Chapter 15, Section 2 Feudalism (Pages 522 531) Setting a Purpose for Reading Think about these questions as you read: Why did feudalism develop in Europe? What was life like in a feudal society? As you read pages 523 526 in your textbook, complete this Venn diagram to show the similarities and differences between serfs and slaves. Serfs Both Slaves Chapter 15, Section 2 283
What Is Feudalism? (pages 523 526) You live on the manor of a feudal lord in medieval Europe. Pick your role. You may be a vassal or a serf. Write an entry in your journal about the work you did today for your lord. Use details from your reading. Then add your own ideas about life in the Middle Ages. Define or describe the following terms from this lesson. feudalism vassal fief knight serf 284 Chapter 15, Section 2
Define these academic vocabulary words from this lesson. income portion Use this term that you studied earlier in a sentence that reflects the term s meaning. samurai (Chapter 14, Section 2) How could a noble be both a lord and a vassal? Life in Feudal Europe (pages 526 528) Knights followed rules of conduct. They lived by their code of chivalry. Read about the knights code, then write your own in the space below. Include the values that are important to you. Chapter 15, Section 2 285
Define this academic vocabulary word from this lesson. considerable What was the code of chivalry? Trade and Cities (pages 528 531) Fill in the chart below to show the relationships between feudalism, new inventions, and the growth of manufacturing. Then write your answer to this question: What relationship do you see between safety and stability, technology, trade, and the economy? Feudalism makes Europe safer Technology helps people produce more food and goods Define or describe the following term from this lesson. guild 286 Chapter 15, Section 2
Define this academic vocabulary word from this lesson. grant In what ways do you think the shift from a barter system to a money system changed medieval Europe? Now that you have read the section, write the answers to the questions that were included in Setting a Purpose for Reading at the beginning of the lesson. Why did feudalism develop in Europe? What was life like in a feudal society? Chapter 15, Section 2 287
Name Date Class VOCABULARY ACTIVITY 15-2 Feudalism: Words to Know Directions: Fill in the term for each definition listed below, writing one letter in each square. feudalism fief guild knight serf vassal 1 2 3 4 5 6 Across 2. land granted to a vassal 6. a system in which nobles ruled and protected people in return for service 3. a warrior in armor who fought on horseback 4. a business group organized by craftspeople Down 1. a peasant who could not leave the manor without the lord s approval Building Academic Vocabulary Directions: Circle the letter of the word that has the closest meaning to the boldfaced word. Then write your own sentence using the word. You may use a dictionary to help you. 7. Serfs had to give a portion of their own crops to the lord. 5. a noble who served a lord of higher rank A. seed B. harvest C. part D. twopence SECTION 15-2 8. 117
Name Date Class GUIDED READING ACTIVITY 15-2 Feudalism Directions: Reading for Accuracy Reading the section and completing the activity below will help you learn more about feudalism in medieval Europe. Use your textbook to decide if a statement is true or false. Write T or F in the blank, and if a statement is false, rewrite it correctly on the line. 1. During the A.D. 800s, the power in government transferred to nobles instead of kings. 2. At the center of a feudal territory was usually a city. 3. Lords granted land called a fief for service in their army. 4. The invention of metal armor allowed knights to ride horses. 5. Serfs were the lord s slaves. 6. Serfs could become free if they ran away and lived in towns for more than one year. SECTION 15-2 7. The invention of the oxen collar improved farming because oxen could plow much faster than horses. 8. The city of Venice built a large fleet of trading ships and became a major trading center. 9. Both men and women could be citizens of medieval towns. 10. Pollution was a problem in medieval towns. 11. Women ran the household, raised the children, managed the family s money, and sometimes helped their husbands with their trades. 122
Name Date Class ECONOMIC ACTIVITY 15 Predicting World Food Supplies During the Middle Ages, Europeans invented new technology, such as the plow and horse collar, that helped increase the amount of crops they could grow. The demand for food grows every year. The most important sources of food for the world s growing population are cereal grains, such as wheat, rice, and oats. Each person consumes about 680 pounds (0.31 metric tons) of these cereal grains each year. In some years grain production is grater than grain usage. The remaining grain is stored for future use. In years when grain production is less than grain usage, the stored grain can be used to make up the difference. By comparing the usage of cereal grains with the production of the grains, you can predict if food supplies will be large enough to feed all the world s people. Directions: Use the information above to complete the activity. Then answer the questions that follow on a separate sheet of paper. 1. Use the following information to create a line graph below to show the production and usage of cereal grains for 2001 through 2005. Connect the points of the graph to show the trend in production and use. Millions of Metric Tons of Cereal Grains 2001 2002 2003 2004 Est. 2005 Est. Production 1863 1908 1835 1887 1956 Use 1897 1931 1932 1964 1988 CHAPTER 15 Source: Food and Agriculture Organization of the United Nations Millions of Metric Tons of Cereal Grains 2000 1950 1900 1850 1800 1750 World Cereal Production and Use 2001 2002 2003 2004 Est. 2005 Est. Year 2. In what years will stored cereal grains be needed to meet the world s use of the grains? 3. What problem does this chart show? 4. What change could avoid the problem described in 3? 107