Goals & Objectives
Students will learn about the development of feudalism and its effect on the political, economic, and geographic life of the middle ages. Students will identify the components of Feudalism and judge its effects on European society.
California State Content and Common Core Standards
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Common Core Writing Standards
Production and Distribution of Writing
- 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 provided the foundation of political order
Common Core Writing Standards
Production and Distribution of Writing
- 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction
When students arrive they will be asked to choose a noun that comes to mind when they think about the governments of the middle ages. Students will then compose a cinquain based on that noun. Students will then share their poem with their seating group. The teacher will circulate to ensure students remain on task and to assess prior knowledge. Once all students have read their cinquain the class will discuss wither or not they think they would like to live during this time period.
Vocabulary
Students will create word cards in specific sections of their guided notes for the key terms highlighted during the lesson. The word card sections will include the word, it definitions, an opposing term, and a visual reminder. Key terms for this lesson include
· Feudalism
· Monarch
· Lord
· Serf
· Vassal
· Manor
· Fief
· Feudalism
· Monarch
· Lord
· Serf
· Vassal
· Manor
· Fief
Content Delivery (Lecture)
The teacher will deliver a lecture on the characteristics of feudalism and its relationship with medieval society. The lecture will discuss the people who participated, how they interacted, and how feudalism shaped their lives. Guided notes will accompany the lecture.
Student Engagement
During the lecture students will complete the guided notes, both to promote engagement and to be used as future study aids. The notes will include vocab spaces, a visual representation of the hierarchy of feudalism, and will end with a critical thinking question.
Lesson Closure
Students will write a short response to the question ‘would the people of Medieval Europe have been better off with or without feudalism?’ Each student will be asked to include at least three arguments to support their position.
Assessment
Formative
At the start of the lecture the teacher assess the student’s prior knowledge by having them write a cinquain about government or authority in Medieval Europe. The teacher will then lead a class wide discussion on why or why not the students would like to live in the period.
Summative
The critical thinking question at the end of the lesson will be used as the summative assessment. It will evaluate how well students understand the feudal system and its relationship with the people it contained.
At the start of the lecture the teacher assess the student’s prior knowledge by having them write a cinquain about government or authority in Medieval Europe. The teacher will then lead a class wide discussion on why or why not the students would like to live in the period.
Summative
The critical thinking question at the end of the lesson will be used as the summative assessment. It will evaluate how well students understand the feudal system and its relationship with the people it contained.
Accommodations for English Learners, Striving Readers and Students with Special Needs
All students will be provided with guided notes to assist with comprehension. In addition EL, SR, and SwSN will be given guided notes with additional scaffolding. If these students require more time they will be able to return their final question the next day