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SECTION
SECTION

2 Feudalism and the Manor Economy

2 Reading Focus Vocabulary Taking Notes
Bell Ringer Ask students to
recall how popular games, films, and
How did feudalism shape feudalism Copy the table below. Then, fill it in as you read.
medieval society? vassal Part of the table has been filled in to help you get
literary works portray life during the feudal contract started.
Middle Ages. Then, ask them to write
What was feudal life like
fief
down five or more major characteristics for nobles and peasants? NOBLES PEASANTS
knight
of medieval life as suggested by these
What was the basis of the tournament OBLIGATIONS • Military service
manor economy? chivalry to lord
modern sources. As they study this sec- •
tion, have students compare the popular troubadour
manor RIGHTS AND • Protection
image of medieval life with the actual serf BENEFITS from lord
historical conditions. •
A new political and social system, LIVES
Main Idea called feudalism, shaped medieval life.
LESSON PLAN
1. Focus Through interdependence Setting the Scene Count William had just inherited the rich lands of
and mutual responsibilities, feudalism Flanders. The local nobles gathered to pledge loyalty to their new lord. One
provided people with protection and by one, they knelt before him and took a solemn oath. “I promise on my
other benefits. Everyone in medieval faith,” pledged each lord, “that I will in future be faithful to Count William
society had a clearly defined role. Explore the age of and will observe my [loyalty] to him completely against all persons in good
Women’s rights were generally knights and castles.
faith and without deceit.”
restricted, but noblewomen played sig- The count then touched the noble with a small rod. With that gesture,
nificant roles. Agriculture was the major he granted the noble a parcel of land, which included any towns, castles, or
economic activity on the medieval manor. people on it.
Although the words might vary, ceremonies like this one took place
2. Instruct Ask students to imagine across Europe during the Middle Ages. In public, before witnesses, great
that they live in a future society where a
Connections
nobles and lesser lords exchanged vows of loyalty and service. Those vows
team of time travelers is planning a trip were part of a new political and social system that governed medieval life.
to the Middle Ages. In order to blend
undetected into medieval life, the time
to Today
travelers plan to assume the roles of The Emergence of Feudalism
lord, vassal, noblewoman, serf, and The Middle Ages Are In the face of invasions by Vikings, Muslims, and Magyars, kings and
other members of medieval society. Alive and Well! emperors were too weak to maintain law and order. People needed protec-
Assign students to write down care- Peasants crowd the muddy street. tion for themselves, their homes, and their lands. In response to this basic
ful instructions for the role of each time Shopkeepers loudly peddle food need for protection, a new system evolved, known as feudalism. Feudalism
and drink. Minstrels wander was a loosely organized system of rule in which powerful local lords divid-
traveler. The instructions should include through the crowd, singing and
advice on how to behave, how to treat ed their landholdings among lesser lords. In exchange, these lesser lords, or
playing instruments. Outside the
other people, what responsibilities to town, knights in armor prepare to
vassals, pledged service and loyalty to the greater lord.
fulfill, what services to expect, and the joust. Mutual Obligations The relationship between lords and vassals was
like. Ask for volunteers to read their Scenes like this are common established by custom and tradition and by an exchange of pledges known
instructions aloud to the class. Ask the today all over this country at as the feudal contract. A lord granted his vassal a fief (feef), or estate. Fiefs
listeners to determine whether any medieval festivals. Professional
ranged from a few acres to hundreds of square miles. In addition to the
actors and others dress up in peri-
important information has been omitted. od costumes and portray people
land itself, the fief included peasants to work the land, as well as any towns
or buildings on the land.
3. Assess Form the class into groups, from medieval society. The results
As part of the feudal contract, the lord promised to protect his vassal.
are not always accurate. Still, the
and have students make believe that In return, the vassal pledged loyalty to his lord. He also agreed to provide
fairs give thousands of visitors a
they are the time travelers who are visit- small taste of medieval life. the lord with 40 days of military service each year, certain money pay-
ing the Middle Ages. In a series of skits, ments, and advice.
Theme: Continuity and
have them play the roles of various Change Do you think a
medieval characters. A Structured Society Everyone had a place in feudal society. Below
medieval festival would be a good
the monarch were powerful lords, such as dukes and counts, who held
place to learn about the Middle
4. Reteach If students’ Assess activity Ages? Why or why not?
the largest fiefs. Each of these lords had vassals, and these vassals in turn
does not reflect adequate understanding had their own vassals. In many cases, the same man was both vassal and
of the lesson, you might assign the Guide
to the Essentials or the Interactive Stu- 186 Chapter 8
dent Tutorial CD-ROM for this section.
Resource Directory
Connections to Today Teaching Resources
Creative Teaching Activities Creative Teaching Activities
ANSWER Yes, the people who partici- booklet, p. 38
pate in the festivals create a sense of Guided Reading and Review Unit 3 booklet, p. 4
what it was like to live during the Middle Biography Activity Eleanor of Aquitaine, Unit 3 booklet, p. 10
Ages. No, festivals are not always accu- Skill Application Activity Interpreting Diagrams, Unit 3
rate and may be romanticized. booklet, p. 13
History Through Literature Song of Roland, History Through
Literature booklet, pp. 18–19

186 Chapter 8
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lord—vassal to a more powerful lord above him and lord to a less powerful
vassal below him.
Because vassals often held fiefs from more than one lord, feudal rela-
tionships grew very complex. A vassal who had pledged loyalty to several A ctivity
lords could have serious problems if his overlords quarreled with each
other. What was he to do if both demanded his aid? To solve this problem,
Connections
a vassal usually had a liege lord to whom he owed his first loyalty. to Music
Analyzing a Song Have students read
The World of Nobles or listen to the lyrics of the medieval
ballad below. Then, ask them to
For feudal nobles, warfare was a way of life. Rival lords battled constantly
for power. Many nobles trained from boyhood for a future occupation as a
describe the ideals and values that it
knight, or mounted warrior. praises. In a class discussion, ask stu-
dents if they think most knights felt the
Achieving Knighthood At the age of seven, a boy slated to become a same emotions that are described in the
knight was sent away to the castle of his father’s lord. There, he learned ballad. Ask them how they can learn
to ride and fight. He also learned to keep his armor and weapons in good more about the thoughts and feelings
condition. Training was difficult and discipline was strict. Any laziness was of medieval knights.
punished with an angry blow or even a severe beating. “Peace delights me not!
With his training finished, the youth was ready to become a knight. War, you are now my lot!
Kneeling before an older knight, he bowed his head. The knight struck the
I do not know any lass except a
young man with his hand or the flat side of his sword and declared some-
good sword.
thing like the following: “In the name of God, Saint Michael, and Saint
I prize neither meat nor drink,
George, I dub thee knight. Be valiant.” After this “dubbing,” the young
knight took his place beside other warriors.
But only the cry ‘On! On!’. . .
As feudal warfare decreased in the 1100s, tournaments, or mock bat- Come knights, hurry, bring
A Medieval Castle Your vassals for some daring attack.
tles, came into fashion. A lord would invite knights from the surrounding By the late Middle Ages, some
area to enter contests of fighting skill. Early tournaments were as danger- feudal castles had become
Risk everything and let the game of
ous as real battles, and captured knights were held for ransom. In time, vast fortresses. This castle at battle be played.
tournaments acquired more ceremony and ritual. Carcassonne in France, which Sound the call to battle, play the fife,
people still visit today, had a Proclaim to all the world
Castles During the early Middle Ages, powerful lords fortified their double outer wall to protect it That one hour of glorious battle
homes to withstand attack. Their strongholds included a keep, or wooden from attack. Is worth old age without a
tower, ringed by a fence. The keep was separated from the surrounding Theme: Economics and famous name.”
area by a moat, or water-filled ditch. Technology What do you
The strongholds gradually became larger and grander. By the 1100s, think was the function of the high
monarchs and nobles owned sprawling stone castles with high walls, turrets, or towers, that surround
towers, and drawbridges over wide moats. Wars often centered on seizing this castle?

The copyright holder has not granted permission to display this image in electronic format. Please see the teacher's edition of
your textbook for this image.

Chapter 8 187

Block Scheduling Support Caption Answer

Divide the class into groups of five and direct students’ attention to the chart titled “Feudal Society” on the Possible answer: The turrets could serve
next page. Have students pretend that each group contains members from each class in feudal society. as observation posts.
Assign each student a role, so that each social class is represented. Each group should have a monarch,
lord, lesser lord, knight, and peasant. Explain to students that each group is a self-contained society.
Within each society, each member should draw up a contract explaining what they will receive from
and give to the other members. Then, if time permits, introduce different scenarios into the group and see
how each social class aids in resolving the problem raised by the scenario. The scenarios may include
floods, famines, war, invasion, and the death of the monarch or lord.

Chapter 8 187
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E SS
SS IN
Synthesizing Information

G
A
YO

LS
UR
SS Synthesizing S KIL
SS E I N This
A King
is for
Grants
TitleLand
A

G
Information Feudalism
YO

LS
UR
S KIL
For centuries, feudalism was the way of life in Western Europe.
Everyone, from the poorest peasant to the richest king, was The copyright holder has not granted
touched in some way by feudal relationships. The painting, the
B ackground chart, and the quotation on this page all provide information about
permission to display this image in
electronic format. Please
About the Evidence these relationships. see the teacher's edition of your
textbook for this image.
The Church supported the feudal rela-
tionship. The hierarchy from serf to Feudal Society
monarch was seen as a divine relation- NOBLES
ship, much as the hierarchy of clergy
with the pope as head. In addition, the Monarch
Church was directly involved through
the participation of Church officials in
feudal relationships. Bishops and abbots
were granted lands by secular rulers in
Lords
return for their homage. In exchange for a
pledge of loyalty, a king
grants a fief of land.

A ctivity
Interpreting the Lesser Lords

Evidence A
This
Vassal
is for
Pledges
Title Loyalty
Use these additional questions to “I John of Toul, make it known that I am the faithful man
generate class discussion. Knights of the lady Beatrice, Countess of Troyes, and of my most
dear lord, Theobald, Count of Champagne, her son,
1. Critical Thinking: Analyzing Primary against all persons living or dead, except for my alle-
Sources How did John of Toul plan to giance to lord Enjorand of Coucy, lord John of Arcis and
balance his feudal commitments should the count of Grandpré. If it should happen that the count
any of his overlords go to war with his PEASANTS of Grandpré should be at war with the countess and
liege? (He planned to aid the count of count of Champagne on his own quarrel, I will aid the
count of Grandpré in my own person and will send to the
Grandpré personally and send his knights count and countess of Champagne the knights whose
Under the feudal system, everyone had a well-
to fight for the count and countess of defined place in society. At the head of society was service I owe them for the fief which I hold of them.”
Champagne.) the monarch. Peasants, who made up the bulk of the —quoted in Institutions in European History (Esler)
2. Critical Thinking: Drawing Conclu- population, were at the bottom.
sions What does the John of Toul quo-
tation illustrate about the weakness of
the feudal system? (Possible answer: Skills Tip
It was tenuous. Conflict of interest was Skills Assessment
In a chart showing
inherent in a system where a vassal had 1. According to the chart of feudal society, 2. In a battle between the Count of Cham-
hierarchy, the lines
many overlords.) show relationships the person kneeling in the picture is a pagne and the Count of Grandpré,
A lord. John of Toul would
between those of
B lesser lord. E remain neutral.
lesser and greater
C knight. F fight for Grandpré.
positions.
Skills Tip D peasant. G fight for Champagne.
H send knights to each.

Explain to students that the chart on 3. Critical Thinking Drawing Conclusions (a) Lords provided for their vassals. In
return, what did a lord gain from his vassals? (b) Feudalism was based partly on the
this page is simplified and that the assumption that only the powerful could maintain peace and provide protection.
relationships were really much more What conclusions about life in medieval Europe can you draw from this?
complex. Remind students that charts
are often generalized. The reader must
often read more to fully understand 188 Chapter 8
the structure of the subject. The Skills
Handbook in the front of the book has Resource Directory
a lesson that will help students with
this feature. Teaching Resources
Synthesizing Information Chapter Extension Activities
Skills Assessment booklet, p. 23

ANSWERS 1. A 2. F 3. Possible answers:

(a) people to work and maintain the land,
soldiers to protect his lands, people to
stand behind him in a conflict (b) Those
in a position of power could provide pro-
tection to the lesser lords and peasants
who needed it.

188 Chapter 8
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castles that commanded strategic river crossings, harbors, or mountain

passes. Castle dwellers stored up food and water so that they could with- Biography
stand a long siege. If attackers failed to starve the defender into submission,
they might try to tunnel under the castle walls.
R eading Strategy
Noblewomen Noblewomen played active roles in this warrior society.
While her husband or father was off fighting, the “lady of the manor” took The copyright holder has not granted Reinforcing Key Ideas
over his duties. She supervised vassals, managed the household, and per- permission to display this image in Ask students to write the headings
formed necessary agricultural and medical tasks. Sometimes she might electronic format. Please see the Noblemen, Noblewomen, and Serfs on
even have to go to war to defend her estate. teacher's edition of your textbook for this a sheet of paper and to take notes
A few medieval noblewomen took a hand in politics. For example, image. about each group as they read. When
Eleanor of Aquitaine inherited lands in southwestern France. Through two students have finished reading the
marriages, she became, first, queen of France and, later, queen of England. section, ask them to write a paragraph
Eleanor was a leading force in European politics for more than 50 years. comparing and contrasting nobles and
Women’s rights to inheritance were severely restricted under the feudal Eleanor of Aquitaine serfs in the Middle Ages. (Less
system. Land usually passed to the eldest son in a family. A woman did, 1122–1204 Advanced Readers)
however, receive land as part of her dowry, and fierce negotiations swirled
around an unmarried or widowed heiress. If her husband died before her, Eleanor of Aquitaine married King
a woman regained rights to her land. Louis VII of France when she was
Like their brothers, the daughters of nobles were sent to friends or rela- 15. Not content just to enjoy her
tives for training. Before her parents arranged her marriage, a young wealth and status, Eleanor joined
woman was expected to know how to spin and weave and how to super- in the Second Crusade, wearing
vise servants. A few learned to read and write. As a wife, she was expected armor and riding on horseback
to bear many children and be dutiful to her husband. alongside male crusaders.
Soon afterward, she ended
Chivalry In the later Middle Ages, knights adopted a code of conduct her marriage to Louis. She then
called chivalry. Chivalry required knights to be brave, loyal, and true to wed another king, Henry II of
their word. In warfare, they had to fight fairly. A knight, for example, England, with whom she had eight
agreed not to attack another knight before the opponent had a chance to children. Later, Eleanor spurred
put on his armor. Chivalry also dictated that warriors treat a captured several of her sons in an attempt
to overthrow Henry. The revolt
knight well or even release him if he promised to pay his ransom. Chivalry
failed, and Eleanor landed in
had limits, though. It applied to nobles only, not to commoners. prison, where she spent 15 years.
In theory, if not always in practice, chivalry placed women on a After Henry died, her son Richard
pedestal. The code of chivalry called for women to be protected and cher- (known as “the Lion-Hearted”)
ished. Troubadours, or wandering poets, adopted this view. Their love became king of England. Richard
songs praised the perfection, beauty, and wit of women. Much later, ideas freed his mother, and she later
of chivalry would shape western ideas of romantic love. ruled in his place while he went
on a crusade to the Holy Land.
Theme: Impact of the
Peasants and Manor Life Individual Eleanor has been
The heart of the medieval economy was the manor, or lord’s estate. Most called the “Grandmother of
manors included one or more villages and the surrounding lands. Peasants, Europe.” Why do you think she
who made up the majority of the population in medieval society, lived and was given this title?
worked on the manor.
Most peasants on a manor were serfs, bound to the land. Serfs were not
slaves who could be bought and sold. Still, they were not free. They could
not leave the manor without the lord’s permission. If the manor was grant-
ed to a new lord, the serfs went along with it.
Mutual Obligations Peasants and their lords were tied together by mutu-
al rights and obligations. Peasants had to work several days a week farm-
ing the lord’s lands. They also repaired his roads, bridges, and fences.
Peasants paid the lord a fee when they married, when they inherited their
father’s acres, or when they used the local mill to grind grain. Other pay-
ments fell due at Christmas and Easter. Because money had largely disap-
peared from medieval Europe, they paid with products such as grain,
honey, eggs, or chickens.
In return for a lifetime of labor, peasants had the right to farm several
acres for themselves. They were also entitled to their lord’s protection from
Viking raids or feudal warfare. Although they could not leave the manor

Chapter 8 189

PLORING
EX the
HUMAN
DRAMA Human Drama Note Test Preparation Caption Answer
Knights of Christ During the 1000s and 1100s, Have students read the section titled “Noble- Her children’s children became rulers in
groups of knights founded military orders that women” on this page, and then complete the many different parts of Europe.
embraced the ideals of chivalry combined with sentence below.
Christian values such as charity, fidelity, piety, In general, noblewomen were expected to do
and service to God. The knights protected all of the following except
Christians who went on pilgrimages to the Holy
Land. The first chivalric order, the Knights of St. A be dutiful to their husbands.
John of Jerusalem, was founded in 1070 to pro- B oversee their servants.
tect a pilgrim’s hospital in Jerusalem. The order C learn to read and write.
of Knights Templars was founded in 1119 to
D bear many children.
defend Christ’s tomb in Jerusalem.

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freely, they also could not be forced off it. In theory, at least,
they were guaranteed food, housing, and land.
The copyright holder has not granted
SECTION 2 Assessment permission to display this image in electronic A Self-Sufficient World The manor was generally self-
format. Please see the teacher's edition of sufficient. That is, peasants produced almost everything they
your textbook for this image. needed, from food and clothing to simple furniture and tools.
Recall Most peasants never ventured more than a few miles from their
1. (a) feudalism, p. 186 (b) vassal, p. 186 village. They had no schooling and no knowledge of a larger
(c) feudal contract, p. 186 (d) fief, p. 186 world outside.
(e) knight, p. 187 (f) tournament, p. 187 A typical manor included a few dozen one-room huts clus-
tered close together in a village. Nearby stood a water mill to
(g) chivalry, p. 189 (h) troubadour, p. 189
grind grain, a tiny church, and the manor house. The fields
(i) manor, p. 189 (j) serf, p. 189
surrounding the village were divided into narrow strips. Each
Comprehension family had strips of land in different fields so that good land
2. Possible answer: Everyone had duties and bad land were shared evenly.
to others. Nobles had responsibilities as Peasant Life For most peasants, life was harsh. Men, women,
both lords and vassals. Serfs were tied to and children worked long hours, from sunup to sundown.
the land. 3. (a) The lord promised protec- During planting season, a man might guide an ox-drawn plow
tion for his vassals. The vassals pledged through the fields while his wife walked alongside, goading
loyalty and 40 days a year of military ser- the ox into motion with a pointed stick. Children helped plant
vice, money payments, and advice. (b) It A View of Peasant Life seeds, weeded, and took care of pigs or sheep.
raised women to a new status because it This French painting from the late The peasant family ate a simple diet of black bread with vegetables
called for women to be protected and Middle Ages presents an idealized such as peas, cabbage, turnips, or onions. They seldom had meat unless
picture of farm life in winter. While
cherished. 4. (a) The peasants’ responsi- they poached wild game on their lord’s manor, at the risk of harsh pun-
a peasant takes cattle to market,
bilities included working several days a ishment. If they lived near a river, a meal might include fish. At night,
his family members warm them-
week farming the lord’s lands; repairing selves by the fire in their hut. the family and any cows, chickens, pigs, or sheep slept together in their
the lord’s roads, bridges, and fences; and one-room hut.
Theme: Art and Literature
paying the lord occasional fees. (b) The Like farmers everywhere, European peasants worked according to the
Illustrations like these were
lord had to provide peasants with protec- created for nobles. Why do you season. In spring and autumn, they plowed and harvested. In summer, they
tion and with land for them to farm. think they might have idealized hayed. At other times, they weeded, repaired fences, and performed chores.
peasant life? In late winter, when the harvest was exhausted and new crops had not yet
Critical Thinking and Writing ripened, hunger was common. Disease took a heavy toll, and few peasants
5. Possible answer: With no central lived beyond the age of 35.
authority to provide protection, people Still, peasants found occasions to celebrate, such as marriages and
developed feudalism as a way to protect births. Welcome breaks came at Christmas and Easter, when peasants had
their lives and property. 6. Possible a week off from work. Dozens of other festivals in the Christian calendar
answer: Students might compare the brought days off. At these times, people might butcher an animal so that
concepts of being brave, loyal, true, they could feast on meat. There would also be dancing and rough sports,
and fighting fairly with fair play in from wrestling to ball games.
today’s sports.
SECTION 2 Assessment
Go Online Rubrics
Recall 4. (a) What responsibilities did the
Share rubrics with students before they 1. Define: (a) feudalism, (b) vassal, peasant have toward the lord of
draw their diagrams. (c) feudal contract, (d) fief, a manor? (b) What responsibili-
(e) knight, (f ) tournament, ties did the lord of the manor Use the Internet to learn
Attempted Diagrams show little or no (g) chivalry, (h) troubadour, have toward the peasants? more about the way
research and lack detail. Labels are (i) manor, (j) serf. knights in the early Middle
missing or inaccurate. Critical Thinking and Writing
Comprehension Ages dressed. Make a dia-
5. Recognizing Causes and Effects
Minimal Diagrams meet basic gram showing the various
2. Describe three features of feudal How did the breakdown of central
requirements. items in a knight’s armor
society. authority in Europe lead to the
and add labels to identify
Adequate Diagrams reflect careful 3. (a) What obligations did lords and development of feudalism?
them. Display your dia-
research and are presented clearly vassals have under the feudal 6. Linking Past and Present Com-
gram on a bulletin board.
and neatly. system? (b) How did the code of pare the code of chivalry to ideas
For help with this activity,
chivalry affect medieval ideas about “good sportsmanship”
Exemplary Diagrams are exceptionally today.
use Web Code mkd-0890.
about women?
well presented, show a good under-
standing of the purpose of each item, 190 Chapter 8
and reflect excellent research.
Resource Directory
Caption Answer Teaching Resources Technology
They might have idealized peasant life Viewpoint Activity Two Views of Medieval Life, Interactive Student Tutorial CD-ROM Ch. 8
so the nobles would not have to see the Unit 3 booklet, p. 12 Computer Test Bank Ch. 8
harsher aspects of peasant life, such Section Quiz Unit 3 booklet, p. 5
as hunger or hard work. Creative Teaching Activities Creative Teaching
Activities booklet, p. 39
Guided Reading and Review Unit 3 booklet, p. 6

190 Chapter 8