1. Middle Ages A.K.A. The Medieval Times
Chapter 8 and 9
World History

2. Precursor – Bell Ringer
Explain the social, political, and economic traits developed during the Roman Empire.
What do we today, have in common with the VERY, VERY old Roman Empire?
The idea of democracy, checks and balances, veto, legislature, the judicial standards (accused has rights), senate, taxes, a money system, representation for the common folk, morals and values of family & country and many, many other aspects
The idea of democracy, checks and balances, veto, legislature, the judicial standards (accused has rights), senate, taxes, a money system, representation for the common folk, morals and values of family & country and many, many other aspects
Ironically everything they built fell because of greed and jealousy. With borders stretching beyond the Roman control, the Empire began to fall. As outsiders noticed, Germanic tribes began to invade and take large chunks of the once great Roman Empire.

3. Objectives Chapter 8 Section 2
Explain the term feudalism and describe how it shaped medieval society
Describe feudal life of nobles and peasants
Analyze and explain the basics of the manor economy

4. Germanic Invasions of Rome

5. What happens?
Well – the basic breakdown of everything that Rome had built.
Rulers were very weak after the invasions and could not protect
This led to the basic political and social system known as feudalism
Feudalism was a loosely organized system of rule in which powerful local lords divided their landholdings among lesser lords. In exchange, lesser lords, or vassals, pledged service and loyalty to the greater lord.

6. Feudalism See if you can fill in the blanks Local Lords Vassal Vassal
Feudal Contract
Vassal
Lesser Lord
Vassal
Lesser Lord
Vassal
Lesser Lord
Peasant
Peasant
Peasant
Peasant
Peasant
Peasant
Peasant
Peasant
Who does all the work? The Peasants!

7. Peasants and Nobles
PEASANTS
NOBLES
Serfs were bound to the land. They were not slaves, yet they were not free.
Serfs made up the majority of the population in medieval society.
Life was very harsh.
Warfare was a way of life.
Many trained from boyhood to be knights, or mounted warriors.
At the age of 7 they went to train
Performed in tournaments – mock battles

8. The Manor Economy
- The manor, or lord’s estate, was the heart of the medieval economy.
- Peasants and lords were bound by mutual obligation.
- The peasant worked for the lord.
- In exchange, the peasant received protection and a small amount of land to farm. Everyone had their own job. The society was called self-sufficient

9. Vassals did most of this
The Manor Economy
Protection
Vassals did most of this
Nobles
Peasants
Production

10. Your task Develop a play using the following people:
Noble Women
Knights
Peasants
Lords
Lesser lords
A noble child
Should be 5-10 minutes long and they will be presented Wednesday (blue) and Thursday (gold) the following rubric will be your grade.
Please bring your book (book review book) on both of those days as I will be giving you time to read in class.
Your next assignment is to read chapter 8 section 4. Be prepared for a quiz over sections 2 and 4 of chapter 8 Monday and Tuesday of next week

11. Rubric Medieval Play Original Script - Rubric for Script Itself
Category A B C
D/F
Structure
Very clear beginning, middle, and end to scene. Sophisticated transistions building to climax which is resolved. One time and place.
Meets requirements. Could use more implicit motivation tactics.
Attempt was made to create beginning, middle, and end, but doesn't clearly establish one of those three categories.
Scene lacks clear beginning, middle, and end. Scene is confusing to the extent that audience doesn't know what it is about.
Content
SHOWS details instead of telling them. Dialogue and relationships are meaningful. Appropriate length and topic. Captures audience's attention. Clear character motivation.
Meets length and topic requirements. Dialogue and relationships are functional.
May not meet length and/or topic requirements. Dialogue and / or relationships are "forced" or unrealistic.
Most lines are "empty" - they do little to move plot but are mere responses. Topic is there without point.
Relevance
Accuracy of information
Information is relevant to the assignment. Information is completely accurate
Information is mostly relevant to the assignment. Information is accurate.
Information is relevant meets limited requirements of assignment. Contains inaccuracies.
Information does not meet the requirements of the assignment or is completely inaccurate.