Write a four-paragraph argument for or against the usefulness of the feudalist structure. Your assigned audience is a modern business leader. You may choose to create a slide show or other piece of media to accompany your paper. For your research, choose one of the following countries:

France

England

Germany

Make a claim as to whether feudalism helped or hindered your Western European country. Offer the reader strong points supporting your answer.

Address the counter claim to your argument. Offer the reader the specific facts from your research that shows the flaws within the counter claim.

As support for either your claim or counter claim, include how feudalism finished its course in the country you selected.

Include the approximate years when feudalism began and ended in that country.

In addition, explain whether the national leader at the time of feudalism played a part in encouraging or harming feudalism within their country.

Read the excerpt from eighty years and more. until i was sixteen years old, i was a faithful student in the johnstown academy with a class of boys. though i was the only girl in the higher classes of mathematics and the languages, yet, in our plays, all the girls and boys mingled freely together. in running races, sliding downhill, and snowballing, we made no [division] of gender. true, the boys would carry the school books and pull the sleighs up hill for their favorite girls, but equality was the general basis of our school relations. i dare say the boys did not make their snowballs quite so hard when pelting the girls, nor wash their faces with the same [forcefulness] as they did each other's, but there was no public evidence of [favoritism]. which detail supports the central idea that stanton feels females and males were generally treated equally at johnstown academy? until i was sixteen years old, i was a faithful student . . i was the only girl in the higher classes of mathematics . . [t]here was no public evidence of [favoritism]. true, the boys would carry the school books . .