European Feudalism ‖ Using the Past to Understand Our World

Now

Goals & Objectives

Students will demonstrate understanding of how feudalism reestablished order in Europe
and in what ways the socio-economic system of feudalism was rigid in structure.

Students will be able to synthesize their historical understanding of feudalism and their
current world view of American socio-economic structures in order to participate in a oral
discussion.

Students will be able to conduct a collegial and respectful discussion without personal
attacks or poorly reasoned claims.

Students will be able to ask questions for clarification and explain their own ideas and
reasoning during the discussion.

California State Content Standards

CAHSS. 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 provided the foundation of political
order.

Common Core Literacy Standards

CCSS.ELA.Grade 7.SL. 1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher lead) with diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
a: Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b: Follow the rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
c: Pose questions that elicit elaboration and respond to others' questions and comments with
relevant observations and ideas that bring the discussion back on topic.

Driving Historical Question

Students will be debating the question: Does the American socio-economic system behave
like feudalism, why or why not?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:
On the board, students will see the driving question to be discussed and a projected feudal
pyramid. Instructions will be given by the teacher after the bell rings and the students will
be told to leave their backpacks up under the white board. Students will be introduced to
the posters in the 4 corners of the classroom each poster has one of four headings: Strongly
Agree, Agree, Disagree, Strongly Disagree. Students will then be instructed to go to the
corner that best represents their level of agreement to the statement: The U.S. socio-
economic system does look like a feudalist system.

Vocabulary (Content Language Development) ‖ Time:

Vocabulary will be incorporated by the students as they participate in the discussion
activity.

Terms have been retaught through other lessons and reinforced throughout the unit.
Terms that will be included:

Feudalism (N.)
Socio-economic (adj.)
Clergy (N)
Nobility (N)
Serfs (N)

Content Delivery (4 corners debate) ‖ Time:

As the students gather in their corners, I ask students to consider the statement and find
examples in their life experience that help support their position. Bullet points on the
poster board are fine as long as students are able to explain or expand on their thoughts
when presenting to the class. I ask each corner to send up one representative to come get
enough slips of potential topics, ideas, or questions that each group can use to generate
ideas for their posters but also for use during the debate.

The worksheet given to each of the groups includes the above vocab terms with definitions,
bulleted ideas from students’ experiences first or secondhand experiences (i.e. parents’
professional, economic situations, property ownership like a house or car(s), wealth,
educations, aspirations, socio-economic mobility.) and includes a print out of the modified
feudal pyramid (Then and Now) for student consideration.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

The activity will draw upon students’ abilities to synthesize and draw from historical
knowledge both within a small group and then a whole class setting.
Lesson Closure ‖ Time:
Students will be asked to close the discussion and to consider the new perspective they
heard from the other groups. The students will then be asked to move to the corner that
they most agree with after the class discussion. Students are then asked to take a quick
picture with their phone before their next class and to fill out a survey through Google
Forms to answer three questions:
1. What position did you begin the class with?
- Strongly Agree
-Agree
-Disagree
-Strongly Disagree

2. What position did you end the class with?

- Strongly Agree
-Agree
-Disagree
-Strongly Disagree

3. If you changed your position at the end of class, please explain why? If not, please put did
not change positions.

Class answers to the survey will be reviewed by teacher over the next class meeting.

Assessments (Formative & Summative)

This activity serves as a formative assessment of student discussion skills and ability to
discuss relevant topics in an educated and respectful manner. Students will be graded on a
point basis with a max 6 points awarded for verbal contributions to the discussion (1 point
per contribution), max 6 points awarded for positive and respectful debate skills (1 point
per instance), and max 8 points awarded for contribution to the poster (1 point per
contribution, recorded by tagging idea with student name next to the idea). Students will
risk losing points if they do not contribute to the poster or to the class discussion or display
hostile or disrespectful discussion skills such as interrupting or personally attacking a
speaker.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will have access to sentence stems if need be but will also have the support of
small group instructional setting to help get these students access to the activity.

Resources (Books, Websites, Handouts, Materials)

Not Applicable