World History
Public Schools of Robeson County
Unit 2- FEUDALISM
Social Studies
Essential Question: What led to the rise of monarchial systems
Goals/I Can
of government?
Statements/Learning
Targets
I can… describe what led to the rise of monarchial systems of
government.
Common Core State
Standards
Conceptual Lens
Prior Knowledge
Needed
Vocabulary
Learning Targets: Students will learn how the feudal system
worked in the lives of the medieval peasants, knights, lords, and
kings.
WH.H.3.3 - Analyze how innovations in agriculture, trade and
business impacted the economic and social development of
various medieval societies (e.g., Feudalism, Agricultural
Revolutions, Commercial Revolution and development of a
banking system, manorial system, growth of towns, etc.).
WH.H.3.4 - Analyze how the desire for farmable land created
conflict and impacted the physical environments of Europe,
Asia, Africa and the Americas (e.g., Agricultural Revolution in
Europe, Muslim Agricultural Revolution, Mesoamerican and
Andean agricultural innovations, etc.).
Society
Civilization
Migration
Quality of Life
Religion
How Feudalism Works – previous session should be an
introduction to feudalism
The beginning kingdoms – Carolingian Dynasty
Feudalism
Feudal Contract
Manor
Vassal
Knight
Chivalry
World History
Public Schools of Robeson County
Tasks For Lessons
Engage—What
tasks will “hook”
students and
uncover what they
know and think
about the concept?
Explore/Explain—
What tasks will
encourage students
to observe,
question, and
investigate the
concepts and
explain concepts in
their own words?
Elaborate—What
experimental
inquiry,
investigative
projects, problem
solving, and
decision-making
tasks will help
students apply their
new labels,
definitions,
explanations, and
skills?
Evaluate—What
formative
assessments will
ensure that learning
is occurring?
Differentiation—
What tasks will
challenge students
and support those
Journal Entry: Have students recall the definition of feudalism.
Have a diagram drawn on the board asking students to recall the
hierarchy of who is in charge of Feudalism.
Start explaining the directions for the next process. Students are
to be given (at random) different positions of the hierarchy
positions in order to play a “game.” Have directions printed up
and a small script of what each group is supposed to do. The
following positions are: King – 1, Lords – 3 or 4, Knights - #’s
vary, Serfs - #’s vary --- realize that numbers for each, other
than king, can change due to class size.
The purpose of this role-play is for students to realize how
important the King was to the lords and vice versa, etc. Make
sure each role is played appropriately. If King is displaying too
much power, he can be dethroned by “divine intervention”. At
the end of the role-play, have students have a battle with paper
balls that they can throw. Each lord is to have a manor set up to
help protect his/her people. In between your steps have students
keep a journal about their experiences.
Come back after the cleanup and have a discussion as to how
each person was to play his/her role. Did your class do it
successfully? How can they relate what they learned to how life
was like prior to nations forming?
Have students reiterate what the definition and purpose of what
feudalism and feudal contracts are.
This activity allows the entire class to be learn about feudalism
kinetically then allows students to reflect off of what they
learned and experienced and keep a running journal.
World History
who need additional
help?
Public Schools of Robeson County