A peasant family lives on the land of a noble in medieval times. They work hard but much of the food they grow goes to the noble and his family. Their house is small with a dirt floor. The peasant's parents are tired and weak, and the peasant wishes they could improve their lives.
Ang kontribusyon ng mga Burgis ay tumatalakay sa mga naging ambag ng mga pangkaraniwang burgis sa ating lipunan tulad ng mga duktor, nurse, guro, gegosyante, pulis, ihenyero, atbp.
Imperialism is very similar to colonialism, with one major difference: colonial powers settle the countries of which they gain control, while imperial powers do not. The term “imperialism” does not seem to exist prior to the 1800s. Nineteenth-century imperialism was spurred in large part by the Industrial Revolution. The development of new industrial economies in the 1700s and 1800s necessitated the acquisition of raw materials and the desire to gain control of marketplaces; thus, by the mid-1800s, imperialistic actions of strong nations (most notably European nations) started to become policy.
1 Definition is from America: Pathways to the Present (New Jersey: Pearson Prentice Hall, 2005, p. 981).
Ang Buhay Sa Europe Noong Unang Panahon
*Piyudalismo*
*Lipunan sa piyudalismo*
*Manoriyalismo*
*Mga kababaihan sa piyudalismo*
*Ang paghina ng piyudalismo*
created by: Ms. Vee
Ang kontribusyon ng mga Burgis ay tumatalakay sa mga naging ambag ng mga pangkaraniwang burgis sa ating lipunan tulad ng mga duktor, nurse, guro, gegosyante, pulis, ihenyero, atbp.
Imperialism is very similar to colonialism, with one major difference: colonial powers settle the countries of which they gain control, while imperial powers do not. The term “imperialism” does not seem to exist prior to the 1800s. Nineteenth-century imperialism was spurred in large part by the Industrial Revolution. The development of new industrial economies in the 1700s and 1800s necessitated the acquisition of raw materials and the desire to gain control of marketplaces; thus, by the mid-1800s, imperialistic actions of strong nations (most notably European nations) started to become policy.
1 Definition is from America: Pathways to the Present (New Jersey: Pearson Prentice Hall, 2005, p. 981).
Ang Buhay Sa Europe Noong Unang Panahon
*Piyudalismo*
*Lipunan sa piyudalismo*
*Manoriyalismo*
*Mga kababaihan sa piyudalismo*
*Ang paghina ng piyudalismo*
created by: Ms. Vee
Middle Ages, 2º eso, bilingual . Explicaciónj de la Edad Media y el principio y desarrollo del feudalismo, después de la caída del imperio de Carlo Magno
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Feudalism and manorialism lesson 7.33
1. Bell Ringer 12/2/15
You are a peasant in the Middle Ages, living on
the land of a noble. Although you and your
family work very hard for many hours of the day,
much of the food you grow goes to the noble
and his family. Your house is very small, and it
has a dirt floor. Your parents are tired and weak,
and you wish you could do something to
improve your lives.
Is there any way you could change your life?
2. I can describe the development of feudalism and
manorialism during the Middle Ages
SPI 7.33 Describe the development of feudalism
and manorialism, its role in the medieval
European economy, and the way in which it was
influenced by physical geography (the role of the
manor and the growth of towns)
Objective & Standard
3. Invaders threatened the population of Western Europe.
• Magyars (Hungarians) invaded from the area around modern-day
Hungary. They raided into Germany, Italy, and other parts of
Western Europe.
• Muslim invaders came from the South. They conquered the
Iberian Peninsula and the island of Sicily.
• Vikings were the greatest and boldest of the invaders. They
originated in Scandinavia in Northern Europe. Vikings were
ruthless and they targeted monasteries, farms and villages. They
chose these targets because they were usually poorly defended.
5. • Kings were powerless against these invaders.
• The invaders were swift and the kings could not
mount a defense before the invaders had come
and gone.
• As a result, the responsibility for protection fell
to local lords. These lords promised to protect
the people and their homes in their area .
• In return the people pledged their service and
loyalty to this lord.
• This system of loyalty and protection became
known as feudalism.
6. King – provides money,
recruits army on demand,
grants land to his lords.
Lords and Vassals –
protect the king and
manage the territory.
Knights – protect
both the King
and lords.
Peasants and
Serfs –work
the land.
7. Feudal M&M’s
• You’ve each drawn a card to let you know what
role you’ll be playing in the simulation.
• Each of you belongs to 1 of 2 realms (A or B)
with a king over all
• Each member of the realm will receive a paper
cup containing 10 M&M’s (the candy represents
the harvest reaped in a particular year by the
peasants.
8.
9. • Peasants were paying for their protection with
their crops…
• Vassals confiscate 6 M&M’s from EACH peasant!
• From each peasant’s payment, the vassal is to
keep 1 piece
• And give 7 to his lord, the noble.
• From each vassal’s payment of fidelity (loyalty) the
noble is to keep 2 pieces
• And give 15 candies to the king
How feudalism works…the Simulation
10. Discussion
• In the early medieval period, the rights of man
were not a major concern; survival was.
• What is the distribution of M&M’s??
1. What need would the nobles and king have
for all that food and material?
2. What choice did the peasants have?
3. Why did feudalism work?
11. Discussion cont…
• The fact that meager subsistence(?) by the
peasants was preferable to being ravaged by
marauding bands of outlaws and armies.
• You are now permitted to keep and consume
your allotment of M&M’s – this is an accurate
portrayal of the disparity of wealth and power
that existed during feudalism.
12.
13. • The manor system was where the majority of people lived
during the Middle Ages.
• Since much of Europe was devastated by war, powerful lords
and ladies built fortified castles where they could live, along
with their respective staff. These massive plots of land became
known as manors.
• A manor was self-sufficient, meaning that everything needed to
survive could be located on the property.
• For example, manors had housing for all the people who
worked for the lord and lady, food sources, water sources, and
specialty shops. Please look at the following diagram, which
depicts a typical medieval manor (next slide).
14.
15.
16.
17. 1. Why do you think most manors
were located along a river or
stream?
2. Which social group had the best
housing?
3. Which social group had the worst
housing?
4. Which social group needed to leave
the manor on a regular basis?
18. 1. Read the article about
feudalism and manorialism.
1. Answer the 10 questions
after reading the article.
19. Middle Ages Feudalism Quiz
1) Who was the top leader in the land with the feudal system?
The king
The prime minister
The president
The serf
2) What was life like for the majority of the people that lived in the Middle Ages under the
feudal system?
They lived in nice castles
They were soldiers who fought invaders
They hung out at the local pub
They worked hard as peasant farmers
3) What building, owned by the local lord, was the center of daily life in the feudal system?
The church
The capital building
The forum
The manor
4) Who was the leader of the Catholic Church in a kingdom?
The pope
The priest
The bishop
The pastor
5) The Bishops of the Catholic Church were typically poor and had little power in the kingdom.
True
False
20. Middle Ages Feudalism Quiz
6) Who owned everything in a village, including the crops, town, and peasants?
The king
The lord
The bishop
7) Who reported directly to the king and ruled large areas of land called fiefs?
The lord
The bishop
The baron
The cardinal
8) What was the responsibility of the Baron?
To provide soldiers to the king when needed
To swear loyalty to the king
To oversee the lords on their land
All of the above
None of the above
9) When a king died, who would typically take over the throne?
His wife, the queen
The bishop
The lord
His firstborn son
10) What did the peasants get in return for serving and working for their local lord?
Protection from invaders
A long happy life
The right to vote for the king
Lots of food and the weekends off
Editor's Notes
This slide show mirrors pp 506 – 510 or most of 17:3
Assign map of invaders to Europe Ch:17 hisgeo Invaders of Europe 800 -1000