“The Development of Feudalism in Western Europe” Visual Vocabulary

1. “The Development of Feudalism in Western Europe”Visual Vocabulary

2. Development of Feudalism in Western Europe Terms to Know 1. Barbarian 2. Christianity The religion based on the life and teachings of Jesus Christ • A person belonging to a tribe or group that is considered uncivilized

3. Development of Feudalism in Western Europe Terms to Know Cont. 3. Roman Catholic Church 4. Pope The bishop of Rome and supreme leader of the Roman Catholic Church • The Christian church headed by the pope in Rome

4. Development of Feudalism in Western Europe Terms to Know Cont. 5. Monarch 6. Fief Land granted by a lord to a vassal in exchange for loyalty and service • A ruler; such as a king or queen

5. Development of Feudalism in Western Europe Terms to Know Cont. 7. Manor 8. Divine Right of Kings The belief that God gives monarchs the right to rule • A large estate, including farmland and villages, held by a lord

6. Development of Feudalism in Western Europe Terms to Know Cont. 9. Noble 10. Duke The highest type of European noble; ranking just below a prince • A person of high rank by birth or title

7. Development of Feudalism in Western Europe Terms to Know Cont. 11. Moat 12. Hierarchy A system of organizing people into ranks, with those of higher rank having more power and privileges • A deep, wide ditch, often filled with water

8. Development of Feudalism in Western Europe Terms to Know Cont. 13. Armor 14. Chivalry The medieval knight’s code of ideal behavior, including bravery, loyalty, and respect for women. • A covering, usually made of metal or leather, worn to protect the body during fighting

9. The Development of Feudalism in Western EuropeEQ: How well did feudalism establish order in Medieval Europe?

10. Western Europe During the Middle Ages • Barbarians invade Western Roman Empire and set up separate kingdoms ruled by different barbarian tribes. • Clovis defeats last great Roman army sets up kingdom in France; helps lead the Franks into Christianity.

11. Clovis took to wife Clotilde, daughter of the king of the Burgundians and a Christian. The queen unceasingly urged the king to acknowledge the true God, and forsake idols. But he could not in any wise be brought to believe until war broke out with the Alemanni. . . . The two armies were in battle and there was great slaughter. Clovis' army was near to utter destruction. He saw the danger . . . and raised his eyes to heaven, saying: Jesus Christ, whom Clotilde declares to be the son of the living God, who it is said givest aid to the oppressed and victory to those who put their hopes in thee, I beseech thy . . . aid. If thou shalt grant me victory over these enemies . . . I will believe in thee and be baptized in thy name. For I have called upon my gods, but . . . they are far removed from my aid. So I believe that they have no power, for they do not succor those who serve them. Now I call upon thee, and I long to believe in thee. . . . When he had said these things, the Alemanni turned their backs and began to flee. When they saw that their king was killed, they submitted to the sway of Clovis, saying . . . Now we are thine. An account of Clovis' conversion, provided by the Christian church historian Gregory of Tours (c.539-594) in his History of the Franks

12. Conversion of Clovis

13. Western Europe During the Middle Ages (continued) • Charlemagne(Charles the Great) unifies nearly all of the Christian lands of Europe into a single empire. • Charlemagne ruled the Franks from 768 to 814 C.E. • Charlemagne rewarded knights with land and privileges in return for military service.

14. Western Europe During the Middle Ages (continued) • The Roman Catholic Church’s pope crowns Charlemagne the Holy Roman emperor in 800 C.E. • Charlemagne’s reign brought a degree of civilization to Europe that had been missing since the fall of the Roman Empire.

15. Western Europe During the Middle Ages (continued) • Vikings, Magyars, and Muslims attack. • After Charlemagne’s death, Europe needed a way to defend itself. • The system of feudalism gradually develops. • Feudalism was based on the need for protection.

16. Medieval Society oratores: those who praybellatores: those who fightlaborares: those who work

17. Feudal Hierarchy

18. Feudalism: Establishing Order

19. Monarchs During Feudal Times • Monarchs believed in the divine rights of kings. • Monarchs gave fiefs to vassals in exchange for loyalty and service. • The most important quality in feudalism was loyalty. • Dukes were below kings in the feudal hierarchy.

20. Monarchs During Feudal Times (cont.) • William the Conqueror brings feudalism to England, after his victory in the Battle of Hastings in 1066.

21. Lords and Ladies During Feudal Times • Nobles lived on manors with castles and moats. • It was the lord’s responsibility to manage and defend his manor and to act as a judge. • Ladies were responsible for raising and training their children and overseeing the household.

22. Marriage • Marriages were usually to gain land or property. • Marriages were often arranged by parents. • Sometimes children were only 4 or 5 years old when they were married. • The bride’s family would pay a dowry. • Unmarried women were often forced into convents.

23. Marriage (continued) • Women and children were the property of the husband/father. • On certain days, the wife was required to lie at the husband’s feet and beg forgiveness for anything she had done or had failed to do. The children would do the same at their parents’ feet. • Child and wife beating were common, although some rules said that the beating should be reasonable.

24. Knights • Armoredknights were mounted soldiers. • The code of chivalry was the set of rules of behavior that all knights were expected to live by. • At around age 7, a boy would start training to be a knight.

25. Peasants • Peasants did most of the work but owned very little. • Most peasants were farmers. • Serfs were tied to the land, and if one lord took the land from another, he got the serfs too. • The vast majority of the population was peasants.

26. The Development of Feudalism in Western Europe: Review • Barbarians invade and set up kingdoms • Rome falls • Clovis defeats last great Roman army sets up kingdom in France; helps lead the Franks into Christianity. • Charlemagneunifies nearly all of the Christian lands of Europe into a single empire. • The Roman Catholic Church’s pope crowns Charlemagne the Holy Roman emperor. • Vikings, Magyars, and Muslims attack. In response the system of feudalism develops. • After his victory in the Battle of Hastings in 1066, William the Conqueror brings feudalism to England.

27. Feudalism Review Continued • Feudalism was based on the need for protection. • The most important quality in feudalism was loyalty. • Monarchs gave fiefs to vassals in exchange for loyalty and service. • Nobles lived on manors with castles and moats. • Monarchs believed in the divine right of kings. • Dukes were below kings in the feudal hierarchy. • Knights wore armor and lived by a code of behavior called chivalry. • Peasants worked the land and had very little.

28. Feudalism:Historical Fiction

29. Feudalism Researchhttp://westernreservepublicmedia.org/middleages/overview.htm • Your job is to transport the class into feudal times by writing a creative story. You choose the characters, create the setting, create a plot (in other words, create a problem that needs to be solved) and find a solution to the problem. • The feudal system used a caste system. In order of importance, the system started with the king, followed by nobles, knights, clergy, tradesmen and peasants. Each had characteristics that may be important to your story. • Your first task is to find out about the characteristics of each rank. You will divide up this task among members of your group. • You will write a minimum of five important facts about your subject. • Once you are done, share your information with your group.

30. Groups • You will be divided into groups and each group is responsible for taking notes on one of the social classes/ranks and then sharing out with your group. As a group, you will make a poster on your topic and then share your poster with the class. • Here are the five topics we will focus on: • Nobles • Knights • Clergy • Tradesmen • Peasants

31. Developing a Character(You need to develop 3) • It’s important to think about the background of the character: • What is his or her name? • How old is he or she? • Where does the character live? • How would you describe the family? The home? • What is his or her favorite activity? Least favorite? • What is the character proud of? • How would he or she like to be remembered? • What scares the character?

32. Sample Modern Character List • BOBBY HARRIS — age 15, tall for his age, quarterback for his high school team. • CASEY JONES — age 16, chubby, awkward and easily embarrassed. • ANITA HARRIS — age 16, Bobby’s sister, small, a quick thinker. • LENORE CHIPWORTH — age 17, tall, dignified, serious, with a secret longing to be popular and to fit in. • MRS. HARRIS — a parent. • MR. HARRIS — a parent.

33. Tips for Writing Fictional Stories • Writing a story can be as simple as telling your friends what happened last night at the park. In fact, that may be exactly what your story is about -— something that really did happen to you and your friends. At least that’s the way you will want your story to sound. More than any other form of creative writing, a story can bring your personal experiences (or your imaginings) to life in a dramatic way. The tips that follow should help you transform your best ideas into exciting dramas worthy of any classroom.

34. Tips for Writing Fictional Stories:The Story Writing Process • The first step that you need to know about writing a story is that it truly is a process of discovery. You can’t possibly imagine how your story is going to turn out before you write it. In fact, if you choose real-life characters based on people you know, or through research, they will actually write part of the story for you. All you need to do is put these characters “on stage,” give them a problem to overcome, and then imagine what they will say and do.

35. Tips for Writing Fictional Stories • You become as much a reporter taking notes and recording conversations as a struggling author. Remember this as you write your story. • Setting: Describe where and when the story takes place. • Main problem: What is the main problem faced by the characters in the story? What do they have to do to overcome this problem? • Complication: What complication or added problem makes it difficult for the characters to find a solution to the main problem? How can this complication help you to add humor or suspense to your story? What can your characters do or say to help solve or further complicate the situation? • Solution: How do the characters finally solve the problem and bring the story to an end? • Message: What, if anything, does your story have to “say” about medieval life to your audience? Is there a moral, a lesson, a point?

36. Sample Modern Setting • TIME: After school on a Wednesday afternoon. • PLACE: Bobby’s room. • INTRODUCTION (Visualizations): BOBBY and CASEY have just come home from school. They throw their books down on the floor. BOBBY sits on the bed as CASEY stands before the mirror admiring himself. BOBBY: (TOSSING PILLOW INTO AIR AND CATCHING IT) Funny you didn’t see it. It was right there in the advertising section.

37. Creative Writing Assignment • Your story will need to be a minimum of five paragraphs long. • You will need to use descriptive language with a creative story. • Include the elements of fiction (problem/solution) • Include the three characters you developed. • Have a setting that includes elements of feudalism and medieval Europe. • Feel free to add illustrations and be creative.

38. Plot Diagram

39. A chapel/church with cemetery Blacksmith Wheat mill to harvest your wheat River Forest Things you may find on a manor: • A Castle/manor house • Pasture for animals to graze w/ animals • Peasant/serf homes with small gardens • A field growing wheat (you can add additional fields growing olives or lemons)