Critical challenge—“Was feudalism slavery for
serfs?” and “Using an understanding of the past to
work towards a fair trade, sweat-free community”
Developed by:
Clay McLeod
Subjects:
Social Studies 8
English 8
Grade level:
Grade 8
This lesson can be used for students in Grades 8–12, although it is
designed to meet Grade 8 curricular outcomes.
Brief overview:
This lesson is a critical challenge, designed to engage students in a process of thinking
critically about an issue while researching and writing a persuasive essay. The idea of
critical challenges has been taken from the work of TC², or the ―Critical Thinking
Consortium.‖ One can read about critical thinking at:
tc2.ca/about/about-critical-thinking and tc2.ca/about/introduction
Moreover, it embodies an approach to learning history that poses two important
questions:
What does history have to do with the present?
How will studying history help us to shape our future?
The activities in this lesson plan have been designed to help students to learn how to be
knowledgeable, understanding, thoughtful, responsible, and active citizens. Such citizens
are able to contribute positively to the various communities that they are a part of,
including the global village. Although it involves studying aspects of the history of
various civilizations in different parts of the world during the period from 500 CE–1600
CE, this is undertaken with a view to understanding what history has to do with the
present; what lessons this period offers us as we develop our understanding of our world,
our relationships with other people, places, and times; and, the impact that we can have
on the future.
This approach resonates with what Graham Pike and David Selby call the ―temporal
dimension‖ of global education which stresses that the past, present, and future are
interactive and embedded within one another. They argue,
Our present thoughts and actions are shaped not only by our experiences and
understandings of the past but also by our visions and aspirations for the future…
In our view, a temporal dimension – integrating past, present, and future – is
necessary for a profound understanding of any curriculum topic or subject.
Graham Pike and David Selby. In the global classroom 2. Toronto, Pippin
Publishing, 2000. pp 13-14.
BCTF/CIDA Global classroom initiative 2008
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CIDA development theme(s):
Governance
Human Rights
Democratization
The Rule of Law
BC Ministry of Education prescribed learning outcomes:
Social Studies
It is expected that students will:
assess a variety of positions on controversial issues (Applications of Social Studies;
Grade 8)
identify and clarify a problem, an issue, or an inquiry (Applications of Social Studies;
Grade 8)
plan, revise, and deliver written and oral presentations (Applications of Social
Studies; Grade 8)
identify factors that influence the development and decline of world civilizations
(Society and Culture: Civilizations from 500 to 1600; Grade 8)
compare daily life, family structures, and gender roles in a variety of civilizations
(Society and Culture: Civilizations from 500 to 1600; Grade 8)
demonstrate understanding of the tension between individual rights and the
responsibilities of citizens in a variety of civilizations (Politics and Law: Civilizations
from 500 to 1600; Grade 8).
English Language Arts
It is expected that students will:
locate, access, and select relevant information from a variety of sources (including
technological sources) for defined purposes (Communicate Ideas and Information,
Composing and Creating; Grade 8)
compose or create works of communication for specific audiences and purposes,
including to entertain, persuade, or inform (Communicate Ideas and Information,
Composing and Creating; Grade 8).
Time required:
For the first part: 4–5 hours or four 70-minute classes.
The time required for the second part will depend on how deep you and your students
want to go down the rabbit hole.
List of required materials:
Feudalism and slavery handout (Appendix one)—one copy for each student
Critical challenge rubric (Appendix two)—one copy for each student
Martin Luther King Jr.’s definition of globalization (Appendix three)—one copy for
each student, and ideally
access to the library and the internet for students to do some research of their own.
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Procedure:
Part I—The critical challenge
a. Explain that the students will be learning about, researching, and then writing about a
critical challenge comparing feudalism from a serf’s perspective to slavery. It is
crucial to explain that slavery has been practiced in many forms, in many different
places, and at many different times in history, including the practice of ―chattel
slavery‖ that popular culture is most familiar with. Review with students the
information sheet in the Feudalism and slavery handout that contains summary
information about feudalism and slavery.
b. Allow the students to discuss similarities and differences between different cultures’
slavery practices at different times and the feudal system in Europe’s Middle Ages. If
students do not have background knowledge about these topics, you may wish to
allow them to conduct some independent research before proceeding.
You may wish to pose these questions to the students:
What is the definition of slavery?
 What conditions does a person need to experience to be considered a slave?
 What is the nature of the relationship between a slave and his or her ―master?‖
What does it mean when one person owns another?
Can one person exploit another without complete ownership?
Were slaves in all historical cultures owned?
What does it mean to control someone?
What was life like for serfs in Europe’s Middle Ages?
 What rights did they have?
 Did they own their own land?
 Did they get paid for their work?
c. Explain that students are going to write an essay answering the critical question: Was
feudalism in Europe’s Middle Ages a form of slavery for serfs?
It is crucial for students to develop some background knowledge about the nature of
feudalism and several cultural practices of slavery in order to consider this question.
Perhaps even more crucial for students is the notion and process of developing
criteria for, or a definition of, slavery. They won’t be able to decide whether
feudalism was slavery for serfs unless they develop a clear idea of what constitutes
slavery. Making notes about each topic (feudalism and slavery), either by using the
web diagram in the Feudalism and slavery handout or by some other method,
students can start to develop background knowledge. Then, they can use the ―power
pyramid‖ and ―compare and contrast‖ pages to develop their thinking about the
topics. This may require whole-class discussion to develop.
The ―power pyramid‖ page is designed to illustrate that in the feudal system, there
was a power relationship between the monarch, the lords, and the serfs that is similar
to the power relationship between slave owners or masters and slaves in the slavery
context. This can help students start to see some of the similarities between these two
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social structures and start to discern what elements might make justifiable criteria for
slavery. Then, they can take their individual definitions of slavery and use that to
support the argument that they make in order to answer the critical question.
d. Allow the students time to read about the topics of feudalism and slavery, conduct
some research, complete the ―Feudalism and slavery‖ handout pages, and work
through the writing process in relation to an essay answering the critical question.
Part II—Taking action today: Working towards a fair trade, sweat-free community
Now that your students have learned about the feudal system and slavery, you may wish
to take that knowledge and use it to address contemporary issues of slavery and worker
exploitation.
This activity is designed to get students involved in changing their school, place of
worship, community group, or even their local government, in ways that promote fair
trade and ethical consumption. In the process of doing so, they will
learn about some implications of consumerism and trade patterns
learn about conditions experienced by people in other parts of the world
practice research
write documents for authentic purposes, and
experience the practical reward of getting involved in their community.
a. Discuss with your students the nature of global trade networks and our dependence on
producers in other countries for many of the products that we consume on a day-today basis, as well as their economic dependence on us (this is the nature of our
interdependence). You may wish to share with your students the ―Martin Luther
King, Jr. quote‖ handout. To bring these points home, you may wish to discuss with
your students the products that they have already consumed today (e.g., banana for
breakfast, shoes on feet, etc.) and the origins of these products (most clothes have
labels indicating where they were made, and most shoes have a label on the underside
of the tongue indicating the same thing).
Here are some web sites from Rethinking Schools Online with articles about teaching
about these issues:
Bill Bigelow’s ―The Human Lives Behind the Labels:‖
www.rethinkingschools.org/archive/11_04/swetm.shtml
Katharine Johnson’s ―Confronting Child Labor:‖
www.rethinkingschools.org/archive/18_04/labo184.shtml
Kate Lyman’s ―Exploring Child Labor with Young Students:‖
www.rethinkingschools.org/archive/17_02/Labo172.shtml.
b. Share this quote with your students.
The comfort of the rich depends upon an abundant supply of the poor. Voltaire
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Discuss with your students what this quote might mean and how it might apply to
relatively rich nations in the global north consuming things harvested and created by
farmers and labourers in the relatively poor global south.
c. Discuss with your students some of the living and working conditions in the global
south. You may wish to provide them with some information or have them do some
research using the following web sites (or web sites in the BCTF’s Global Education
Webliography in the ―Reports and Studies on Global Issues‖ section):
Global Exchange’s ―Fair Trade Cocoa Campaign:‖
www.globalexchange.org/campaigns/fairtrade/cocoa/index.html
Maquila Solidarity Network: www.maquilasolidarity.org/
Anti-Slavery: Today’s fight for tomorrow’s freedom: www.antislavery.org/
UN Office of the High Commissioner for Human Rights Fact Sheet on
Contemporary Forms of Slavery: www.unhchr.ch/html/menu6/2/fs14.htm
―Fair trade for all‖ module 5—Sweatshops: Student resource sheet
www.fta.org.nz/files/Student%20Resource%20Sheets5.pdf
(especially pages 2-5).
d. Have your students discuss possible ways of influencing your school, group, or
community to practice ethical consumption or even to adopt and implement an
ethical purchasing, or ―Fair trade and no sweat,‖ policy. Such ethical
consumption, in practice and in policy, can include the purchasing and selling of
supplies, clothing, food for the cafeteria and school store, and many other aspects
of institutional and individual consumption within your community. You may
wish to have your students do some research and reading (or just get ideas) from
the following web sites:
TransFair Canada’s ―Make a Difference:‖
http:/www.transfair.ca/en/education/highschool/makeadifference/
TransFair Canada’s ―Resources:‖ transfair.ca/en/resources
Global Exchange’s Sweatfree Communities:
www.globalexchange.org/campaigns/sweatshops/
Global Exchange’s Fair Trade:
www.globalexchange.org/campaigns/fairtrade/
Maquila Solidarity Network’s ―No sweat campaign:‖
en.maquilasolidarity.org/nosweat/action.
Rethinking Schools Online:
www.rethinkingschools.org/archive/11_04/swthand.shtml
Dubble Fair trade chocolate ―Stock the choc: Change the world‖ Campaign:
www.dubble.co.uk/stockthechoc/index.shtml
e. Most importantly, encourage your students to make a plan and put it into action.
Some of the things that you may want to consider doing include:
writing a letter to the editor of the local paper with information about fair trade
certified products and ethical consumption
creating informational posters advocating fair trade and ethical consumption
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writing articles for school or community newspapers about fair trade and ethical
consumption
creating print ads for school or church/temple/mosque/synagogue newsletters
promoting fair trade and ethical consumption
producing a video promoting fair trade and ethical consumption
requesting that schools and Parent Advisory Councils, committees at your place
of worship, and other community groups adopt ethical purchasing or ―Fair trade
and no sweat‖ policies (you may want to write up a proposed policy for the
consideration of the body you are trying to persuade)
recommending that your group’s next fundraiser be a fair trade fundraiser.
Your imagination, and that of your students, is the limit when it comes to taking
effective action. The important thing is to do something and to remember that no
action is too small.
f. A great print resource to use when facilitating youth action is Craig Kielburger and
Marc Kielburger, Take Action! A Guide to Active Citizenship. Toronto, Gage
Learning Corporation, 2002.
Assessment and evaluation strategies:
Criteria for written work responding to critical challenge, see rubric for more detail.
Essays should clearly answer the question and consist of several paragraphs
supporting the student’s position.
Writing should be clear, use a variety of sentences, use appropriate language to
describe the concepts discussed, spell words correctly, and be grammatically correct.
Essays should describe and explain the student’s argument by providing reasons,
describing details that support the student’s position, and explaining connections and
conclusions that the student has drawn as he or she considered the question.
The argument articulated by the essay should represent a good understanding of the
topics addressed by the question and should be supported and justified by the
student’s writing.
Appendix of lesson resources:
―Introduction to the TC² conception of critical thinking‖ by Roland Case and LeRoi
Daniels:
tc2.ca/pdf/About%20Critical%20Thinking/Online%20Articles/Understanding%20Critica
l%20Thinking/Introduction%20to%20the%20TC2%20Conception%20w_%20new%20co
pyright.pdf
Appendix one: Feudalism and Slavery handout
Appendix two: Critical Challenge Rubric handout
Appendix three: Martin Luther King Jr.’s definition of globalization handout
S/mh.0708/Glob Ed/lesson plans/revised mcleod
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Feudalism and Slavery handout
Appendix one
Name:_____________
Critical Challenge:
Was Feudalism Slavery for Serfs?
Task
You are going to write a short essay (a multi-paragraph composition) that answers the
question:
Was feudalism in Europe’s Middle Ages a form of slavery for serfs?
Steps
To do this, you are going to have to perform several tasks:
1. Review and read information about slavery and about feudalism in Europe’s
Middle Ages.
2. Use a graphic organizer to organize the information that you gather and to help
you compare and contrast slavery and the feudal system.
3. Create a list of criteria for – a definition of – slavery.
4. Apply the criteria for slavery to feudalism from the serf’s perspective to
determine if feudalism meets the definition of slavery.
5. Write a rough draft of your essay.
6. Revise and edit your essay.
7. Publish a final copy of your essay.
Criteria
You will be marked in relation to the following criteria:
• Your essay clearly answers the question (in a thesis statement).
• Your essay consists of at least four paragraphs, including an introduction, a
conclusion, and at least two paragraphs in the body of the essay.
• The paragraphs in the body of the essay describe and explain your argument.
This means that they provide reasons, describe supporting details, and explain
connections and conclusions that you have drawn as you considered the question.
• Your writing is clear, uses a variety of sentences, appropriate language to describe
the concepts to be discussed, and it spells words correctly and is grammatically
correct.
• Your argument represents a good understanding of the topics addressed by the
question and is supported and justified by your writing.
Feudalism and Slavery handout
Was Feudalism Slavery?
Appendix one
2
The Feudal System of Europe’s Middle Ages
After the fall of the Western Roman Empire, a new system of government and
social relations developed in Europe, and it is known as feudalism, or the feudal system.
Under feudalism, the power of monarchs was not as certain or wide-ranging as it had
been for emperors during the Roman Empire, so monarchs (kings and queens) had to
gather armies to defend their territories from other monarchs and other attackers and to
launch campaigns to gain more territory to rule. In order to do this, monarchs granted
land to “vassals,” or lords who owed allegiance to the monarch, in return for their
military support. Lords were granted land to use (the monarch still ruled over it), called
fiefs, from their monarch, but, in return, they supported the monarch by supplying
soldiers and fighting with him or her in wars, and they had to make payments to him or
her. Lords owned their land in the name of the monarch and owed loyalty to the monarch.
Lords granted lands by the monarch could then grant parts of their fiefdom to
other, lesser lords, who would then become vassals to the lord who granted them land.
The people who actually lived on the land, called the lord’s manor, working as farmers,
were either freeholders (who owned their own land) or serfs. Approximately 90% of all
people were freeholders or serfs. Serfs were peasants who lived and worked on land that
they did not own, because it was owned by their lord. Serfs were not allowed to leave the
manor without their lord’s permission, and they were considered to be part of the
property. Serfs had to pay their Lord for things like using the grain mill. Serfs farmed
parcels of land in the fiefdom and had to pay the lord with part of their crop or other farm
products. They were required to work as farmers on the lord’s land as well.
In the social structure of feudalism, serfs were at the bottom of the pyramid, with
the lowest standard of living, no freedom, and very little power, despite the fact that they
formed most of the population. Serfs were bound to the land that they lived and worked
on. Serfdom has been defined as the forced labour of serfs on the fields of the feudal
lords in return for protection and the right to work on their leased fields to harvest their
own crops.
Slavery
Slavery is when one person is controlled by another person and performs work or
labour at the direction of that other person. One form of slavery is called “chattel
slavery,” and in that form of slavery, the person controlling the slave owns the slave and
can sell the slave to another person. This is the type of slavery that comes to most
people’s minds when they think of slavery, and it is the type that was involved when
Europeans exploited the existing West African slave trade to get slaves to take to the
Americas.
Other cultures have practiced slavery at different times and places in history,
including the Romans and the Haida of British Columbia. Slavery has differed in
different places and at different times, with some slaves being able to work hard enough
to earn their freedom and other slaves being considered the absolute property of their
masters.
Feudalism and Slavery handout
Was Feudalism Slavery?
Appendix one
3
Feudal
System of
Europe’s
Middle
Ages
Feudalism and Slavery handout
Was Feudalism Slavery?
Appendix one
4
Slavery
(West
Africa,
Roman, and
other)
Feudalism and Slavery handout
Appendix one
Was Feudalism Slavery?
This is a power pyramid showing how social power and wealth was distributed in the
feudal system during Europe’s Middle Ages.
Can you complete a power pyramid for slavery?
5
Feudalism and Slavery handout
Appendix one
Was Feudalism Slavery?
Just Slavery
6
•
Both Slavery and Feudalism
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Just Feudalism
Critical challenge rubric handout
Appendix two
Name:________________
Critical Challenge Rubric
Essay Format:
Your essay clearly
answers the
question, and it
consists of several
paragraphs
supporting your
position.
Writing:
Your writing is
clear, uses a variety
of sentences,
appropriate
language to describe
the concepts
discussed, and it
spells words
correctly and is
grammatically
correct.
Unsatisfactory
1/4
Your essay
fails to answer
the question,
and it may not
be broken up
into
paragraphs or
the paragraphs
may not serve
a clear
purpose.
Satisfactory
2/4
Your essay
attempts to
answer the
question, and it
consists of a
number of
paragraphs,
which may
include an
introductory
paragraph, a
paragraph or
paragraphs in
the body, and a
conclusion.
Very Good
3/4
Your essay
clearly answers
the question,
and it consists of
at least four
paragraphs,
including an
introductory
paragraph, at
least two
paragraphs in
the body that
support your
position, and a
conclusion.
Excellent
4/4
Your essay clearly
answers the
question in a thesis
statement that
explains your
position, and it
consists of five or
more paragraphs,
including an
introductory
paragraph that
introduces the
topic, at least three
paragraphs in the
body that clearly
support the thesis,
and a conclusion.
Your writing
is difficult to
understand
and repeats
simple
sentence
structures. It
doesn’t use
appropriate
language to
describe the
concepts
discussed, and
it includes
serious errors
in spelling
and grammar.
Your writing
can be
understood, but
it sometimes
repeats simple
or similar
sentence
structures. Your
writing attempts
to use
appropriate
language to
describe the
concepts
discussed. It
includes some
errors in
spelling and
grammar.
Your writing is
clear, uses a
variety of
sentences and
appropriate
language to
describe the
concepts
discussed. Most
words are
spelled
correctly, and
your writing is
usually
grammatically
correct.
Your writing is
extremely clear,
uses a wide variety
of sentences and
appropriate and
sophisticated
language to
describe the
concepts discussed.
Most words are
spelled correctly,
and your writing is
grammatically
correct.
Critical challenge rubric handout
Appendix two
Critical Challenge Rubric
Argument:
Your essay
describes and
explains your
argument by
providing reasons,
describing details
that support your
position, and
explaining
connections and
conclusions that you
have drawn as you
considered the
question.
Your argument
represents a good
understanding of the
topics addressed by
the question and is
supported and
justified by your
writing.
Marks
Unsatisfactory
1/4
Your essay
fails to
explain your
argument.
Your writing
provides no
clear reasons
for your
position or it
fails to
describe
supporting
details for
your
argument, or
it contains
several factual
errors. Your
essay
demonstrates
that you have
not yet
understood
the topics
addressed by
the question.
Essay Format:
___
4
2
Satisfactory
2/4
Your essay
explains your
argument. Your
writing provides
reasons for your
position and
may describe
supporting
details or
explain
connections and
conclusions that
you have drawn
as you
considered the
question, but it
may contain
some factual
inaccuracies.
Your argument
represents a
satisfactory
understanding
of the topics
addressed by the
question.
Writing:
___
4
Something you did well:
Something you may want to try improving next time:
Very Good
3/4
The paragraphs
of your essay
work together to
describe and
explain your
argument. Your
writing provides
reasons,
describes
supporting
details, and
explains
connections and
conclusions that
you have drawn
as you
considered the
question.
Your argument
represents a very
good
understanding of
the topics
addressed by the
question and is
supported by
your writing.
Argument:
___
4
Excellent
4/4
The introduction,
paragraphs in the
body of your essay,
and your
conclusion work
together smoothly
to describe and
explain your
argument. Your
writing provides
sound reasons,
describes relevant
supporting details,
and explains
insightful
connections and
conclusions that
you have drawn as
you considered the
question.
Your argument
represents an
excellent
understanding of
the topics
addressed by the
question and is
supported and
justified by your
writing.
Total:
___
12
Martin Luther King Jr.'s Definition of globalization handout
Appendix three
Martin Luther King Jr.’s definition of
globalization
“It really boils down to this: that all life is inter-related. We are all caught in an
inescapable network of mutuality, tied in a single garment of destiny. Whatever
affects one directly, affects all indirectly. We are made to live together because of
the inter-related structure of reality. Did you ever stop to think you can't leave for
your job in the morning without being dependent on most of the world? You get
up in the morning and go to the bathroom and reach over for the sponge, and
that's handed to you by a Pacific islander. You reach for a bar of soap, and that's
given to you at the hands of a Frenchman. And then you go into the kitchen to
drink your coffee for the morning, and that’s poured in your cup by a South
American. And maybe you want tea: that's poured in your cup by a Chinese. Or
maybe you’re desirous of having cocoa for breakfast, and that's poured in your
cup by a West African. And then you reach over for your toast, and that's given
you at the hands of an English-speaking farmer, not to mention the baker. And
before you finish eating breakfast in the morning, you've depended on more than
half the world. This is the way our universe is structured, that is its inter-related
quality. We aren't going to have peace on earth until we recognize this basic fact
of the inter-related structure of all reality.”
Taken from Martin Luther King Jr. Conscience for change: Massey lectures,
seventh series. Toronto, CBC Publications, 1967. pp 40-41.
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