"The nation of the Huns ? surpasses all other Barbarians in wildness of life?. And though they do just bear the likeness of men ? they are so little advanced in civilization that they make no use of fire, nor any kind of relish, in the preparation of their food, but feed upon the roots which they find in the fields and the half-raw flesh of any sort of animal. I say half-raw, because they give it a kind of cooking by placing it between their own thighs and the backs of their horses?."

• Group 1: The first group should research the evolution and use of the stirrup. It should provide a history of its use and its changing impact from the earliest period. Tell the students in the first group that they will be responsible for providing a historical overview with illustrations to the rest of the class.
• Group 2: Explain to the second group that the head of all warriors in Japan held the title Sei I tai shogun (sometimes simply called shogun ), which means "barbarian-reducing general." The government of feudal Japan was called the Bakufu , or "tent government." Give students the following 17th-century account describing the role of the samurai: From the ancient times the people have been divided into four classes: samurai, farmer, artisan, and merchant. Each class has its own vocation. The farmers devote themselves to agriculture; the artisans promote industry; and the merchants are engaged in trade. All three ? contribute to the good of society. What then, is the use of the samurai class? Its only vocation is to preserve righteousness. The people of other classes deal with visible things, while the samurai deal with the invisible, colorless, and intangible things. Have the students research the samurai of Japan. Encourage students to read about the code of Bushido ("the way of the warrior") to discover what a samurai's duties entailed. What do those individuals reveal about Japanese society from the 12th to the 19th centuries? Students should note that medieval Japan produced codes predicated upon a rigid hierarchical ordering of society. Have students complete a chart showing the various levels of medieval Japanese society and providing descriptions of the responsibilities assigned to each class.
• Group 3: Inform the third group that the term chevalier —given to the medieval Norman knights of Europe—literally means "horseman." Most medieval knights were eventually bound by a code of behavior called chivalry that stressed loyalty and fair play. Have this group review the role of medieval knights. Have students complete a chart showing the various levels of society in medieval Europe and providing descriptions of the responsibilities assigned to each class.