Feudalism spread across Europe after the fall of the Roman Empire because it provided a system of protection when centralized governments collapsed. Feudalism involved lords granting land to vassals in exchange for military service to defend their fiefs. This reciprocal relationship maintained order and security. The manor system developed as a way to organize farming on fiefs. Lords granted land to serfs who lived and worked on manors in exchange for food, shelter and labor. The self-sufficient manor system was well-suited to Europe's geography and ensured lords and peasants had their basic needs met locally during unstable times when travel was difficult. Together, feudalism and the manor system helped restore stability across Europe following the fall
World history & geog presentation feudalismJoseph Oloba
The Middle Ages or medieval time is believed to have started with the fall of the Roman Empire in 476 and to have lasted about 1,000 years until about 1450.
The beginning of the Middle Ages is called the Dark Ages because the great civilizations of Rome and Greece had been conquered.
The adjective feudal was coined in the 17th century, and the noun feudalism, often used in a political and propaganda context, was not coined until the 19th century (Elizabeth A. R. Brown, 1974) .
Since at least the 1960s, when Marc Bloch's Feudal Society (1939) was first translated into English in 1961, many medieval historians have included a broader social aspect that includes not only the nobility but all three estates of the realm, adding the peasantry bonds of manorialism and the estates of the Church; this is sometimes referred to as "feudal society" since it encompasses all members of society into the feudal system.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
World history & geog presentation feudalismJoseph Oloba
The Middle Ages or medieval time is believed to have started with the fall of the Roman Empire in 476 and to have lasted about 1,000 years until about 1450.
The beginning of the Middle Ages is called the Dark Ages because the great civilizations of Rome and Greece had been conquered.
The adjective feudal was coined in the 17th century, and the noun feudalism, often used in a political and propaganda context, was not coined until the 19th century (Elizabeth A. R. Brown, 1974) .
Since at least the 1960s, when Marc Bloch's Feudal Society (1939) was first translated into English in 1961, many medieval historians have included a broader social aspect that includes not only the nobility but all three estates of the realm, adding the peasantry bonds of manorialism and the estates of the Church; this is sometimes referred to as "feudal society" since it encompasses all members of society into the feudal system.
Similar to unit_5_1_feudalism_and_manorsystem.ppt (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. EQ’s:
1. What is feudalism and why
did it spread across Europe?
2. What is the manor system
and why did it develop?
2. Collapse of Rome in the
late 400’s was the
beginning of an over 1,000
year period known as the
Middle Ages
Also called the Medieval
Times/Period or the Dark
Ages
During most of the Middle
Ages Europe contained
many small kingdoms that
often fought one another
for power over land,
politics, religion, and more
3. Europe borders the Atlantic Ocean on the West
Borders Arctic Ocean to North
Borders Mediterranean Sea to the South
Borders Ural Mts. Separating it from Asia in the East
4. Cold winters in North, mild
winters in South
Hot dry summers
Plenty of rainfall
A lot of forests and farm land
Europe became home to many
small kingdoms and estates that
thrived on their own during the
Middle Ages. This was due in large
part to the favorable climate and
topography which allowed people
to take and produce much of what
they needed from the land
9. In what ways might these bodies of
water influenced life in Medieval
Europe?
Answer 2:
These bodies of water allowed
traders to move goods throughout
Europe more easily but also made
settlements along coastal areas at
risk of attack by invaders.
11. Why do you think large medieval
cities were located along rivers?
Answer 3:
Large cities may have been
located along rivers because it
was easier in medieval Europe to
travel and ship goods by water.
13. What effect do you think
these mountains had on life in
medieval Europe?
Answer 4:
The mountains acted as
barriers to travelers and
traders and offered
protection.
15. Each of these areas had a different leader.
Why do you think Europe had no single
government during the Middle Ages?
Answer 5:
After the fall of the Roman Empire, there
was no centralized government. So, people
set up kingdoms to protect themselves from
invaders and to maintain order.
17. What is common about the
locations of all these cities?
How might that have affected
life in medieval Europe?
Answer 6:
These cities are all located
next to bodies of water, which
allowed travelers and traders
to reach them easily.
18. People lived in small communities and maintained order through
unwritten rules and traditions
Decline in size and power of governments
Educated middle class almost disappeared during Middle Ages
Most schools ceased to exist
Eventually few people could read or write
Europeans mostly forgot about great achievements of ancient
Greeks and Romans
Trade decreased and many cities disappeared
Most people moved to country and became farmers
21. Charlemagne built
European empire greater
than any known since
ancient Rome
Under his leadership
Christianity grew stronger
across Europe
Spread Christianity
through conquests,
encouraging and sometimes
forcing his subjects to
become Christians
22.
23. Grandsons fought for
control of kingdom
Divided empire into 3
parts in 843 by treaty
Split caused kingdom to
grow weak and disorder
spread across Europe
Europe became place of
constant conflict and
warfare
This unstable and violent
period led to creation of
feudalism
25. Emerged as way for kings/nobles to protect land
from invaders
Land is the MOST valuable thing in existence
during the Middle Ages (not money like today)
Lords = powerful landowning Nobles who gave
pieces of their land (called fiefs) to lesser nobles
known as Vassals
In return for granting a Vassal land, the vassal
owed allegiance and military service to the Lord
Vassals also known as knights
26.
27.
28.
29. Main part of Noble’s land was called a manor
Center of manor was house where lord and
family lived (often a castle)
Surrounding manor house was Lords estate,
including farmland
Peasants called serfs lived and worked on
manor as servants, farmers, and in
specialized skills areas (wood workers, black
smiths, etc)
48. Feudalism is where lords gave vassals
land (fiefs) in exchange for protection.
It was a political and military
arrangement.
Manorialism is where lords gave land
to serfs in exchange for food and shelter,
which contributed to the manor.
It was an economic & social
arrangement.
49. Farming was the economic
basis of the manor system
Farming produced enough
food to make manors self-
sufficient
Europe’s geography
provided plentiful natural
resources allowing manors
to be self-supporting and
few people ever left the
property
50. Lords:
Manage and defend his land and it’s people
Made laws for his manor estate to follow
Acted as judges in manor courts
Some held posts in the kings govt
In times of war helped supply well-trained
fighting force (Knights)
Ladies:
Could have all the same responsibilities as
men if they owned land
Raised the children
Overseeing the house-hold(s) -(some holding
hundreds of people)
Fine embroidery and sewing
51.
52.
53.
54. Diagram of Feudal & Manorial System
King
Nobles/Lo
rds
(Vassals)
Knights
(Vassals)
Serfs / Peasants
The system is based on
Cooperation & Mutual Obligation
Manorialism =
Economic &
Social System
Feudalism =
Political &
Military System
Loyalty & Military Aid
Homage &
Military
Service
Farm the
Land, Pay
Rent & Taxes
Fief & Peasants
Protection
Protection,
Food,
Shelter,
Equipment
Protection,
Shelter, Food
Feudal/Manorial System Relationships
56. Knights lived by code of
behavior called chivalry
Expected to be:
loyal to their church and
lord
Just and fair
Protect the helpless
Perform acts of gallantry
(paying respect toward
women)
Show courtesy and kindness
toward women
57.
58.
59. Around 1000 town life began to return to Europe
Due to number of Lords becoming increasingly
powerful – bringing peace and stability to
numerous regions
As a result people felt safer and merchants,
builders, and trades-people settled down in one
area forming towns
62. Answer the EQ’s with DETAIL by writing a 6-9
sentence summary! Remember to PROVE
your answer using detailed facts and
educated opinions!
The EQ’s were:
1. What is feudalism and why did it spread
across Europe?
1. What is the manor system and why did it
develop?
Editor's Notes
Video Source: https://www.youtube.com/watch?v=Z8brpoU_HNI
Video Source: https://www.youtube.com/watch?v=6EAMqKUimr8
In order to be a successful fief/manor, a water source was needed to irrigate the fields and run the mill. (color blue)
Roads would need to be built to allow for movement throughout the manor village. (color brown)
One side of the river/pond would be left undeveloped for hunting. All animals hunted in the forest surrounding the manor belonged to the Lord of the manor. Serfs were not permitted to hunt the forests for their own food. (color light green)
A mill would be build along the river. The water would power the grinder inside the mill to grind grains.
Next to the mill would be a bakehouse where bread were baked. (color pink)
This was not in the manor kitchen because they were often open fires & not suitable for use in the manor kitchen.
The manor house would be the home of the Lord & his family. Servants of the manor often lived in the home – so the home needed to be large. Additionally, the Lord need extra rooms to host guests when the arrived.
The house was not necessarily a stone castle, but might be if the manor was large or the Lord was highly titled and wealthy.
(color light purple)
A barn would be needed to house the livestock and horses that belonged to the Lord. Serfs usually could not afford to own horses or cattle. These belonged to the Lord. (color dark red)
The pasture would have been used exclusively for the Lord’s livestock & horses.
The manor was generally large enough to support about 200 people, most of whom were serfs (peasants who gave up their freedom to work the land).
Serf huts were quite small consisting of a single room. No toilet or kitchen.
Cooking was done at the hearth (fireplace) or using an outdoor fire (like barbecuing)
Livestock did not have its own shelter – so pigs and goats (etc.) were brought inside the hut at night and slept with the family.
The forge was where all iron tools & armor would have been made be a local craftsman (blacksmith).
The blacksmith was typically a free person & not tied to the land. But his livelihood was tied to the Lord of the manor, so it was unlikely that he would leave the manor. Rather than working the fields, he would sell his services & goods.
(color both tan)
Orchards were tended by the Serfs, but belonged to the Lord of the manor. Fruits such as apples and pears were commonly grown. Citrus fruit would not have been grown – it was imported from Asia. (color red)
A vineyard would have also been tended by the Serfs and belonged to the Lord of the Manor to make his wine. (color purple)
As part of their servitude, serfs were required to work the Lord’s fields and land. Each serf would be responsible to work the fields 2-3 days per week. They did all the planting, cultivating, and harvesting. (color green)
As a condition of their servitude the serfs were given their own land to work. These fields may have been communal or independent. Serfs were responsible to supply their own seed. (color orange)
A local clergy, monk, or friar would run the village church. The church was mostly for the use of the villagers. Often the Lord had his own chapel in his home and would receive private services.
The church would be granted land and fields. The fields were jointly tended by the church and the serfs. Serfs would usually provide labor one day a week.
(color yellow)
The rest of the fields were fallow or “resting” for use next season. Fields need to be rotated to keep the soil healthy to grow crops.
Video Source: https://www.youtube.com/watch?v=8bLRlSCg4Rk
Video Source: https://www.youtube.com/watch?v=QV7CanyzhZg