about raids
and attacks from invaders)
o Are there any rights or privileges that the
peasants give up? (Discussion of serfs
and the idea of servitude. Was it more
important to own your land or survive?)
4. Teacher will facilitate the “Feudal
M&M’s” activity with the class. (30
Minutes including debriefing)
o Guiding Questions: How does the
System work?
o The system provides for security, but at
what cost? Can a peasant move up the
“ladder”?
o Why would Kings need to make sure
that their Nobles were happy and taken
care of in this system of Feudalism but
not worry about the Peasants? Is this
statement necessarily true?
Closure: Students will fill out a 3,2,1 Exit
card about Feudalism:
o 3 learned, 2 still want to know about, 1
confusing point.
Materials Needed for the Lesson: Maps of the Frankish Empire, Feudal M&M’s Packet, Blank
Feudalism Diagram, M&M’s, Note Cards. Color Pencils.
Bibliography/Resources Used:
Henry Brun. Reviewing Global History and Geography. AMSCO School Publications: New York,
New York. 2008. 62-66.
Elisabeth Gaynor Ellis. World History: Connections to the Modern World. Upper Saddle River, New
Jersey: Prentice Hall Publishing, 2003. 142-194.
“Feudal M&M’s” http://www.classroomzoom.com/lessons/view.php?lid=386. Accessed on October
8, 2008.
Differentiation:
ELL/struggling
readers
ADHD
Gifted
For ELL students, the terminology is not as advanced as some of the other
units, and I can have flash cards made with the diagrams to make the
vocabulary easier to learn.
The activities that I have planned are kinesthetically pleasing and will have
the student’s attention throughout. These students will enjoy the
Feudalism activity because it requires movement and interaction.
These students may be required to design their own manor for a side
project and then be asked to explain the importance of central living in the
feudal manor. They can also be asked to explore the connection between
the church and the manor and why the steeple was central to many villages.
Subject Matter Integration/Extension: Throughout history, societies have been forced to adapt based
on conflict and the interactions between differing cultures. This lesson can be applied in terms of the
Egyptian civilization, the Jewish and their exodus from many different areas, and also begins to
discuss the issue of cultural diffusion with the settlement of the Vikings in France and the beginnings
of tensions between Christian nations and those of Islamic backgrounds.
Reflections on Lesson Plan This lesson is overwhelmingly student centered, and it allows for me as a
teacher to step back and allow for discovery as opposed to simply lecturing for the entire class time.
The simulation will have the students actually thinking like a peasant or serf, and allow them to really
connect with the material.