Introduction
In this lesson students will look at the functions of a medieval feudal system.
Students will examine the core functions of a medieval feudal system.
Students will note the relationships between each level of society
Students will explore the era of 1141. With the collapse of the Western Roman Empire, Europe is in a state of warfare and chaos. With the lack of a strong central government, areas create a new system to survive - Feudalism. With the rise of Feudalism every individual has a role to play on society from the peasant to the king.
Task
Students will take the role of a medieval auditor working to familiarize themselves with the workings of the kingdom and the citizens that inhabit it. Students will be broken into teams to cover 3 core objectives.
- Students will be assigned a social class and they will research what is expected of their class and the roles they are to perform in society.
- Students will create a mock up of a feudal manner and list the ways they are self-sufficient
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The students will present "to the king" a short presentation or visual explaining how the systems are roles are interconnected.
Process
Students will divide their teams into four roles of The Monarch, the Noble, the Knight, and the Peasant.
https://www.historyonthenet.com/medieval-life-feudalism-feudal-system
http://trumblefeudalism.wikidot.com/
Students will use the above resources to explore their respective role and answer tracking question in their journal.
The Monarch: You own the land but cannot possibly defend it yourself.
Research Focus: How do you use the land and fiefs to secure loyalty? What are the largest threats to your crown and position?
Resource: https://www.historyonthenet.com/medieval-life-feudalism-feudal-system
The Noble: You manage the land in service of the king.
Research Focus: How do you serve the king? What are you obligations? How do you maintain control over the peasants?
Resource: https://www.worldhistory.org/Feudalism/
The Knight: You are an elite warrior bound by a code of chivalry.
Research Focus: How do you earn your land? What costs in economic and military do you face to serve the king?
Resource: https://www.worldhistory.org/Medieval_Knight/
The Peasant: You represent the vast majority of the population
Research Focus: What is the difference between a serf and a free peasant? What protections do you receive in exchange for your labor?
Resource: https://www.worldhistory.org/Serf/
Bring the team together to analyze the economic engine of the feudal system in Manorialism.
Students will review the interactive layout of a medieval estate utilizing the World History Encyclopedia Manor Guide.
https://www.worldhistory.org/article/2826/peasant-life-in-a-medieval-manor/
https://www.worldhistory.org/Manorialism/
Students will document the 3-field crop rotation system, the lord's castle or manor house, the peasant village, the church, and pasture.
Students will create a feudal pyramid diagram showing the progress of good, services, and taxes up the pyramid with land, protection, and housing flowing down the pyramid.
Evaluation
Students will be evaluated on a 4 tier rubric system. Link to imgur of criteria has been provided.
All fields are graded between 4 for Exemplary to 1 for Beginning
Historical Accuracy
Causation and Change
Role Perspective
Collaboration and Product
Citations
Conclusion
Students will not have explored the lives of a medieval realm. Students will understand how intertwined the lives of medieval Europe were connected and built on mutual obligation. They will understand the trade-offs between land, loyalty, and protection. Students will look at the relationship of kingdoms providing stability during chaotic times but understand it create a long lasting system of inequality. With the growth of trade and cities students will see a slow inversion of many functions of the relationship pyramid.
Credits
Paul Frederick
Rabe Yazzie
Antonio Guerrero Ramos
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
http://trumblefeudalism.wikidot.com/
Teacher Page
Target audience is an 8th grade social studies or history class
The time frame for the lesson should take place over roughly 5 class periods.
*This WebQuest follows the inquiry-oriented lesson design created by Dr. Bernie Dodge at San Diego State University. All historical resources are curated via the World History Encyclopedia