Title: Family Feudalism
Grade and Subject: 9th Grade, World History I
Time Allotted: 40 minutes
SOL #:
WHI.9b
NCSS Theme:
What is the guiding
question for this lesson?
How will student
understanding be assessed?
-include assessments
IV, V, VI
How did the feudal system provide a basis for the
social and economic structure of Medieval Europe?
Mini group presentations (answer question frames,
find/create image), exit slips
Key Concepts (no definition necessary):
Feudalism, Feudal Obligations, Manor, Manorial System, Fief, Vassal, Noble, Knight, Serf
SWBAT (as many as required by lesson):
#1 Identify and describe the major roles within the feudal/manorial systems
#2 Explain the reasons for the development of the feudal system in Europe
#3 Explain how the feudal system operated
Materials (List and attach primary sources and additional materials-ppt and
question frames etc.):
•
•
•
•
•
•
Activity worksheets
Opening video presentation
King/Noble/Knight nametags, Fief scrolls, tape
Laptop computers (at least one for each group – 3 total)
Elmo document camera
Exit slips
Just Do It (hook): Students will be shown a map of the Roman Empire in Europe. They will
be asked to answer the following prompt (space provided on handout): “brainstorm a few effects
of the collapse of the Roman Empire on the governments/ruling systems in Western Europe.”
They will be given approximately 90 seconds to complete this exercise.
Obj # Description of Lesson Procedure
Check for Evidence of
Understanding
Introductory video – popular culture
depictions of feudal society
Transition: Tell students that they will be briefly returning to the opening question.
Discuss the reasons why feudalism
Do students seem to be grasping
#2
developed in the wake of the collapse of the
Roman empire.
the reasons for feudalism? Are
they making connections
themselves?
Transition: Tell students that they will be participating in an activity to demonstrate how
feudalism worked.
Are students performing
#1, 3 Nametag activity – ask for volunteers.
Appoint one student kings, and give him/her correctly within the framework
the nametags to wear. Give each king three of the activity? Do they
“fiefs” (scrolls – land deeds) to award to
understand the roles and
other students. These students are nobles
relationships within the feudal
(wealthy landowners), and are also now
system?
considered “vassals” (loyal landholders) to
the kings that awarded their fiefs. Next,
give each noble two fiefs to award to
“knights.” Save a few extra fiefs to confuse
loyalties. Explain how this demonstrates
the feudal obligation system and some of its
difficulties.
Transition: Tell students that they will now define the main terms on the top of their
sheets together, based on the previous activity.
#1, 3 Using the elmo camera, prompt the class for Are the definitions the class
definitions to the three terms at the top of
provides accurate, reflecting
their sheets, based on the previous activity.
understanding of the previous
activity?
Transition: Tell students that they will now explore some of the other topics associated
with feudalism. Break them into three groups.
Are students effectively
#1, 3 Give each group 10 minutes to research
their topic and create or find an image
researching their topics? Are
depicting the topic.
they easily transitioning to
creating/locating an appropriate
image?
Transition: Announce that the groups will now share their findings with the class.
#1, 3 Provide approx. 3 minutes for each group to Are the definitions each group
share their definitions and images with the
provides accurate? Are their
class. Have one student from each group
images reflective of the meaning
show their definitions on the elmo camera.
of their topics?
Direct the rest of the class to copy the other
groups’ definitions.
Transition: Pass out exit slips.
Closure (How does this come back to the guiding question):
Allow students approximately one minute to complete their exit slips. If time allows, review the
answers aloud. The exit slips return focus to the social order and broad functions of feudalism,
as set forth in the guiding question.
Modifications (to meet the needs of diverse learners):
These two sections of World History I do not presently include any students with special needs.
Nevertheless, students should be assisted and closely supervised as they participate in group
work. Students with difficulty reading or writing may be provided with pre-filled note sheets as
needed.
FEUDALISM
–
SOL
WHI.9b
Hook:
In
the
space
below,
brainstorm
a
few
effects
of
the
collapse
of
the
Roman
Empire
on
the
governments/ruling
systems
in
Western
Europe.
Feudalism:
Fief:
Vassal:
Group
Activity:
Each
group
will
be
assigned
one
of
the
three
topics
below.
In
the
time
provided,
research
answers
to
the
questions
in
the
frame.
Also,
develop
a
visual
representation
of
your
topic.
You
may
choose
either
to
draw
a
picture
or
to
find
an
existing
image/video
on
the
Internet.
If
you
choose
an
existing
image/video,
be
prepared
to
explain
what
is
accurate
or
inaccurate
about
the
depiction
you’ve
selected.
Knights
Role?
Position
in
the
social
order
(who
was
above
and
below
them,
to
whom
were
they
responsible,
etc.)?
Responsibilities/Details
of
Daily
Life?
Serfs
Role?
Position
in
the
social
order
(who
was
above
and
below
them,
to
whom
were
they
responsible,
etc.)?
Responsibilities/Details
of
Daily
Life?
Manorial
System
Describe
the
layout
of
a
typical
manor.
Who
lived
on
a
manor?
What
were
the
advantages
of
the
manorial
system?
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.
EXIT
SLIP:
FEUDALISM
1.
Rank
Serfs,
Kings,
Knights,
and
Nobles
from
most
powerful
to
least
powerful,
based
on
the
social
order
of
feudalism.
1.

2.

3.

4.
2.
List
one
reason
for
the
creation
of
the
feudal
system.
3.
List
one
difficulty
created
by
the
feudal
system.