9th Grade Semester One

Unit 8: Feudalism

Stage 1: Desired Outcomes
Topic / Unit Title: Feudalism
NYS Content Standards
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. / Common Core Skills
Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support analysis
3. Use information/ideas to determine cause and effect
4. Use source information/ideas to differentiate and understand political, social and economic trends
7. Create and analyze visuals (graphs/charts)
8. Identify and analyze evidence
9. Compare and contrast primary and secondary source information
Writing (W)
1. Write an argument to support claims
2. Write informative and explanatory texts to examine and express ideas
4. Produce writing appropriate to task, purpose and audience
Speaking and Listening (SL)
1.Initiate and participate in collaborative discussion
3. Critically evaluate POV and evidence
4. Clearly present appropriate information and evidence
5. Use multimedia (visuals, sounds, digital) sources to present evidence
6. Demonstrate command of formal English
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
(sentence complexity)
2. Demonstrate appropriate usage of the mechanics of language
(punctuation, capitalization)
4. Build vocabulary and expand word choice
6. Use words and phrases accurately
Understandings:
The reasons for the rise of the feudal system in Europe
the feudal system of Europe, including all of the different levels of the feudal hierarchy
the impact of feudalism on society
the powers of the Roman Catholic Church and its popes
the conflict between the Roman Catholic Church and the different monarchies of western Europe
the reasons for and the impacts of religious intolerance / Essential Questions:
Was feudalism the best way to provide security to the people of the Middle Ages?
How can we identify a great leader?
Is a self-sufficient community desirable?
Did the Catholic Church provide order and stability in a fragmented world?
Did the Catholic Church have too much power during the Middle Ages?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Write a diary entry as a member of feudal society describing your daily life. (minimum ¾ page)
Analyze primary source evidence
Create a resume for Holy Roman Emperor Charlemagne detailing his goals and achievements, including 3 major accomplishments.
Write a position paper detailing their position on the power of the Roman Catholic Church during the Middle Ages in Europe. (min 3/4 page) Explain 3 reasons for their power in Europe. / Performance Task(s) – Other Evidence
Class debate on the power of the Roman Catholic Church in Europe during the Middle Ages
Unit Exam
Analyze and answer questions about primary and secondary source documents
Participate in discussion about the causes and impacts of feudal society
Accommodations: Scaffolds and Differentiation
Content /
  • Modify primary source texts (variety, complexity, length)
  • Incorporate alternative materials (visual, video, audio, internet)
  • Provide supplementary resources for supports
  • Group with a purpose

Process /
  • Model skills, task and/or product
  • Utilize graphic organizers / note taking template
  • Provide individual or group intervention and support
  • Re-enforce vocabulary / concept development
  • Provide choice / variety of activities or tasks
  • Group with a purpose

Product /
  • Assign specific, purposeful assessments to individuals or groups
  • Allow students to choose from a variety of assessments
  • Provide scaffolds / supports (outlines, templates, models)
  • Provide extension activities to expand thinking or understanding
  • Group with a purpose

How will students reflect upon and self-assess their learning?
Unit exam with feedback
Homework assignments with feedback
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Should people give up freedom to gain security?
Identify/define: feudalism, fief, lord, vassal, knight, peasant, serf, manor, chivalry, medieval, oath of loyalty, Middle Ages, Truce of God.
Explain why feudalism developed in Europe after the collapse of Charlemagne’s empire.
Explain why the power of kings declined under feudalism.
Describe the feudal relationship between lords, vassals, and serfs.
Describe and analyze the system of justice that emerged under feudalism.
Evaluate whether or not feudalism was a political necessity that maintained society’s order and stability during the Middle Ages. Evaluate whether order and stability can be maintained with a decentralization of authority.
Activity: Write a diary entry as a member of feudal society (noble, knight, peasant, serf). You must fully explain what your daily life entails and include two keywords from today’s lesson to help describe your life. (minimum ¾ page)
Aim: Should Charlemagne be considered a great leader?
Identify: Charlemagne, Carolingian Dynasty, Middle Ages, “Emperor of the Roman”, and Treaty of Verdun.
Describe the conditions in Europe after the collapse of the Western Roman Empire.
Explain how Charlemagne built an empire in Western Europe.
Explain how Charlemagne’s rule contributed to the growth of the Roman Catholic Church’s power.
Analyze how Charlemagne’s rule facilitated the blending of the Roman, Germanic, and Christian traditions.
Discuss the reasons why Charlemagne’s empire was divided after his death.
Evaluate if Charlemagne should be considered a great leader.
Activity: Create a resume for Holy Roman Emperor Charlemagne. Be sure to include at least four of his goals and at least four of his achievements.
Aim: Was manorialism a good economic system?Or Did manorialism benefit all people?
Explain how the invasions of Europe led to the development of manorialism.
Explain how and why the medieval manner was a self-sufficient manner.
Describe how manorialism consisted of an agricultural society with strict class distinctions and virtually no social mobility.
Explain the duties and obligations of the lords, vassals, and serfs.
Evaluate whether or not a self-sufficient community is desirable and manorialism was a good economic system
Activity: Become a member of feudal society. Read information based on your “selected” level of the feudal hierarchy and then behave as such while physically building a manor. Provide a written explanation of the different groups living on the manor.
Aim: Should organized religion play an active role in society?
Identify/define: Pope, papacy, ecclesiastical, secular, salvation, tithe, excommunication, indulgences, usury, sacrament, interdict, simony, schism, missionary, law investiture, Truce of God.
Describe the role of the Pope within the Catholic Church.
Describe and analyze the struggle for power between the Catholic Church and temporal rulers: the impact of the papal power on the political developments of the times.
Explain the economic, educational, religious, and social roles of the Catholic Church in providing order, stability, and unity during the Middle Ages.
Explain the Catholic Church’s temporal powers: excommunication, interdict, control of feudal warfare, and participation in feudalism.
Evaluate whether or not the Catholic Church had too much power during the Middle Ages and provided order and stability in a fragmented world.
Application Question: “Should organized religions play an active role (in economic, educational, political, and social affairs) in our current society? Explain your viewpoint.”
Activity: Class debate on the power of the Roman Catholic Church. Students will need to read and examine primary and secondary source documents then write a brief position paper defending their point of view on the RCC. (minimum ½ page)
Aim: Do religions have to be intolerant?Or Does it benefit a religion to be tolerant?
Discuss the need for religious unity during the medieval period.
Analyze Church policies for their effects on Jews and Muslims concerning the loss of citizenship and political power.
Explain the effects of excommunication and political persecution on dissenting Christians in European society.
Compare and contrast examples of religious, political, and/or social rivalry and animosity in modern-day situations with medieval times.
Evaluate the danger of a religious majority having total control over a people, national, or region.
Activity: Discuss and compile a list of ways to end intolerance (both religious and non-religious) in the United States today. How might any of these apply to medieval Europe?
Teacher Reflection for Future Planning
Evaluate student work and response to questions during discussion
Will explore test results and essay writing skills on class exams to shape future writing lessons

August 2004

Theme: Economic Systems
Societies have developed different economic systems for many reasons. Some of these economic systems include manorialism, capitalism, and communism.
Task:
Identify one society and one economic system that has been used or is being used in that society and
  • Discuss the historical circumstances surrounding the development of that economic system
  • Describe two features of the economic system
  • Evaluate the impact the economic system had on this society during a specific historical period

Multiple Choice

Base your answer to question 1 on the chart below and on your knowledge of social studies.

1 What is the best title for this chart?

(1) Role of the Church

(2) Feudal Obligations

(3) Knights’ Code of Chivalry

(4) Rules for Guild Membership

2 One way Japanese feudalism during the Tokugawa shogunate was different from European feudalism is that during this period of Japanese feudalism

(1) political power was more centralized

(2) foreign missionaries were welcomed

(3) emperors were overthrown in coups d’état

(4) most wealthy merchants were able to attain high social status

3 Feudalism and manorialism played an important role in western European society during the

(1) medieval period

(2) Pax Romana

(3) Enlightenment

(4) Age of Exploration

4 Which heading best completes the partial outline below?

I. ______

A. Decentralized governments

B. Widespread usage of manorialism

C. Increased power of the Roman Catholic Church

(1) Results of the Spanish Reconquista

(2) Characteristics of Feudal Europe

(3) Essential Traits of the Italian City-States

(4) Outcomes of the Glorious Revolution

Base your answer to question 5 on the passage below and on your knowledge of social studies.

... I, John of Toul, make known that I am the liege man of the lady Beatrice, countess of Troyes, and of her son, Theobald, count of Champagne, against every creature, living or dead, saving my allegiance to lord Enjorand of Coucy, lord John of Arcis, and the count of Grandpré. If it should happen that the count of Grandpré should be at war with the countess and count of Champagne on his own quarrel, I will aid the count of Grandpré in my own person, and will send to the count and the countess of Champagne the knights whose service I owe to them for the fief which I hold of them. But if the count of Grandpré shall make war on the countess and the count of Champagne on behalf of his friends and not in his own quarrel, I will aid in my own person the countess and count of Champagne, and will send one knight to the count of Grandpré for the service which I owe him for the fief which I hold of him, but I will not go myself into the territory of the count of Grandpré to make war on him....

5 In which period of western European history was the relationship described in this passage most common?

(1) Neolithic

(2) Classical

(3) Medieval

(4) Napoleonic

6 An economic reason for the institution of serfdom was to maintain

(1) an educated citizenry

(2) a stable workforce

(3) overseas trade

(4) religious uniformity

Base your answers to questions 7 and 8 on the art work below and on your knowledge of social studies.

7 Which economic system is most closely associated with the activities shown in this art work?

(1) manorialism

(2) capitalism

(3) communism

(4) socialism

8 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in

(1) lower living standards for guild members

(2) the development of more towns and cities

(3) a decline in rivalries between kings

(4) an increase in the number of self-sufficient manors

9 Which statement best characterizes Europe during the early Middle Ages?

(1) A centralized government provided law and order.

(2) Manorialism developed to meet the people’s economic needs.

(3) People adopted humanism and questioned the Church.

(4) A standardized currency promoted inter- national trade.

10

• The world view shifted from other-worldly to secular.

• Greek and Roman ideas were revived.

• Improvements were made to the printing press.

Which occurrence is most closely associated with these aspects of the Renaissance?

(1) Gothic cathedrals became the focal point of town activities.

(2) Charlemagne was crowned Holy Roman Emperor by the Pope.

(3) Galileo Galilei published information about a heliocentric universe.

(4) Emperors used the Twelve Tables to bring about Pax Romana.

11 Which statement best expresses the philosophy of humanism?

(1) God selects those to be saved.

(2) The pope expresses the ultimate word of God.

(3) People have potential and can improve themselves by learning.

(4) A person’s life on Earth is merely preparation for the afterlife.

Base your answer to question 12 on the map below and on your knowledge of social studies.

12 Charlemagne’s 9th century empire covered territory which today would include the countries of

(1) Poland and Russia

(2) Spain and Portugal

(3) France and Germany

(4) Ireland and the United Kingdom

Base your answers to questions 13 and 14 on the speakers’ statements below and on your knowledge of social studies.

Speaker A: The chief problem with the Roman Catholic Church is the practice of selling indulgences. The only way for Christians to receive salvation is through faith alone.

Speaker B: If Christians want to be saved, they should perform good deeds and ask for forgiveness of sins. The granting of indulgences allows Christians to be excused for their sins.

Speaker C: It is true that the Bible, and not members of the clergy, is the ultimate source of religious truth. However, God has already decided who will be saved and who will not.

Speaker D: Since the Pope does not agree with my position, I have decided to separate from the Roman Catholic Church. I am now not only the head of England but also of the Anglican Church.

13 Which speaker most closely reflects the ideas of

Martin Luther?

(1) A

(2) B

(3) C

(4) D

14 Which speaker best supports the idea of predestination taught by John Calvin?

(1) A

(2) B

(3) C

(4) D