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CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL UNIT-IV EUROPE IN THE MIDDLE AGES:FEUDALISM 1 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL UNIT-IV EUROPE IN THE MIDDLE AGES: FEUDALISM CONTENT Feudalism Definition and meaning Characteristics of Feudalism Manorialism, Contractual Relationship, Hierarchical Structure Feudal Contract Oath Of Fealty & Homage Manorialism A localized & self sufficient unit Role of Women & Religion Understand their skills and knowledge Causes of the decline of Feudal society 2 INTRODUCTION CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL After the fall of the Roman Empire in the fifth century a large number of small states were ruled by different groups of Germanic people. One group of Germanic people called the Franks established a powerful kingdom in France. The decline of Frankish rule led to disorder across Europe. Various groups took advantage of the growing weakness of the Frankish kingdom. The Scandinavian pirates called, Vikings, terrorized the coastal areas of Europe, the Muslims raided Italy and southern France and the Magyars attacked central Europe. This constant threat of invasion and warfare led to a creation of a political, social and economic system called Feudalism. Meaning The term Feudalism is derived from the Latin word ‘feudum’ (fief) which means land held on condition of service. It was a system of society in which all social, political and economic rights were closely related to the system of land holdings. 3 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL The classic François-Louis Ganshof version of feudalism describes a set of reciprocal legal and military obligations among the warrior nobility, revolving around the three key concepts of lords, vassals and fiefs. A lord was in broad terms a noble who held land, a vassal was a person who was granted possession of the land by the lord, and the land was known as a fief. In exchange for the use of the fief and the protection of the lord, the vassal would provide some sort of service to the lord. There were many varieties of feudal land tenure, consisting of military and non-military service. The obligations and corresponding rights between lord and vassal concerning the fief form the basis of the feudal relationship. Definitions 1. A political and economic system of Europe from the 9th to about the 15th century, based on the holding of all land in fief or fee and the resulting relation of lord to vassal and characterized by homage, legal and military service of tenants, and forfeiture. 2. A European system flourishing between 800-1400 based upon fixed relations of lord to vassal and all lands held in fee (as from the king), and requiring of vassal-tenants homage and service. Spread of Feudalism in Europe Feudalism spread from France to Spain, Italy, and later Germany and Eastern Europe. In England the Frankish form was imposed by William I (William the Conqueror) after 1066, although most of the elements of feudalism were already present. It was extended eastward into Slavic lands to the marches (frontier provinces), which were continually battered by new invasions, and it was adopted partially in Scandinavian countries. The important features of feudalism were similar throughout, but there existed definite national differences. Feudalism continued in all parts of Europe until the end of the 14th cent. European Feudalism 4 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL The fall of the Roman Empire which occurred in the 5th century when Rome was sacked by the Visgoths led to the emergence of European Feudalism. Romans in Europe returned to their homeland leaving European lands without organization and the system of Roman centralization. The disintegration of Europe following the departure and power of the Romans slowly led to European Feudalism. The Development of European Feudalism The first elements of European Feudalism appeared in France and Germany in the 9th and 10th centuries. This coincided with the great military force organized by the Normans. Elements of the Roman regime were transferred to European feudalism. Roman villas and their lands were granted to military leaders on a temporary basis as a reward for their loyalty to Rome and the emperor. It was also traditional for Romans to surround themselves with loyal soldiers who provided a substantial fighting force and offered protection. These ideas were adopted in Europe. European nobles increased their power from grants of land from the king in return for military service. European feudalism was born. The Spread of European Feudalism The spread of European feudalism grew rapidly. From France feudalism spread to the major European countries including Germany, Spain, Italy, Scandinavia, England and the Slavic countries. WORKING OF FEUDALISM 5 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Working of a feudal system During the middle Ages, four separate and distinct castes emerged from the social institution of Feudalism. These were: the nobility, the clergy, the peasants, and the burghers or townspeople. The most powerful classes were the nobility and the clergy, but the burghers (mostly merchants and artisans) saw their numbers and influence increase significantly during that time. Most people still belonged to the peasant class, however, and had little social mobility. As Feudalism was based upon the ownership of land, the nobility, who also monopolize military force, exerted a great deal of control on the rest of society. Given the fact that this caste controlled much of the economic and military resources of their time, it may seem illogical that they often willingly subjected themselves to the clergy. They did this because the clergy had managed to make themselves brokers of salvation, thus making them the First Estate. In a time as prone to disease, famine, and war as the Middle Ages, those who hold the keys to ones eternal salvation can and will command respect. True, the nobility and the 6 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL clergy, especially in the later middle ages, often fought for power, but in most cases, the nobility eventually submitted to the will of the Pope and his ever growing bureaucracy. This peasant class, which represented the vast majority of people during the middle Ages, was mostly uneducated agricultural workers who worked the land for a feudal lord in exchange for protection. Although they were not slaves, they had few rights a few opportunities for advancement. CHARACTERISTICS OF EUROPEAN FEUDALISM The medieval period in Europe was characterized by a form of social organization known as "feudalism." This was a complex system of rights and obligations, under which land was held in return for service to the landowner. Under feudalism, medieval society formed a pyramid, with the King at the top. The King theoretically owned all the land in the country, parceling it out to the lords, in exchange for (mainly military) support. As well as the land, the lord 7 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL obtained rights to control its use and enforce the law within its boundaries. In turn, the lords delegated land to their subordinates, in exchange for the subordinates' promised service to the lord, and so on, until the level of the peasants, who actually worked the land. Typically, the peasant tenant's rent obligations involved working on the lord's demesne and/or giving part of their crop to the lord, with further obligation to fight for the lord when required. 1. FEUDALISM INVOLVED THE RELATIONSHIP BETWEEN LANDOWNERS AND VASSALS. 2. The economic basis on which the feudal system rested was manorialism. 3. The specific arrangements of the contract involved military protection and service 4. The strict division into social classes, i.e., nobility, clergy, peasantry. 5. Feudalism was a highly decentralized political system 6. In the hierarchical structures the big lords derived their authority directly from the King and in turn sanctioned the authority to lesser lords below them. 7. The feudal economy was largely agrarian, which was that the feudal aristocracy derived its wealth primarily from land and its produce. KINDS OF FEUDALISM ECONOMIC FEUDALISM POLITICAL FEUDALISM • relationship between a lord and his free peasants, serfs and slaves. • In return for his protection and the right to work the lands, the peasants performed services and paid fees.The lord became lawgiver, judge, and defender • relationship among the nobles and the king. 8 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL LAND HOLDING TENURE There were three main varieties of landholding tenure: ecclesiastical (Church), military, and general • Given to the Church, which provided spiritual benefits to the Ecclesiastical donor—and often nothing else—in return. fiefs Military tenure General. • Field service in the overlord’s army, generally for up to forty days a year (though the service might be shorter) • The other main form of military tenure involved guard service at the overlord’s residence. • Fiefs were granted to vassals for supplying overlords with goods (horses, equipment, provisions) or personal services (hospitality or comfort in sickness, or even holding their heads when they grew seasick crossing the English Channel). THE FEUDAL CONTRACT The basis of all feudal relationships was the contract, a powerful cultural force for cohesion in a world that was effectively localized and decentralized. The contract between overlord and vassal confirmed their obligations to each other and lasted so long as its terms were honored or enforced. A contract took the form of an oath of fealty (LOYALTY), by which homage (ALLEGIANCE) was sworn by the vassal to the overlord for the grant of a fief. Oaths of fealty were complicated by the fact that vassals commonly held fiefs from more than one overlord. In general, the overlord owed the vassal support in the form of 9 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL administration of justice, defense against attack, and honorable treatment as an equal. Vassals owed their overlords services such as the military and general services, payments (inheritance, dowry, knighthood fees), and the acceptance of various other obligations. ALLEGIANCE Life under the medieval feudal system demanded that everyone owed allegiance to the king and their immediate superior. Everyone was expected to pay for the land by providing the following services: Workdays- completing any chores required Providing trained soldiers to fight for the King Providing equipment- clothes and weapons- for the soldiers 10 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Thus two forms of homage became necessary. Liege homage was that paid to the first lord from whom a fief was received. Simple homage, which recognized and accepted the priority of liege homage, signified a contract with other overlords. DO YOU KNOW? In exceptional cases, such as in Normandy and in England after the Norman Conquest (1066), liege homage was paid to the king as well as to the first lord and the king took precedence. Since the feudal contract rarely involved an actual written document, dramatization and ceremony were used to emphasize and publicly record the agreement. Often the dramatization took the form of humiliating rituals that underscored the subordination of the vassal (or client). For example, the vassal might be forced to kneel down or kiss the lord. The hair of a would-be knight might be shorn to symbolize the new state into which he was entering. The serf belonging to a monastery might put the bell rope around his neck as a symbol of the perpetual servitude into which he had entered. Knight swearing allegiance to the King 11 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL WORLD PERSPECTIVE JAPANESE FEUDALISM Japan developed a feudal system which had similarities to the European system: The shogun (like the king) ruled the country through the daimyo (like the nobles), who were the heads of the samurai (like the knights) Peasants farmed the land in exchange for protection by the samurai, who operated under a code of conduct known as bushido (like chivalry) Unlike European feudal society, in which the peasants (or serfs) were at the bottom, the Japanese feudal class structure placed merchants on the lowest rung. Confucian ideals 12 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL emphasized the importance of productive members of society, so farmers and fishermen had higher status than shop-keepers in Japan. COMPARISON BETWEEN FEUDAL EUROPE AND FEUDAL JAPAN THE MANOR The characteristic unit of this early economic system was the rural manor or estate, and manorialism determined the way in which manors functioned. It was a self sufficient, localized, domestic economy. Definition of Manorialism The definition of manorialism is the system by which the Lord of the Manor exploited the serfs or tenants who worked his estate, or fief. Manorialism extended the concept of the feudal fief, or fiefdom, as a principal land owner, or lord of a Manor. The Manor House was the main dwelling on the Lord of the Manor's estate. By the tenth century, most of northern Europe had been divided into manors which were ruled by lords and worked by peasants. Each manor usually had one or two tiny villages near its castle or manor house. Each village might have a priest and a chapel which was the center 13 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL of religious and social life. The bells of the churches, which could be heard for miles, marked the daily life, tolling for matins, vespers and vigils, announcing war, fire, or feast day. The manor was the smallest unit of feudal government. The land was divided into fields for crops, meadows for grazing animals, and woodland. Two different groups of peasants might have lived on the manor. Serfs, who could neither leave the manor nor be forced to go, made up the majority of peasants. Freemen, who owned small pieces of land and could move about freely, were a small portion of the society until the rise of towns. Although the contrast in status and living conditions between a lord and a peasant was great, each had certain rights according to the custom of the manor. The lord needed grain for the castle’s storehouse, and any unjust treatment could result in a decline in production. Also a runaway serf was hard to replace. Justice had to be enforced in open court. A peasant could not refuse to work, and the lord could not evict him, so they respected each other’s rights. Feudalism and Manorialism Manorialism represented the economic portion of feudalism where all aspects of life were centered on the lord’s manor including the village, church, farm land and mill. Manorialism involved a hierarchy of reciprocal obligations that exchanged labor or rents for access to land. Manorialism also encompassed the political relations between the Lord of the Manor and his peasants. This allowed the Lord of the Manor governmental power which included the maintenance of a court. 14 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL The Manor MONARCH THE KING WAS AT THE TOP OF THE HIERARCHY AND IN COMPLETE CONTROL UNDER THE FEUDAL SYSTEM. HE OWNED ALL THE LAND IN THE COUNTRY AND DECIDED WHO HE WOULD LEASE LAND TO. HE ENJOYED LIMITED POWERS BUT HE WAS ESSENTIAL FOR LEGITIMIZING THE AUTHORITY OF THE LORDS. THE KING WAS THE IMMEDIATE OVERLORD OF NOBLES . THE KINGS ALSO HAD TO LISTEN TO THE COUNSEL (ADVICE) OF LORDS. THE INFLUENCE OF THE CHURCH ON MONARCHY IN MEDIEVAL EUROPE WAS IMMENSE; IF IT SUPPORTED THE KING THEN HIS POSITION WAS VERY MUCH STRENGTHENED. IF THE CHURCH SUPPORTED SOMEONE ELSE AGAINST A KING THEN A KINGS’ POWER WAS S IGNIFICANTLY WEAKENED. THE COUNTRY SHOULD BE RUN EFFICIENTLY AND FAIRLY WITH PEOPLE WILLING TO PAY THE TAXES THE KING DEMANDS. 15 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL The king enjoyed a lavish lifestyle FEUDAL LORD The feudal lord was virtually supreme in his own area. He had political and judicial authority in addition to his military influence and control over land. The feudal lords fully controlled their respective localities and could not be easily dislodged. Their power was backed by a military force. They had the ability to mobilize an army which was loyal to them alone. Through their armed support they coerced the peasants, defended the area under their control and challenged the state. Feudal Lord VASSAL The subordinate or inferior lord, referred to as vassal, pledged lifelong loyalty to his superior. There used to be an elaborate ceremony in which the vassal would take a vow to serve the lord lifelong. The vassal was bound by oath to render military service for the lord. He had to furnish a certain number of troops whenever called upon to do so. Vassals who possessed extensive fiefs divided out portions of them in a process known as subinfeudation. The result of subinfeudation was that every landholder in the feudal system became both a vassal and an overlord. 16 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Vassals swearing their allegiance to the Monarch CASE STUDY: A VASSAL…… A man who was a vassal swore allegiance by kneeling before the lord and placing his hands between those of his superior; he would swear fealty to the lord as long as he lived. At this investiture, the vassal received a staff or even a cloud of dirt as a symbol of the land (fief) that was being given to him. Sometimes he was given the right to collect a toll on a road or bridge. The lord promised to protect the fief and to administer justice to his vassal and family. Vassalage obliged a man to pay his lord a regular fee and to follow his lord in war. A vassal might have more than one lord but his first allegiance was to his first (ledge) lord. Even bishops and abbots might be vassals and lead their own vassals into battle. KNIGHT 17 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Knight in shining armour! The successful completion of three stages was required: Page, Squire, and Knight. Page A boy of age seven, from a noble family would leave his home to join the household of another knight or nobleman. He would be trained to use small weapons and manners and behaviors required for knighthood. Squire At the age of 15 or 16, a page would become a squire. A squire would serve a knight who had become his master. He waited on his lord at the table. He tested his skills against a dummy target. He assisted his knight in the battle till he was eligible for knighthood. Knighting Ceremony The day before the ceremony the young man bathed and shaved. He was dressed in white by esquires (squires) and led to the chapel, where he would spend the night in praying. The lord tapped on the shoulder with a sword and the words, "I dub you knight". 18 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Knighthood being conferred Duties of a Knight Knights had many important duties. A knight pledged always to do his best in battle, always fought for good over evil and never flinched or surrendered in the face of the enemy. They were trained in archery and weaponry, to be loyal, to be great hunters, to be chivalrous, to have respect for women, to go into battle without fear, and to participate in tournaments. The knights were the most important fighting men. A true knight was expected to protect women and the weak. They were the true champions against injustice and evil. They had a deep love and respect for the land of their birth and defended the church, even with his life 19 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL CASE STUDY: A YOUNG BOY’S TALE….. He arrived at the castle at the age of seven. As he grew and became stronger, he learned to ride and fight and later he could handle a lance and sword on horseback. Then he became a shield bearer, for a knight and learned to control a war horse. Now, almost nineteen, he dreamed of the day when there would be a ceremony by which he would enter adulthood. After reading the story, answer the questions below: 1. Elaborate on the learning process of each phase of the growing period of the boy’s life. 2. What does the boy dream to become in life? 3. Discuss the ceremony which will lead him to adulthood. The Knights Code of Chivalry and the vows of Knighthood To protect the weak and defenseless To give succor to widows and orphans To refrain from the wanton giving of offence To live by honour and for glory To despise pecuniary reward To fight for the welfare of all To obey those placed in authority To guard the honour of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honour of women Never to refuse a challenge from an equal Never to turn the back upon a foe To fear God and maintain His Church 20 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Of the sixteen entries in the Knights Codes of Chivalry, according to the Song of Roland, at least 12 relate to acts of chivalry as opposed to combat. Knight’s Armour Knight in shining armour! The complete plate of armour suit weighed approximately 55 pounds (25 kg) and was very hot. The separated plates allowed the knights enough movement to ride, fight and to even to perform headstands. A laced flap on the stocking, or "hose" allowed a knight to go to the toilet fully armored. The armor was fastened and tied into place with long leather straps. Each piece of the armor had a special purpose and name and was made to fit a knight's body. On his head, a knight wore a helmet. The head had a visor that lifted up and down like a shutter. 21 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL European Knight Helmet and armour A collar was made of chain protected the gap between the knight's helmet and the top of his body armour. The knight wore metal shoes and gloves called gauntlets. The knight wore full body armor to protect his body from arrows, spears, clubs and other weapons. Although the suits were uncomfortable and hot, a knight practiced putting on the armor in the correct order so he would be prepared for battle. 22 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL SERFS CASE STUDY A Contract between a Villein & His Lord, 1307 John of Cayworth [villein] holds from his lord one house and thirty acres of land. For his right to this land, he must pay the lord two shillings a year at Easter and Michaelmas. He must cultivate the lord's land for two days during sowing time with his own horse and harrow. He must carry the manure of the lord's animals for two days using his own two oxen. He must carry wood from the lord's forest to the manor house for two days in summer. John of Cayworth may not allow his daughters to marry without the consent of the lord or the lord's bailiff. Neither may he permit his sons to enter the clergy without the lord's consent. He may not cut the timber growing on his land without the consent of his lord or the bailiff, and then only for the purpose of building. For each day he works for the lord he gets three meals a day. After his death, his survivors will pay to the lord the best animal that he had, unless he has no living beast, and then the lord will receive no payment. And if his sons or daughters wish to continue holding his house and thirty acres after his death, they must make a payment to the lord equal to the entire rent for one year, and continue paying the rent as set down in this contract. The peasants, commonly known as the serfs, were completely at the mercy of the feudal lords. The serfs were regarded as the tenants of the lord’s manor and therefore had to pay rent to the lord in return of the right to occupy their respective plots, in the form of labour services. The serfs were exploited by the lords. Their land holdings were marked by low levels of productivity as the land given to them was not so fertile. The good land remained under the direct control of the feudal lord. Still the lord would extract the produce from the serfs. In the feudal period unpaid labour services demanded by the lord were the heaviest burden that the serf had to bear. It included the agricultural work which the serf had to do, and a 23 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL variety of other tasks involving heavy labour, ranging from construction work to cutting of firewood. Taille was one of the many dues which the peasants had to pay for the protection provided by the lord. It was imposed arbitrarily whenever the lord wanted more resources. The other due which were directly charged was the tithe. The tithe was essentially was a tax payable to the church. It was one tenth of their income. ROLE OF WOMEN Noblewoman Peasant woman The Feudal Age was a male dominated society. It was commonly held that due to women’s physical inferiority their place was in the home and that they owed strict obedience to the male. But in practice, even without a political voice, women played an important economic and social role in society. 24 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Because of their role as mistress on larger estates, women exercised considerable influence depending upon their ability, personality, dowry and family connections. Upper class women knew how to read and write and often were better educated than their noble husbands. While lords and knights were away on crusades or pilgrimages, it was the wives who ran the affairs of the castle or manorial estates, often for years at a time. The position of women improved during the Middle Ages due to the church’s influence on chivalry. Medieval religious devotion to the Mother of Christ also helped to raise the status of women. There is no doubt that women had influence in the family and the community. Do YOU KNOW? Famous women of the middle Ages include the writer Christine de Pisan; the abbess and musician Hildegard of Bingen; and the patron of the arts Eleanor of Aquitaine. A French peasant's daughter, Joan of Arc, or St. Joan, heard voices telling her to protect France against the English invasion. She dressed in armor and led her troops to victory in the early fifteenth century. "The Maid of Orleans" as she was known, was later burned as a witch. The vast fiefs of Duke William X in Aquitaine were bequeathed to his daughter Eleanor, who accordingly became the most important vassal of the king of France, possessing approximately one-third of that sovereign’s territory 25 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL CASE STUDY: THE FAIR MAIDEN It seemed so sudden; in a few months, she would be leaving her home. She would become the Lady of a castle herself. She would be responsible for overseeing the household, supervising the young girls’ training in cooking, weaving cloth, and embroidering, and raising the children. Tears came to her eyes at the thought of leaving her brothers and sisters; she was twelve years of age. But her mother reminded her that a woman’s main duty was marriage, and her’s had been arranged by her father over two years ago. The marriage would strengthen both families economically and give them more influence with the king. This was the role that she had been prepared for since birth. Her mother told her not to worry; she was a fair maiden, with a noble upbringing, her dowry was sizable and God would watch over her. . She was educated, had musical talent and knew a number of crafts; she would be in charge of the castle and its estates when her husband was traveling, and she would raise the children to be strong and good Christian nobles. Her influence would be great. And soon she would be what she had dreamed. After reading the skit, debate on the topic: ‘Condition of Women: Then and Now’ RELIGION In Europe the only recognized religion was Christianity. Church leaders such as bishops and archbishops sat on the king's council and played leading roles in government. The lives of the people were dominated by the church from birth to death. Various religious institutions became both rich and powerful, because of the taxes they collected from the people and the land they received from the Kings. 26 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Church successfully established itself as "an autonomous legal and political ... Cathedral of Amiens The uses of a medieval monastery included the following: A Medieval monastery received pilgrims and travelers. A Medieval monastery performed many works of charity, feeding the hungry, healing the sick that were brought to their doors, and distributing their medicines. A Medieval monastery provided education for boys who wished to become priests and those who intended to lead active lives in the world. A Medieval monastery copied the manuscripts of classical authors preserving valuable books that would otherwise have been lost. A Medieval monastery kept records of the most striking events of their time and acted as chroniclers of the medieval history of the middle Ages. MONKS AND NUNS Monasteries in the middle Ages were based on the rules set down by St. Benedict in the sixth century. The monks became known as Benedictines and took vows of poverty, chastity, and obedience to their leaders. They were required to perform manual labor and were forbidden to own property, leave the monastery, or become entangled in the concerns of society. Daily tasks were often carried out in silence. Monks and their female counterparts, nuns, who lived in convents, provided for the less-fortunate members of the community. 27 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Medieval monks (Europe) Pilgrimages were an important part of religious life in the middle Ages. Chaucer's Canterbury Tales is a series of stories told by 30 pilgrims as they traveled to Canterbury. 28 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL CASE STUDY: GREGORY II VS. KING HENRY IV Gregory VII, formerly a Benedictine monk, became a very powerful Pope. He wanted to be above all kings and feudal lords, so he sent out a decree saying so. King Henry IV of Germany resented this and didn't obey it. After much feuding, they settled their disagreements. The Concordat of Worms in 1122 allowed both the king and Pope to choose new bishops. It also increased the Popes power by letting him have final say about high church offices. BREAKDOWN OF FEUDAL SOCIETY Feudalism began to decline towards the end of the thirteenth century in France and Italy. A new middle class comprising of traders and businessmen, emerged in the society. The kings became more powerful and began to maintain independent armies. Nobles became weaker as subinfeudation became more prevalent. The peasants demanded changes and revolted against the system. The rise of towns in Europe. 29 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL KING JOHN AND THE MAGNA CARTA The Medieval period during which the power of the King became more limited was followed by a time when the Monarch gained more power once again. The nobles were upset because they had been used to having some control over the Monarchy. When King John ascended the throne in 1195 A.D. he lacked the funds and inherited no land. As a result he forced all landowners to pay him more money. He began to buy goods cheaply and sell them to his subjects at high prices. Subjects were offered to assist in the construction of John’s palaces and to donate horses and other items whenever he demanded. At the same time he offered fewer services to the people. Finally, King John demanded more money and the English nobility was furious with him. He was also engaged in a bitter quarrel with Pope Innocent III and tried to take control of some church decisions, he was excommunicated by the Pope. Consequently, church officials in England also became angry with the king and supported the nobles in their opposition to the king’s policies. King John signing the Magna Carta 30 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Finally, in 1215A.D. at the meadow of Runneymede, the nobles and church officials confronted King John and forced him to sign a contract listing their demands. This contract, called the Magna Carta curbed the King’s power and became the basis for many democratic propositions in the centuries to come .King John CAUSES OF THE DECLINE OF FEUDAL SOCIETY There were many a causes responsible for the decline of feudalism in Europe. 1. The power of feudal monarchs was very limited by contracts. The limitation of royal power, led to practices such as subinfeudation. There were attempts made to end the power of monarchies and to reestablish centralized sovereignty, the process by which feudal society in Western Europe was ultimately transformed. 2. The emergence of the middle classes, which amassed wealth by trading, was one major cause for the decline of the feudal society. The middle class was made up of the artisans and craftsmen who lived and worked independently in the towns. This new rising class was important, because even though the lord who owned the land on which the town was constructed claimed authority over it, the people resisted the sometimes distant lord’s rule. Town revolts over the rights of its citizens challenged the values of feudalism. The middle classes supported the kings with money, which helped them in maintaining armies of their own, in order to use it against the turbulent nobles. 3. The concentration of power in the hands of a few was always a great disruptive force in the feudal system. The rise of powerful monarchs in France, Spain, and England broke down the local organization. 4. Another disruptive force was the increase of communication, which broke down the isolated manor, assisted the rise of towns, and facilitated the emergence of the bourgeois class. This process was greatly accelerated in the 14th century and did much to destroy the feudal classifications of society. [The system broke down gradually. It was not completely destroyed in France until the French Revolution (1789), and it persisted in Germany until 1848 and in Russia until 1917. Many relics of feudalism still persist, and its influence remains on the institutions of Western Europe.] 31 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL 5. The growth of trade and commerce led to the emergence of towns and cities which provided new opportunities for work. The serfs got an opportunity free themselves of the feudal lords and take up work in the cities. 6. The crusades greatly contributed to the decline of feudal society. As a result of these wars the Europeans learnt the use of gun powder from the Muslims. It also opened up trade between Europe and cities of Constantinople and Alexandria. In these crusades many a feudal lords lost their lives. 7. The Black Death, which took a heavy toll of life in Europe, led to the scarcity of labour force in Europe, which enhanced the bargaining power of the serfs and rendered the feudal system weak. 32 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL GLOSSARY Armor covering, usually metal or leather, worn by warriors Clergy Religious professionals (priests, monks, nuns, etc.) Chivalry Feudalism European knight's code of loyalty and moral behavior political system based on the relationship between a landowner and the people who need his protection Fief land given by a lord to a vassal in exchange for loyalty and service Lance Magyar A long strong spear like weapon came from East, somewhere in Asia and settled down in present day Hungary Medieval relating to the Middle Ages (about 500-1500 CE) Oath of Fealty promise of loyalty from a vassal to a lord Serf peasant farmer who is tied to a lord’s land Squire Subinfeudation Knight in training above 14 years of age A person receiving a grant of land from a lord could himself become a landlord subdividing and granting land to others. Vassal Person who receives land and protection from a lord in exchange for loyalty and support. Visigoths Germanic barbaric tribe who defeated the Romans 33 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL WORKSHEET 1 NAME________________________________ CLASS __________ SECTION______ 1. The lowest members of feudal society were called _________________. a) Vassals b) knights c) Bishops d) serfs 2. Kings granted fiefs to nobles in exchange for _________________. a) Gold b) loyalty c) Slaves d) wheat 3. The political and social arrangement that started after the last great Frankish King. a) Manorialism b) imperialism c) Democracy d) feudalism 4. Under the feudal system what type of exchange took place between lords and vassals? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. Why were the Frankish kings unable to defend their empire? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 6. Define Feudalism. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 7. Descibe how feudalism spread across Europe. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 34 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 8. What are the characteristics of European feudalism? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 9. The map given below shows the European countries under the influence of Feudalism during 1200 A.D. Using an Atlas, on an outline map of Europe, mark the contemporary countries that were influenced by feudalism. 10. Draw a graphic organizer showing the significant groups involved in the working of a feudal society. 35 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL WORKSHEET 2 NAME__________________________________ CLASS ________ SECTION_____ 1. Political feudalism implies the relationship between a) Nobles and King b) King and Serf c) Vassals and King d) Nobles and Vassals 2. Ecclesiastical fiefs were given to the a) Church c) Feudal Lords 3. Oath of fealty was signed between the a) Knight and King c) Vassal and Fief b) Knights d) King b) Overlord and king d) Vassal and Over lord 4. Describe the feudal contract between the feudal lord and vassal. Can you think of such a type of contract that existed in rural India (hint: zamindar, peasant) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. Differentiate between military and general tenure. 36 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL Military General 6. Mention the services and types of payments offered by the vassals to the overlords. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ 7. Explain the various forms in which allegiance was given to the king. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________________________________________________ 8. a. Who is the man in the picture? _____________________________________________________________________ 37 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL b. Who are the people surrounding him? ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________ c. What do you think they are saying to him? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ___________________________________________________________ d. How do you think they feel about each other? Why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ WORKSHEET 3 NAME_______________________________ CLASS _______ SECTION______ 1. Name the following:- a. A place where animals graze _______________ b. A large estate owned by the lord _________________ c. A person who directs the peasants work _______________ d. The smallest unit of feudal government was ___________________ e. The Manor was ruled by _________________ f. In a Manor ____________ of the land was reserved for the lord. g. The center of community life in the medieval European village was ___________ 2. Fill in the blanks: a. _________________ is the part of the armor that protects the head. 38 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL b. The knights were identified by their ______________ when they were suited in armor c. The ____________ dubs the knight. d. A squire would test his skills against a ______________ target. 3. Which two groups of peasants worked and lived on the manor? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4. Though there was a contrast in the status and the living conditions between the lord and the peasant yet they respected each other. Justify the statement. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. What responsibilities did the lord have in running his manor? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6. According to the code of chivalry, how were knights required to behave? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________ 7. Read the following passage carefully and answer the questions that follow Tournaments became a favorite form of amusement for lords and ladies. This kept the knights prepared for battle during times of peace. Tournaments were mock battles between groups of knights. The mock battles were called melees. Later jousts were added. Jousts were contests of skill between two armed horsemen, who came at each other with their lances. Each attempted to unhorse the other. The jousting gave young knights an opportunity to show off skills and build their reputations. The defeated knight had to give up his horse and armor to the victor. Jousters were separated from each other by a cloth covered barrier called a tilt to prevent their horses from colliding 39 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL a) Explain what ‘Tournament’ meant in context to the medieval period? When were tournaments held? What was it commonly known as during those times? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _______________________________________ b) What was meant by Jousting in medieval times? What two advantages did the winner of the Jousts have after the contest? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 8. Explain the two types of taxes paid by the serfs? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 9. Serfs were exploited by the feudal lords. Justify the statement. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 10. Imagine you are a serf living under strenuous conditions in a feudal society. Write a diary entry on, ‘A Day in the life of a Serf.’ (Hint: kind of work done, dreams of leaving the manor to a free society) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 40 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL WORKSHEET 4 NAME_________________________________ SECTION_______ CLASS _________ 1. In Europe during the Middle ages, the force that provided unification and stability was the a) Roman Catholic Church b)Central government in Rome c) Federation of the craft guilds d) Military alliance between France and Germany 2. One important effect of the Crusades on western Europe was that they a) led to a decline in the importance on the church in western Europe b) introduced the industrial revolution in western Europe c) ended the western European quest for an overseas empire d) furthered cultural diffusion throughout western Europe 3. “All things were under its domain……its power was such that no one could escape its scrutiny.” Which European institution during the middle ages is best described by this statement? a) Knighthood b)the nation-state c)the guild d) the Church 4. What are the different things that would happen in a medieval monastery? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 5. How powerful was the church in the political scenario of the feudal society? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 6. Who set the rules to be followed by the monks in the medieval times and what were they commonly known as? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 7. Feudalism began to decline towards the end of the thirteenth century in Europe. Give four reasons to justify the statement. 41 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 8. Critically evaluate the role of women in a male-dominated society during the Feudal age. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 42 CBSE –i CLASS VII HISTORY STUDENTS’ MANUAL WEBSITE REFERENCES Encyclopedia Britannica NCERT Textbook Infoplease.com Middle-ages.org.uk Historyworld.net Vlib.us.com History-world.org Ucalgary.ca Nickshanks.com Marxist.org mr_sedivy.tripod.com historylearningsite.co.uk middle-ages.org.uk library.thinkquest.org 43
