Development of Feudalism in Europe

1. Development of Feudalism in Europe

2. Starting with a Story Becoming a Knight

3. Background: As you will learn in this chapter, knights were skilled warriors who fought for and protected the powerful landowners who ruled much of Europe during the Middle Ages. Knights began their training early in life. During their mid-teens, they served as squires. Squires acted as aides to knights. They also learned how to use many different weapons and how to handle a horse during combat. After about five years of service, a squire became a knight. This event took place during a special ceremony-often in a church.

4. The teenage boy sits in a chapel, and he can hardly contain his excitement. In a few hours, his days as a squire will end. He is about to become a knight. Soon his family and friends will arrive. They will all watch as the knight this boy has served for years lays his sword on the boy’s shoulder and declares him ready for knighthood. As he waits for the ceremony to begin, he considers everything he has been through to get here. He learned to follow a code of conduct called chivalry that required knights to show loyalty to the nobles they served and to protect the weaker members of society. During his years as a squire he also trained long and hard to use a sword and ride a horse. His knight, Sir Robert, recently let him join him on one of his missions. The two of them set out to capture several bandits that had been terrorizing the area. As the boy rode through thick forestland, the bandits suddenly attacked. The squire’s horse reared up on its hind legs. He fought hard to control the animal. Sir Robert swiftly swung his sword. One bandit fell to the ground and then another. However, a third bandit rushed Sir Robert and raised his sword to strike. The boy regained control of his horse and rammed the attacking bandit. The bandit fell to the ground and ran off. After this episode, the boy truly felt ready to become a knight. But as the moment approaches, he is feeling more and more nervous. He knows there will be many more battles and challenges ahead. Will he be up to facing them?

5. Becoming a Knight Pgs 288 to 289 • 1. What symbolizes the passage from squire to knight? • 2. What skills has the squire learned throughout his training? • 3. What qualities did the squire show during the incident in the forest? • 4. Why might the squire be nervous as he awaits the ceremony?

6. Becoming a Knight Pgs 288 to 289 • The knight whom the squire has served lays • his sword on the squire’s shoulder. • 1. What symbolizes the passage from squire to knight? • 2. What skills has the squire learned throughout his training? • 3. What qualities did the squire show during the incident in the forest? • 4. Why might the squire be nervous as he awaits the ceremony? 2. He has learned to use a sword and ride a horse. 3. He showed a quick reaction, courage, strength, and skill with a horse. 4. He cannot anticipate what lies ahead and may hope that he will be prepared.

7. A Personal Connection Pgs 288 to 289 • 5. How might a knight’s training help you meet the challenges of everyday life?

8. Feudalism:Terms & Names Define the terms and names. Pgs 291 to 297 • 1. Middle Ages • 2. Charlemagne • 3. monastery • 4. feudalism • 5. lord • 6. serf

9. Define the terms and names. Pgs 251 to 254 • 1. Middle Ages • 2. Charlemagne • 3. monastery • 4. feudalism • 5. lord • 6. serf Period of European history between the collapse of the Roman Empire and the beginning of the Renaissance lasting roughly from 500 to 1450. A Frank king who conquered much of Europe and spread Christianity in the conquered regions. A place where members of religious orders practice a life of prayer and worship. The political and social system of the Middle Ages in Europe in which lords gave land to vassals in exchange for service and loyalty. A powerful landholding noble. Peasant farmer in feudal society who labored for a Noble in exchange for protection and certain rights.

10. Pgs 291 to 293 Medieval Europe

11. Medieval Europe Pgs 291 to 293 1. The European Continent 2. Topography and Waterways 3. Climate and Vegetation 4. Cultural Changes 5. Learning and Trade Decline

12. Medieval Europe 2. Europe and Asia make up Eurasia. 1. Europe is connected to Asia. European Continent 3. Europe occupies about one-fifth of Eurasian land mass.

13. Europe + Asia = Eurasia

14. Medieval Europe 2. Europe and Asia make up Eurasia. 1. Europe is connected to Asia. European Continent Q1. How might being close to Asia affect Europe? A. They can trade, travel there and fight wars. 3. Europe occupies about one-fifth of Eurasian land mass.

15. 4. Northern Europe has cold winters and southern Europe has mild, hot & often dry summers. 5. Most of Europe receives plenty of rainfall. Q2. What is the most important feature of Europe’s climates? Climate and Vegetation • The climate allows people to grow and produce • much of what is needed. 6. The climate allowed people to grow and produce much of what they needed. 7. Europe also has many forests.

16. 8. Germanic kingdoms dominated the lands that had once been ruled by Rome. 9. Unlike the Romans, Germanic people maintained order through unwritten rules and traditions. Q3. What changes would you make to the way Germanic kings maintained order? Cultural Changes • Educate the people and begin writing down • rules and traditons. 11. Education was not a priority for Germanic peoples. 10. Germanic people developed large governments and trading systems.

17. 12. No middle class during the Middle Ages. 13. Most schools ceased to exist. Q4. What would happen if this occurred in the United States? Learning and Trade Decline A. People in the U.S. would be living in farms, no one would be educated, and few or no products would be imported from other countries. 14. Few people could read and write Latin. 16. Cities and trade declined and disappeared. 15. Many people moved from the city to the farm.

18. Christianity Grows and Spreads Pgs 293 to 295

19. Clovis Using page 294 I see…. I smell…. I hear…. I taste…. • Write three Important facts about Clovis. • What was the legacy of Clovis (what we use today). I touch…. I feel…. I think of….

20. Charlemagne Using page 294 I see…. I smell…. I hear…. I taste…. I touch…. I feel…. I think of…. • Write three Important facts about Charlemagne. • What was the legacy of Charlemagne (what we use today).

21. Christianity Grows and Spreads Pgs 293 to 295 • 1. What was the effect of Clovis’ conversion to Christianity? • 2. What was the extent of Charlemagne’s empire? • 3. How did monasteries contribute to the revival (renewed interest) of learning under Charlemagne? • 4. What changes did Charlemagne bring about within his empire?

22. Christianity Grows and Spreads • Most of his subjects became Christian. • 1. What was the effect of Clovis’s conversion to Christianity? • 2. What was the extent of Charlemagne’s empire? • 3. How did monasteries contribute to the revival (renewed interest) of learning under Charlemagne? • 4. What changes did Charlemagne bring about within his empire? 2. His kingdom was greater than any other European empire since ancient Rome. 3. They studied Roman, Greek, and Christian works and made copies of the Bible. 4. He helped Christianity grow across Europe.

23. The terrorizing of coastal villages by Vikings raiders caused an unstable and violent period which led to creation of feudalism.

24. European Feudalism Pg 296 King Church Officials and Nobles Knights Peasants (Serfs)

25. King: Highest Ruler of the Land

26. Lords: Owners of the Land Given to Them by the King in Exchange for Pledge of Loyalty

27. Knights: Lords who Become Soldiers for the King

28. Peasants: The Farmers of the Land who Were Ruled by a Lord

29. The Peasants • 1. How did most people live during the Middle Ages ?

30. Life was Hard for People of the Middle Ages

31. Assignment: Feudal System • Who do you think has the most power in feudal • society? All groups will do the following: • 1. Each person will be assigned to be one of the people of Feudal Society. You will write a short description about what your life is like as a King, Noble, Knight, or Peasant. You must include your daily job, and any other responsibilities you have. • 2. Begin your paper with “I am the King….” I am a Noble…, l am a Knight…,I am a Peasant….” • 3. In groups, you will present your paper to the class. • 4. Draw and color your character. Why? 2. Who do you think is the weakest? Why? 3. If you lived during the Middle Ages, which one do you think you would be? Why? 4. In today’s society, to which class do you more likely belong? Why?

32. Homework: Use the Chart below to record details that help explain the role that each group played in feudal society. Pgs 296 to 297

33. Owned large plots of land Owed service in the court or military to overlord Lived and worked on the land Gave plots of land of fiefs to lesser nobles or vassals Paid taxes in return for land Received protection and shelter in return for their labor Received service and protection from vassals Many were warriors known as knights Formed largest group in feudal society