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Unit 4: Ancient River Civilizations. Unit 5: Ancient Greece. Unit 6: Ancient Rome. Unit 7: Global Economics. Unit 8: Middle Ages in Europe. Source 1. Source 2. Source 3. Rebecca Carson, Apr 28,PM. Black Death Source Analysis Document. Rebecca Carson, May 15,AM. Black Death Sources -- Source Analysis.
Crusades WebQuest Activity. Rebecca Carson, May 10,PM. Rebecca Carson, May 2,PM. Rebecca Carson, May 4,AM. Development of Feudalism -- Chapter 24 Reading. Rebecca Carson, Apr 29,PM. Rebecca Carson, Apr 30,PM. Rebecca Carson, Apr 27,PM. Feudalism and Manorialism in the Middle Ages.
Rebecca Carson, Apr 26,PM.Charlemagne ruled from to During his long reign, there was stability in western Europe. But when Charlemagne died, his grandsons were unable to keep his empire together.
Matters were made even worse by the regular invasions of the Vikings.
The lack of a central government led to the development of the feudal system. The cause was the peoples need for protection. With no strong kings to maintain law and order, people turned to local lords for help. At the heart of the system were personal arrangements between two parts. Feudal arrangements involved kings, powerful lords, and lesser nobles. Even though kings had little power, they were still kings, and on occasion they needed to raise an army, as did dukes and nobles.
To do so, they granted lands to the lords beneath them. The feudal system was a social, economic and political system that was found throughout Western Europe in the Medieval Ages.
The feudal system enabled kings to keep control of their lands by contracting others to do the controlling for them. At the top of the feudal system was the king.
Chosen by God, the king had a divine right to rule. The king gave his lands and fiefs to important lords. In return for the fiefs, the lords or nobles became the kings vassals and swore an oath of loyalty and paid homage to him.
Homage consisted of the vassal surrendering himself to the lord, symbolized by his kneeling and giving his joined hands to the lord, who clasped them in his own, thus accepting the surrender. This meant that the nobles promised never to go to war against the king and to provide the king with money, soldiers, accommodation or advice counsel when needed. The lord also had vassals who were called knights. Again in return for fiefs, the vassals made promises, the most important of which was to serve the lord as a soldier of 40 days a year.
The vast majority of people were peasants who worked directly for the knights, who paid rents and taxes to him and who fought for him in time of war. The knights also provided for law and order and justice through the courts. Most peasants were serfs who were owned by the knights. It was common for a peasant to have a small plot of land on which to grow food for himself and his family.The worksheets below will provide you with a reading passage followed by corresponding questions.
Answer keys can be found next to the question sheets. We look at the struggles and triumphs of past Feudal systems.
Communities formed around each lord. The lord lived in a manor, which was a large house or castle. Christianity became the official religion of the Roman Empire in AD, after which the Christian Church gained much power and influence. The Church also had a great deal of influence in non-religious matters.
Clergyman were some of the most well-educated men of the time, and were often called upon to assist the king in making political, financial, judicial and military decisions. The life of most serfs was hard, and religion played a huge role. The Black Death was a very contagious disease that killed between 75 and million people in the Middle Ages between and Feudalism was a social and governmental structure in which power was spread out amongst different lords, who each had control over a certain area of land.
The first way to become a knight was by distinguishing himself on the battlefield by fighting bravely. Knights were committed to military service for their lords, and were expected to fight for that lord when called upon. Feudalism began with the fall of the Roman Empire in The concept of serfdom, which was something like slavery or indentured service, was introduced by the Romans and continued into the Middle Ages.
The social status of a serf was passed from generation to generation, and generations of serfs tended to remain on the same estate, even if the land changed ownership. The master who lived in the manor did not own the fief. All fiefs were ultimately owned by the king, and were granted for only as long as the king wanted him to have it.
The Crusades helped to bring about the end of feudalism because many barons and knights mortgaged or sold their fiefs so that they could afford to participate in the Crusades. The various Shogun did not always have the same interests, and they sometimes fought one another in civil wars. During the Middle Ages, between the ninth and fifteenth centuries, Feudalism was a social-political-economic structure followed by most of Western Europe. Put into the simplest terms, the people were given land in return for goods or services.
The structure of power in Feudal systems had basically four levels. The top level was held by the Kind and his court. The King was the decision maker and was sworn loyalty and military aid by the Lords class below him.Answer each of the following questions using complete sentences. Explain the relationship between a lord and vassal. Describe the life of a medieval knight.
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The Feudal System
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Unique Culture. In time, Japan focused more heavily on it's own unique culture. This presentation focuses on life in the Japanese court.
History Labs and Activities. Know Yourself - What better way to introduce Japan than by talking about ourselves? I mean, Japan was basically a middle schooler anyway right? Culture Shock: Japan - A series of mini-activities including pre-fight sumo rituals and creating origami samurai hats.
There are multiple parts to this lab that can be complete in any order you choose. I start with the Japanese Beauty worksheet, then do the sumo reenactment and close with origami. Feudalism 2. Watch out for the ninja! You can get the documents here or find similar ones in your textbook. Minamoto: To Tell the Truth - Using the format of the old game show students try to determine which statements about the shogun Minamoto are true and which are false.
The first file contains the entire script and should be given on only to the teacher. Cut up the 15 questions into strips and pass them out randomly to students. Choose 3 strong readers to be the contestants and give each of them one of the Contestant scripts. Read through the questions and scripts and have the students take notes as you desire. I have them make a 3 column table and for each question they write whether the answer they hear is believable or not and why.
At the end have them try to guess who the real Minamoto is. Weight the Evidence: Ninjas - In this lab students evaluate a series of documents pictures, text and video to determine if ninjas were real or not.
Requires students to weigh reliability of sources from different times and places to draw a conclusion. Search this site. It sells itself really.
History Labs and Activities 1. You'll need the following four files:1 - Minamoto: TTT2 - Contestant 13 - Contestant 24 - Contestant 3 The first file contains the entire script and should be given on only to the teacher. Media Guide. Report abuse. Google Sites.During Europe's Middle Ages, castles were built for one primary purpose: protecting people and property.
As you begin your unit, ask students to share what they think they know about medieval life, and record their responses on a chart. The Castle Community Explain that there existed inside the castle walls a complex community of people who worked, feasted, and played together.
Distribute the Medieval Castle Reproducible PDF and invite students to take a "crayon walk" through a medieval castle by coloring each numbered part as you discuss it. Then have them brainstorm what the structure reveals about how castle dwellers lived. For example, there was little privacy, the community was always prepared for war, animals were kept inside the walls, etc.
What do they think it smelled like? Sounded like? Have students write a list of questions like these that they would most like to explore, then break the class into groups, each to research a topic in depth. Castle Facts Bulletin Board As students learn additional details about the Middle Ages, display their research on a clever "Castle Facts" bulletin board.
Draw a large stone-castle outline as a guide and graph the towers and walls into rectangles. Cut shapes to match out of construction paper, then keep these colored-paper "building stones" on hand so that each time a student discovers a new fact, he or she can add it to the wall.
In no time your class will have built its own medieval castle! Song and Story When not engaged in warfare, castle residents enjoyed activities such as feasting, games, crafts, music, songs, and storytelling.
The songs and stories of the medieval period often told of great accomplishments, courageous acts, or historical events. After inspiring students by sharing some of these stories, ask them to write their own, using what they've learned about the time period and the people that lived in it. Then gather in the great hall of your castle classroom and invite them to read, tell, or sing their stories to the class.
Castle Keeps A noble family lived in a castle keep. Talk with students about why they think this structure was so named, then have them build their own. For each, you'll need an empty square tissue box and two paper towel tubes. Guide students to first cut the tops off their boxes, then cover the sides with construction paper, leaving a few inches of paper extending past the tops of the boxes.
Feudal System Worksheet
To make towers, cover tubes with paper and glue to the sides of the boxes. Add colored-paper doors and windows, and personalized flags on craft-stick poles. Students then can make crenellations in their keeps by cutting notches on the top of the walls and towers.
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