CSULB History Social Science Lesson Plan Template
Lesson Title:
European and Japanese Feudalism
Date:
Unit Central Historical
Question(s):
Subject / Course:
World History: Medieval Europe
Grade:
7
Lesson Duration:
90 min lesson
Lesson Objective, Historical Thinking Skill, as well as California Content & Common Core Standards
Lesson Objective – Students will be able to compare and contrast European and Japanese feudalism by
writing a short essay.
Historical Thinking Skill: Comparison
Standard 7.6.3 – Understand the development of feudalism, its role in the medieval European economy, the
way in which it was influenced by physical geography (the role of the manor and the growth of towns), and
how feudal relationships provide the foundation of political order.
7.5.3 – Describe the values, social customs, and traditions prescribed by the lord-vassal system
consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code throughout the
twentieth century
Narrative Summary of Tasks / Actions
For my lesson I will start off with a brief overview and discussion of the content covered in the previous
lesson. After the discussion I will introduce the topic of today’s lesson and show them a short video that will
serve as an introduction to the lesson.
After the video I will have a lecture that will consist of PowerPoint slides with images and bulletpoints.
During this lecture I will also be discussing the material presented and asking my students questions along
the way.
After the PowerPoint lecture, the students will split up into groups and read a short handout article and then
create a poster consisting of a Venn diagram, on European and Japanese Feudalism, and two images that
relate to the topic. After students will share their work with the class.
The students will then write a short essay to demonstrate their understanding of the material presented in
the class.
Finally, the class will close with the students writing one thing they like and disliked about the lesson and
why.
Materials / Equipment
Computer with PowerPoint
Handouts
Poster Paper
Coloring Material
Textbook
Videos
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CSULB History Social Science Lesson Plan Template
Images of both Japanese and European Feudalism
Notebooks
Szczepanski, Kallie. 2013. “Feudalism in Japan and Europe.” Asian History. About.com.
<http://asianhistory.about.com/od/japan/a/Feudalism-In-Japan-And-Europe.htm>.
Inquiry-Based Lesson Plan for History-Social Science
1. Anticipatory Set
Time:
For the introduction to the lesson I will open up with a class discussion providing a short review of important
topics covered in the last lesson. I will do this to make sure they have the appropriate background
knowledge. After the discussion, I will introduce them to the focus of the lesson, which is the comparison of
feudalism in Europe and Japan. After, I will have them watch a short video as a review of one aspect of
feudal Japan. The video is titled, “The Samurai and the Bushido” After this video I will instruct the students
to take out their notebook and be prepared to take notes on the following PowerPoint lecture.
2. Central Historical Question
Time:
3. Teacher Input (delivery of historical context)
Time:
For the teacher input I will be giving a lecture, reviewing the two feudalistic societies. I will start with the
Japanese Feudal system. The PowerPoint will go over main topics that make up feudal Japan, such as
shogun, daimyo, samurai, and peasants. After going over the information that makes up Japanese
feudalism the PowerPoint will shift over to a review of the previous lesson, the European feudal society. The
PowerPoint slides will show a number of images such as maps, pictures, and charts. The slides will also
contain bullet point items help the students gain a better understanding of key information in the lesson.
During the lecture I will be engaging my students in discussion and be asking questions checking for
understanding.
4. Student Activity and Investigation (w/
differentiation)
Time:
Students will be split up into groups of three, to read a handout of a source discussing European and
Japanese feudalism. The source consists of an article from Kallie Szczepanski, a historian that has studied
and lived in Asia for more than five years. After reading the article the students will discuss what they have
learned from reading the source and lecture. The group partners will be instructed to develop a Venn
Diagram regarding the subject, on poster paper supplied with the reading handout. I will also ask the groups
to draw two images on their posters, one that relates to Japanese feudalism and one that relates to
European Feudalism. I will also encourage the students to draw images of topics they find interesting. I will
be looking to see what the students list regarding comparing and contrasting the two feudal societies. I also
be looking to see what my students find interesting about the lesson, by observing what my students draw.
After the students have had enough time to complete the poster, I will have them post them around the
classroom. I will have one member from each group stand next to their poster and describe to the class the
Venn diagram the prepared and images they drew and why.
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CSULB History Social Science Lesson Plan Template
5. Lesson Assessment (w/ differentiation)
Time:
After the group activity and discussion, I will instruct my students to write a short essay on what society they
would like to have lived in and why? I will also instruct the students to choose to be from one of the classes
from this society. They can choose any class and must use specific examples from the lesson. I will also
instruct my students to use information from both feudal societies to argue their point. I will not grade strictly
on grammar or structure, but will focus on the examples and reasons presented in their essays
6. Closure
Time:
For the closure I will ask the students to rip a piece of paper in half and write one thing they liked about this
lesson and why and one thing they disliked and why. I will use this slip to look at ways to better my lessons
and also use this as a exit ticket for my class.
7. Student Reflection (metacognition)
Time:
For homework I will have my students research any Medieval European Lord and any Feudal Shogun. For
their assignment I will ask the students to create a brief research paper. The paper will consist of an image
and five brief bullet points about each person.
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CSULB History Social Science Lesson Plan Template
Feudalism in Japan and Europe
Comparison of the Feudal Systems
By Kallie Szczepanski,
Although Japan and Europe did not have any direct contact with one another during the medieval
and early modern periods, they independently developed very similar socio-political systems. Often,
these systems are labeled as feudal.
What is feudalism? The great French historian Marc Bloch defined it this way: "A subject
peasantry; widespread use of the service tenement (i.e. the fief) instead of a salary...; supremacy of
a class of specialized warriors; ties of obedience and protection which bind man to man...; [and]
fragmentation of authority - leading inevitably to disorder."
In other words, there are peasants who are tied to the farm land and work for protection plus a
portion of the harvest, rather than for money. Warriors dominate the society and are bound by codes
of obedience and ethics. Finally, there is no strong central government; instead, lords of smaller
units of land control the warriors and peasants, but these lords owe (at least theoretical) obedience
to a distant and relatively weak duke, king or emperor.
Similarities between Japanese and European Feudalism
Feudal Japanese and European societies were built on a system of hereditary classes. The nobles
were at the top, followed by warriors, with tenant farmers or serfs below. There was very little
social mobility; the children of farmers became farmers, while the children of lords became lords
and ladies. (One prominent exception to this rule in Japan was Toyotomi Hideyoshi, born a farmer's
son, who rose to rule over the country.)
In both feudal Japan and Europe, constant warfare made warriors the most important class. Called
"knights" in Europe and "samurai" in Japan, the warriors served local lords. In both cases, the
warriors were bound by a code of ethics. Knights were supposed to hew to the concept of chivalry,
while samurai were bound by the precepts of bushido, or "the Way of the Warrior."
Both knights and samurai rode horses into battle, used swords, and wore armor. European armor
was usually all-metal, made of chain mail or plate metal. Japanese armor included laquered leather
or metal plates and silk or metal bindings. European knights were almost immobilized by their
armor, needing help up on to their horses, from where they would simply try to knock their
opponents off their mounts. Samurai, in contrast, went with light-weight armor that allowed them
quickness and maneuverability, at the cost of providing much less protection.
Feudal lords in Europe built stone castles to protect themselves and their vassals in case of attack.
Japanese daimyo also built castles, although Japan's castles were made of wood rather than stone.
Differences between Japanese and European Feudalism
Japanese feudalism was based on the ideas of the Chinese philosopher Kong Qiu or Confucius
(551-479 BCE). Confucius stressed morality and filial piety, or respect for elders and other
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CSULB History Social Science Lesson Plan Template
superiors. In Japan, this functioned as the moral duty of daimyo and samurai to protect the peasants
and villagers in their region, and the duty of the peasants and villagers to honor the warriors and pay
taxes to them in return.
European feudalism was based instead on Roman Imperial laws and customs, supplemented with
Germanic traditions, and supported by the authority of the Catholic Church. The relationship
between a lord and his vassals was seen as contractual; lords offered payment and protection, in
return for which vassals offered complete loyalty. It is interesting that these two very different
legal/moral systems ended up creating such similar socio-political structures.
Another difference between these two feudal systems is their timing. Feudalism was wellestablished in Europe by the 800s CE, but appeared in Japan only in the 1100s as the Heian period
drew to a close and the Kamakura Shogunate rose to power. European feudalism died out with the
growth of stronger political states in the sixteenth century, but Japanese feudalism held on until the
Meiji Restoration of 1868.
A key distinguishing factor between the two is land-ownership. European knights gained land from
their lords as payment for their military service; they thus had direct control of the serfs who
worked that land. In contrast, Japanese samurai did not own any land. Instead, the daimyo used a
portion of their income from taxing the peasants to pay the samurai a salary, usually paid in rice.
Samurai and knights differed in several other ways, including their gender interactions. Samurai
women, for example, were expected to be strong like the men, and to face death without flinching.
European women were considered fragile flowers who had to be protected by chivalrous knights. In
addition, samurai were supposed to be cultured and artistic, able to compose poetry or write in
beautiful calligraphy. Knights were usually illiterate, and would likely have scorned such past-times
in favor of hunting or jousting.
Finally, knights and samurai had very different approaches to death. Knights were bound by
Catholic Christian law against suicide, and strove to avoid death. Samurai, on the other hand, had
no religious reason to avoid death, and would commit suicide in the face of defeat in order to
maintain their honor. This ritual suicide is known as seppuku (or "harikiri").
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CSULB History Social Science Lesson Plan Template
PowerPoint Slides
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CSULB History Social Science Lesson Plan Template
Short Essay Prompt
On your own write a short essay, no longer than a page in length, stating whether you would rather
live in a feudal European or Japanese society. In addition, select a status in the society and list the
reasons why you choose your status and society. Also include information on why you did not
choose the other society. Include information you have learned in this lesson.
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