Standard Indicator
The Feudal System
Purpose
Students will describe medieval society and explain the political,
social, and economic organization provided by the feudal system.
Materials
For the teacher: index cards, marker, chalk, chalkboard
For each student: copy of Black Line Master (BLM) Lords and Ladies,
pencil, social studies textbook or other reference resource, paper
Activity
incorporating
TECHNOLOGY
Have students visit the
Annenberg/CPB Web
site on medieval life
(www.learner.org/
exhibits/middleages/
feudal.html) to view
an interactive exhibit.
A. Pre-Activity Preparation
Write one of the following problems confronting feudal society on
each index card: invasion, drought, famine, and disease. Repeat
so that there is one set of cards for each group of four students.
B. Pre-Activity Discussion
1. Explain to students that in medieval times European people often
faced food shortages and deadly diseases.
2. Tell students that in order to overcome these day-to-day obstacles,
a system of society called the feudal system was formed. Give
a brief background on the rise of the feudal system and the
connection between military service and land ownership in
the medieval period.
3. Describe the organization of feudal society and the lord-vassalpeasant relationship to students by drawing a pyramid on the
chalkboard, with the king at the top, various ranks of
lords/vassals in the middle, and peasants/knights at the bottom.
Tell students that the peasants paid tribute to their lords by
monetary means or by goods and services. Ask: “How are our
modern cities laid out today? Do we pay homage to anyone?
If there were more peasants than lords, why would they pay
tribute?”
4. Explain that in return for homage, lords pledged to protect
peasants from invasion. Ask: “Why weren’t the peasants able
to protect themselves?”
(continued)
Standard 1 / Curriculum Framework / Activity 4
Indiana Social Studies Grade 6 Standards Resource, February 2003
extending
THE
ACTIVITY
Have students watch
the movie Camelot.
Discuss with students
whether they think the
movie is a realistic
depiction of life in
medieval society,
according to their
research.
Standards Links
6.1.8, 6.1.21
page 51
Standard 1
6.1.6
Activity (continued)
Standard 1
C. Defining Terms
1. Give each student a copy of the BLM Lords and Ladies and make
sure all students have access to a social studies textbook or other
reference resource with information on feudalism.
2. Instruct students to use their resources to define each term listed
on the BLM and to answer the questions at the bottom.
3. Circulate as students work.
4. Discuss each term and the answers to the questions when
students have finished.
D. Feudal Scenarios
1. Divide the class into groups of four students each. Have groups
decide amongst themselves which group members will play the
following roles: king, lady, lord, and vassal.
2. Give each group one set of index cards with problems written
on them and instruct each student to choose one of the cards.
3. Tell students that they will each write a short first-person
narrative based on their role. Explain that each narrative should
include a description of how the character would interact with
the other members of his or her feudal system when faced with
each problem.
4. Tell students that they may use any reference materials they can
find and that they must work together as a group. Allow students
time to complete their narratives.
5. Have students present their character narratives to the class
when they have finished.
Questions for Review
Basic Concepts and Processes
After students have presented their projects, ask them:
What were the advantages of the feudal system?
What were the disadvantages of the feudal system?
Who has the highest social standing in the feudal system?
Was there a connection between social standing and economic
power in the feudal system?
How was the role of a lady different from the role of a lord?
page 52
Standard 1 / Curriculum Framework / Activity 4
Indiana Social Studies Grade 6 Standards Resource, February 2003
Name:
Lords and Ladies
Directions: Define each key term below, using your textbook or other reference
materials as resources. Then answer the questions below the definitions.
vassal: ___________________________________
________________________________________
________________________________________
________________________________________
homage: _________________________
______________________________
_____________________________
_____________________________
_____________________________
fief: _______________________________________
__________________________________________
__________________________________________
__________________________________________
code of chivalry: ______________________
_________________________________
_________________________________
_________________________________
_________________________________
lord: _________________________
_____________________________
____________________________
____________________________
________________________________________
manorialism: _______________________
_______________________________
_______________________________
_______________________________
__________________________________________
lady: ____________________________________
________________________________________
________________________________________
________________________________________
serf: _______________________________________
__________________________________________
__________________________________________
__________________________________________
1. What role did ladies play in the feudal system? ____________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Could a lord be both a lord and a vassal? ________ How? __________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What were some advantages of the manorial system? _______________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. What were some disadvantages? ______________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Standard 1 / Curriculum Framework / Activity 4
Indiana Social Studies Grade 6 Standards Resource, February 2003
Black Line Master 1
page 53
Lords and Ladies
Teacher Directions
Give each student a copy of the BLM Lords and Ladies and make sure all students have access
to a social studies textbook or other reference resource with information on feudalism. Instruct
students to use their resources to define each term listed on the BLM and to answer the questions
at the bottom. Circulate as students work. Discuss each term and the answers to the questions
when students have finished.
Answer Key
Any reasonable answer similar to the following:
vassal: a nobleman who served a higher-ranking lord and who held land for that lord
homage: a formal ceremony establishing feudal ties between a lord and a vassal
lord: a nobleman who controlled a fief
lady: a noblewoman
fief: an estate with peasants, led by a nobleman in exchange for loyalty and military help
code of chivalry: a code of conduct for knights based on courtesy, honor, and loyalty to the church
manorialism: a self-contained economic and agricultural system
serf: a peasant laborer bound to a nobleman
1. They raised children, wove textiles, and managed the fiefs while the lord was away at war.
2. Yes: he could own his own fiefdom and pay allegiance to a higher-ranking lord (or several
higher-ranking lords).
3. It provided all its inhabitants with food, shelter, and protection; inhabitants did not have
to depend on trade or outside sources for anything.
4. Serfs could not leave the manors without permission; if disease or war destroyed the land,
people could not go elsewhere for food.
Black Line Master 1
page 54
Standard 1 / Curriculum Framework / Activity 4
Indiana Social Studies Grade 6 Standards Resource, February 2003