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Background of European Feudalism under William the Conqueror

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Background of European Feudalism under William the Conqueror

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Citation: C N Trueman "Feudalism"
historylearningsite.co.uk. The History Learning Site, . .

Feudalism is the name given to the system of government William I introduced to England after he defeated Harold at the Battle of Hastings. Feudalism became a way of life in Medieval England and remained so for many centuries.

William I is better known as William the Conqueror. He had defeated the English army lead by Harold but he had to gain control of all of England before he could be truly called king of England. He was a foreigner who had forced his way to London. He was not popular with the people of England and he had to use force to maintain his control on England.

William could not rule every part of the country himself - this was physically impossible. Not only was travel difficult and slow in the eleventh century, he was also still Duke of Normandy and he had to return to Normandy to maintain his control of this land in France. Therefore, he had to leave the country for weeks at a time. He needed a way of controlling England so that the people remained loyal.

William spent much of his time in London. He built his own castle - the Tower of London - so that it dominated the city. It was also his home while in London. He did not trust the builders of London - or English stone - so he used Norman craftsmen to do the skilled work while the English acted as labourers and he brought in from Caen (in France) the stone needed for what we now call the White Tower. He also built the first castle at Windsor. The motte is still visible. Castles represented a visible threat to the people of England. Soldiers were kept in them and they could be used against the English should they cause trouble.

However, he needed a way of actually governing the country. This was the Feudal System.

William divided up England into very large plots of land - similar to our counties today. These were 'given' to those noblemen who had fought bravely for him in battle. William argued that those noblemen who were willing to die in battle for him, would also be loyal to him. The land was not simply given to these nobles. They had to swear an oath of loyalty to William, they had to collect taxes in their area for him and they had to provide the king with soldiers if they were told to do so. In the eleventh century, a sworn oath on the Bible was a very important thing and one which few men would dare to break as it would condemn them to Hell. The men who got these parcels of land would have been barons, earls and dukes Within their own area, they were the most important person there. In the terms of the Feudal System, these men, the barons etc., were known as tenants-in-chief.

Even these pieces of land were large and difficult to govern.

The barons etc. had to further divide up their land and these were 'given' to trusted Norman knights who had also fought well in battle. Each knight was given a segment of land to govern. He had to swear an oath to the baron, duke or earl, collect taxes when told to do so and provide soldiers from his land when they were needed.

It was argued, that because they had sworn an oath to their baron, they had really sworn an oath to the king. These lords worked to maintain law and order. The people in their land - or manors - were treated harshly and there was always the constant threat of Norman soldiers being used against the English people where ever they lived. The lords had to do their job well as unsuccessful ones could be removed from their position. Their job was simple - keep the English people in their place......under the control of the Normans. Under the Feudal System, these men, the knights, were called sub-tenants.

Note that both groups were officially tenants - a word we associate with land that does not belong to you. Both all but rented out their land in that they had to provide money or services to the real owner of all land - William the Conqueror.

At the bottom of the ladder were the conquered English who had to do what they were told or pay the price for their disobedience.

There is no doubt that William's rule was harsh. But he was a man who had conquered the country. He was not in England through the popular choice of the people and he had to ensure that he had full control over them at all times. He ensured that there were obvious signs of his power - the country saw the building of many Norman castles. He also knew what was owed to him because he ordered a survey of the whole country - the Domesday Book.

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Feudalism is the name given to the system of government William I introduced to England after he defeated Harold at the Battle of Hastings. Feudalism became a way of life in Medieval England and remained so for many centuries. William I is better known as William the Conqueror.

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In 476CE, warriors attacked the city of Rome and ended more than 800 years of glory for the "Eternal City." Historians mark this event as the end of ancient history in Western Europe. About one thousand years later, Europe experienced a "rebirth" we now call the Renaissance. The era between the fall of Rome and the Renaissance is a thousand-year period we call the Middle Ages. Many historians use a Latin term - "medieval" - to describe the era.

The people of Western Europe who lived during the Middle Ages didn't view themselves as in the middle of anything. They were more likely to regard themselves as living at the end of time because the great civilizations of Greece and Rome had fallen.

The beginning of the Middle Ages in Western Europe is often called the "Dark Age." Life during this time was often difficult and short. It was an era of war, as barbarian armies overran land once controlled by Roman armies.

Terrible periods of famine, or great hunger, were common during the Middle Ages. Farmers knew that just one or two years of bad harvests could mean starvation for an entire family.

People had little understanding of hygiene, so the people frequently faced widespread disease. Children often died in infancy; a woman might give birth to ten children only to see two or three live past infancy. In the middle of the fourteenth century, a terrible disease called the Black Death killed nearly one-third of the people of Europe.

Life in Western Europe during the Middle Ages was very hard, and few people thought conditions could ever get better. Feudalism replaced the protection of the Roman army. Poor farmers often lived on land owned by noble families who were loyal to the ruler. Society was divided into strict social classes, and it was nearly impossible for a landless person to escape poverty.

The only hope for most people in Western Europe during the Middle Ages was their faithful belief in Christianity, and the hope that life in heaven would be better than life on earth. During the Middle Ages, builders demonstrated their faith through the construction of massive cathedrals. Soaring high above the simple dwellings of ordinary people, many cathedrals took more than a lifetime to complete.

Despite the significant challenges of the era, many of the seeds of our modern life were first planted during the Middle Ages. Many modern legal rights stem from a document called the Magna Carta written in 1215, when English nobles forced their king to accept limits on his powers. Formal education began as the first universities were organized in the eleventh century.

Though few people could read or write, some of the most beautifully crafted works of literature were composed. Beowulf, Geoffrey Chaucer's Canterbury Tales, the poetry of Dante, and the legends of King Arthur are still read and admired today. The few books produced during the Middle Ages were called manuscripts, a term that means "written by hand," because the printing press had not yet been invented.

The Dark Age was anything but dark in other parts of the world. Muslims in the Middle East studied and improved on the works of the ancient Greeks, while civilization flourished in sub-Saharan Africa, China, India, and the Americas.

Europe began to experience momentous change by about 1450, a period we now call the Renaissance. Renaissance is a term that means "rebirth." Within one hundred years, Columbus had sailed to America, literacy spread after the invention of the printing press, scientists made great discoveries, and artists created work that still inspires us today. Historians regard the Renaissance is the beginning of modern history.

Resources

Download this lesson as Microsoft Word file or as an Adobe Acrobat file.
Listen as Mr. Dowling reads this lesson.

Mr. Donn has an excellent website that includes a section on the Middle Ages.

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The Middle Ages: Between Ancient and Modern - mrdowling.com

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In 476CE, warriors attacked the city of Rome and ended more than 800 years of glory for the "Eternal City." Historians mark this event as the end of ancient history in Western Europe. About one thousand years later, Europe experienced a "rebirth" we now call the Renaissance.

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Horrible Histories | Epic Magna Carta Rap Battle | CBBC

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Horrible Histories Song - Magna Carta 800 Years - CBBC

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Shoguns, samurai and the Japanese Middle Ages

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An overview of the Japanese Medieval period in which Shoguns ruled under the bakufu (shogunate) feudal system. Discussion of daimyo during the Kamakura and Muromachi/Ashikaga periods. Samurai and bushido.

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Here are the differences between knights and samurai

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http://www.bbc.co.uk/northernireland/myplacemyspace/downloads/promote-your-day-out/storyboard-template.pdf

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Sponsored link. Shinto is an ancient Japanese religion. Starting about 500 BCE (or earlier) it was originally"an amorphous mix of nature worship, fertility cults, divination techniques, hero worship, and shamanism." 1 Its name was derived from the Chinese words " shin tao" ("The Way of the Kami") in the 8th Century CE.

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https://www.thoughtco.com/buddhism-in-japan-a-brief-history-450148

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The Spanish Inquisition ("(Keep Feeling) Fascination" by The Human League)

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Creepy moving mouths sing about an equally creepy and distasteful subject. We actually didn't have any good costumes for this one, so we opted for the "Conan O'Brien" look.

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Horrible Histories Song - Magna Carta 800 Years - CBBC

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personal experiences (in this instance, it's okay to use the 1st person point of view -I, me, etc.

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MLA Formatting and Style Guide - Purdue OWL® - Purdue University

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MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (9th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.

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Directions:

You are a scholar who has been ordered by a newly appointed monarch to examine the

feudal systems of medieval Japan and Europe, and to then determine which of the two

systems would be the best model for his new kingdom. You will be required to write

updates periodically to the king, reporting your findings. You must be sure to be clear

and detailed in your analysis, as you don’t want to lose your head or be burned at the

stake.

Student Challenge: Gather and summarize information regarding the feudal systems of

medieval Japan and Europe.

Student Role: Scholar researching medieval Japan and Europe feudal system

Audience: Monarch who needs help deciding on the ideal model for a new kingdom (and he decides if you should keep or lose your head)

Task 1:

Students will design a feudal hierarchy for Medieval Japan and Europe. The student will

then write a letter to the monarch explaining the feudal hierarchy of each civilization.

Scenario: After arriving in Europe from Japan, you receive a letter from your new monarch demanding an update on your findings about the two feudal systems. To fulfill your obligation you write him a letter explaining the different social classes in the feudal hierarchy, and how the relationships among these classes provided the basis of l society in both Japan and Europe. In order to make your findings more clear, you include a visual to complement the information you have provided in your letter.

In the letter you must express your opinion on which system you believe is better as well as explaining the differences and similarities between each feudal system.

Task 1 Student Directions: Visual Hierarchy: Design a visual representation of the hierarchy in medieval Japan and Europe. Each level of the feudal hierarchy must have a symbol to represent the roles and responsibilities of the class level. Each level should also have a picture to represent the living conditions/daily life of that class.

Letter: Then use the feudal hierarchy visuals to compose a letter to the monarch, explaining your opinion and the variations between the two civilizations. You must cite 2 pieces of textual evidence to support your analysis of both Japan and Europe’s feudal hierarchy (one piece of evidence for each society).

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Scenario: It has been too long since your last update to the monarch and he is growing impatient. In his latest correspondence he demands an update regarding the military structure in both Japan and Europe, in the hopes of better training his military forces. You decide to document a conversation between a samurai and knight, which you will send to the monarch. Title: Samurai vs. Knight Product: Students will create a comic strip documenting the conversation between a knight and samurai in which they are discussing the similarities and differences of their roles within their respective cultures. (cartoon strip, story board, digital story board) Task 2 Student Directions: Each frame within the story board conversation should illustrate the similarities and differences between the two types of warriors. Be sure to include: 1. Role in society 2. Armor 3. Weaponry 4. Code of Conduct – Bushido vs. Chivalry 5. Values 6. Social Customs 7. Traditions 8. Mode of Transportation 9. Weaknesses Each frame of the comic strip should include evidence from the text to support the conversation between the warriors. You may write a direct citation on the lines or document where the information to support your conversation can be found.

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Scenario: You are feeling quite enamored with yourself because the monarch’s most

recent letter shows he is extremely pleased with your work. However you must now

illustrate how their respective faiths influence their feudal system. You must clearly

demonstrate the differences between Shinto, Buddhism, and Christianity and their impacts

on their societies.

Title: Religion’s place in feudalism

Product: Students will create a graphic illustrating knowledge of Christianity, Shinto, and

Buddhism. (Comparative Input Chart, Poster, Foldable, etc.) They will then write the new

monarch a final letter that provides a thorough and comprehensive analysis of the three

religions.

Task 3 Student Directions:

Pictorial:

You will create pictorials demonstrating knowledge of the three types of religion (Shinto,

Buddhism, and Christianity). Be sure to include:

Shinto:

1. Animism

2. shrines

Buddhism:

1. Pure Land Buddhism:

2. Zen Buddhism: meditation, martial arts

3. Buddhist temples

Christianity:

1. Monasteries

2. Monks/Missionaries

3. Concordat of Worms

4. Religious orders

5. Inquisition

6. Role in daily life: mass, feast days, Letter: Then use the pictorial to compose a letter to the monarch, explaining your analysis of the three religions. You must cite 2 pieces of textual evidence to support your analysis of both Japan and Europe’s religions (one piece of evidence for each society).

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Scenario: After a year of traveling, you finally arrive home. During your many month

journey at sea you compiled a report for the monarch, which clearly outlines the ideal

model for the new kingdom, and provides evidence regarding the recommended feudal

hierarchy, warrior, and religion.

Title: Final Findings

Product:

Part A – Each student will collaborate with group members to complete a Process Grid.

Part B – Each student will use the Process Grid and other work from the unit to write an

Argumentative essay, providing a claim, evidence to support their claim, a

counterargument, and concluding statement.

Task 4 Student Directions:

Part A: Work with your group to complete the process grid; use any resources you have

access to.

You will use the process grid to complete your argumentative essay.

Part B: You must write an argumentative essay, explaining to the monarch which feudal

hierarchy is best for his new kingdom.

The essay must include:

* Clearly stated claim

* Evidence to support the claim

* An alternate or opposing claim

* Evidence must be logical and relevant

* Cite credible sources

* Concluding paragraph

* Restate claim

* Call to action

Use the following graphic organizer before writing your essay.

Be sure to discuss the following information in your essay:

* Leadership

* Nobles

* Warriors

* Other classes

* Religion

* Geography

* Decline of Feudalism

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Storyboard Template
Storyboard Template
http://www.bbc.co.uk/northernireland/myplacemyspace/downloads/promote-your-day-out/storyboard-template.pdf
Task Two Directions
Task Two Directions
Scenario: It has been too long since your last update to the monarch and he is growing impatient. In his latest correspondence he demands an update regarding the military structure in both Japan and Europe, in the hopes of better training his military forces. You decide to document a conversation between a samurai and knight, which you will send to the monarch. Title: Samurai vs. Knight Product: Students will create a comic strip documenting the conversation between a knight and samurai in which they are discussing the similarities and differences of their roles within their respective cultures. (cartoon strip, story board, digital story board) Task 2 Student Directions: Each frame within the story board conversation should illustrate the similarities and differences between the two types of warriors. Be sure to include: 1. Role in society 2. Armor 3. Weaponry 4. Code of Conduct – Bushido vs. Chivalry 5. Values 6. Social Customs 7. Traditions 8. Mode of Transportation 9. Weaknesses Each frame of the comic strip should include evidence from the text to support the conversation between the warriors. You may write a direct citation on the lines or document where the information to support your conversation can be found.
 
add
 Task Three Resources
Shinto
Shinto
Japanese Buddhism
Japanese Buddhism
https://www.thoughtco.com/buddhism-in-japan-a-brief-history-450148
Japanese Religion
Japanese Religion
Crusades
Crusades
Spanish Inquisition
Spanish Inquisition
Task Three Directions
Task Three Directions
Scenario: You are feeling quite enamored with yourself because the monarch’s most
recent letter shows he is extremely pleased with your work. However you must now
illustrate how their respective faiths influence their feudal system. You must clearly
demonstrate the differences between Shinto, Buddhism, and Christianity and their impacts
on their societies.

Title: Religion’s place in feudalism

Product: Students will create a graphic illustrating knowledge of Christianity, Shinto, and
Buddhism. (Comparative Input Chart, Poster, Foldable, etc.) They will then write the new
monarch a final letter that provides a thorough and comprehensive analysis of the three
religions.

Task 3 Student Directions:
Pictorial:
You will create pictorials demonstrating knowledge of the three types of religion (Shinto,
Buddhism, and Christianity). Be sure to include:
Shinto:
1. Animism
2. shrines
Buddhism:
1. Pure Land Buddhism:
2. Zen Buddhism: meditation, martial arts
3. Buddhist temples
Christianity:
1. Monasteries
2. Monks/Missionaries
3. Concordat of Worms
4. Religious orders
5. Inquisition
6. Role in daily life: mass, feast days, Letter: Then use the pictorial to compose a letter to the monarch, explaining your analysis of the three religions. You must cite 2 pieces of textual evidence to support your analysis of both Japan and Europe’s religions (one piece of evidence for each society).
 
add
 Task Four Resources
End of Feudalism in Europe
End of Feudalism in Europe
Magna Carta
Magna Carta
Magna Carta (connection to America)
Magna Carta (connection to America)
Task Four Directions
Task Four Directions
Scenario: After a year of traveling, you finally arrive home. During your many month
journey at sea you compiled a report for the monarch, which clearly outlines the ideal
model for the new kingdom, and provides evidence regarding the recommended feudal
hierarchy, warrior, and religion.

Title: Final Findings

Product:
Part A – Each student will collaborate with group members to complete a Process Grid.
Part B – Each student will use the Process Grid and other work from the unit to write an
Argumentative essay, providing a claim, evidence to support their claim, a
counterargument, and concluding statement.

Task 4 Student Directions:
Part A: Work with your group to complete the process grid; use any resources you have
access to.
You will use the process grid to complete your argumentative essay.

Part B: You must write an argumentative essay, explaining to the monarch which feudal
hierarchy is best for his new kingdom.
The essay must include:
* Clearly stated claim
* Evidence to support the claim
* An alternate or opposing claim
* Evidence must be logical and relevant
* Cite credible sources
* Concluding paragraph
* Restate claim
* Call to action

Use the following graphic organizer before writing your essay.

Be sure to discuss the following information in your essay:
* Leadership
* Nobles
* Warriors
* Other classes
* Religion
* Geography
* Decline of Feudalism
 
add
 Graphic Organizer Link
📎 Document
Argumentative Writing Graphic Organizer
Argumentative Writing Graphic Organizer
 
add
 MLA Citations
OWL Purdue
OWL Purdue
 
add