Sarah Moyer
SLIB 560
Pathfinder
SOL/Topic Selected
WHI.9
The student will demonstrate knowledge of Western Europe during the Middle
Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western
civilization by
a) sequencing events related to the spread and influence of Christianity and the
Catholic Church throughout Europe;
b) explaining the structure of feudal society and its economic, social, and political
effects;
c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival
of the idea of the Roman Empire;
d) sequencing events related to the invasions, settlements, and influence of
migratory groups, including Angles, Saxons, Magyars, and Vikings.
WHI.12 The student will demonstrate knowledge of social, economic, and political changes
and cultural achievements in the late medieval period by
a) describing the emergence of nation-states (England, France, Spain, and Russia)
and distinctive political developments in each;
b) explaining conflicts among Eurasian powers, including the Crusades, the
Mongol conquests, and the fall of Constantinople;
c) identifying patterns of crisis and recovery related to the Black Death (Bubonic
plague);
d) explaining the preservation and transfer to Western Europe of Greek, Roman,
and Arabic philosophy, medicine, and science.
I chose these SOLs due to their importance in understanding history. The Medieval
Period was a time of great social and political change, and a thorough understanding of life
in these times is essential to understand what comes “next” in history. Even though the socalled Dark Ages are not generally thought of as relevant or important, the seeds of larger,
more notable movements (i.e. the Renaissance) were planted during this time. I have found
that students generally struggle with this these SOLs, scoring low in this area. And
reinforcement could benefit all students, not only on the SOL test but in further history
studies as well.
This project would be done while teaching WHI.12. The SOLs split the Medieval
Period into 2 SOLs even though they seamlessly fit together. (A savvy teacher might go
ahead and teach them together, but we were never permitted to do that. We had to teach
the SOLs in order). This project would take place before the culminating test for WHI.12.
Introduction
This project is directed toward ninth-grade World History I students. This is
generally a class that all students are required to take. It is sometimes divided into honors
and general courses, but is usually a mixed bag. This course is also offered in a
collaborative setting, in which a Special Education teacher co-teaches with the subject-level
teacher, with a large portion of the class receiving some type of services from the Special
Education department. This project was created keeping an eye on how it could possibly be
modified for Special Education students, depending on their accommodations. There are
enough pieces and parts that the project can be differentiated without losing the overall
focus.
The pathfinder will act as a guide in the research process. As ninth-graders, many
are still new to the research process. This is a good way to begin teaching how to find good
resources; if a student wants to use a resource (most likely a website, as other sources will
have already been vetted) not listed on the Pathfinder, as a librarian I would provide a
quick evaluation sheet for students to use. This would allow students to begin to
understand how to evaluate resources. It is expected that students will have to evaluate at
least one additional source to complete this project.
A rubric will also be given to students to help them understand what they are
expected to produce. Obviously, there will be at least 2 different rubrics, one for projects
and one for students who chose to write a paper. Students will be given 2 class periods to
work on the project, and effective use of class time will be on the rubric.
Description of Collaboration
The librarian and subject teacher will need to be in constant communication while
preparing this project. The teacher will create the project; since it is a culmination of a few
weeks of instruction, the students should have a basis of knowledge to on which to begin
building their projects. The librarian will make the Pathfinder; she will take the project
created by the teacher and find suitable resources. The librarian will share the completed
Pathfinder with the teacher prior to presenting it to the class to make sure the teacher
agrees with the resource provided. The project and Pathfinder will be compared and
adjusted to make them appear as one seamless product produced by the same person.
The teacher will introduce the project in class, taking time to go over the
expectations and requirements. The librarian will be present when the teacher introduces
the project so she can go over the Pathfinder-what it is and how to use it. This will save
time on research days, so students can get right to work on their dedicated library research
days. Students will sign up with the teacher, indicating what their project is going to be.
This information will be shared with the librarian, so she can assist students with their
research and maybe even pull more resources if needed. The librarian will also have
available a citation handout, which is a common document that is used in all classes for all
research projects and is also available on the library website. The librarian will also have a
resource evaluation sheet available for students to use if they need a source not on the
Pathfinder.
Both the teacher and librarian will be responsible for assisting students while in the
library. If needed, the librarian and/or teacher can do a brief review of how to use the
database or library catalog.
The teacher and librarian will work together to create the rubric. Since the rubric
includes effective use of class time, the rubrics will be in use during library research time.
The rubric will be made available to students so they know what the requirements are.
Two different rubrics will need to be created: one for the project, and one for students who
choose to write a research paper instead. The librarian will grade the works cited page and
the resource evaluation sheets used. The librarian will also be responsible for grading any
research papers turned in by students electing not to complete a project. The teacher will
grade project papers and the presentation. The librarian will also be present for the
presentations. Input from both the teacher and librarian will be used in determining the
grade for effective use of time. The teacher and librarian also can get input from each other
when grading.
Statement of Impact
Upon completion of this project, students will be able to:






Expand on contributions and important information from the Medieval Period
Follow project guidelines and rubric
Write a brief summary paper –OR- a thorough research paper
Evaluate resources for accuracy and usefulness
Cite resources in MLA format
Present information with authentic product to a group
The Pathfinder is of essential value for this project; as ninth graders, these students are still
relatively new to the world of academic research and the Pathfinder can provide a scaffold
to help them learn essential skills. It also acts as a time-saving device, giving students a
jumping off point instead of having to plunge in blindly looking for resources.
Formats
1. Dictionary-As ninth-grade students, the thesaurus and dictionary are useful to
avoid the repetition of words. The medieval dictionary will be helpful in finding out
what words not commonly used mean.
2. Encyclopedia-This is a great basic resource. I included World Book Online here;
even though it is a database, my library has print and online resources. The
medieval encyclopedia is another great basic source found online.
3. Library Catalog-Students can search the contents of the library collection. A small
selection has been pulled containing a lot of general information, but other titles
exist for more specific topics (i.e. knights, cooking)
4. Databases-The online database will provide more information on a specific topic.
Students can search using keywords, but they will have to evaluate the available
articles to see if they fit the needs of their topic.
5. Biographical Sources-For students who choose to do a biographical study of a
historically significant person, or to gain more information on a person who
contributed to a significant event or item. Biographical sources can also give specific
information on a topic, like who created certain types of armor or who participated
in the Battle of Hastings.
6. Government Sources-Students can search site reliable information on their topic.
This is a great source for visuals.
7. Websites-Find additional information on the topic selected. Students can find very
specific information. Students will need to evaluate websites used that are not found
on the Pathfinder.
Name: ____________________________
Medieval Period
Project
WHI.9, 12
Ms. Trumbull/Mrs. Moyer
This research project will extend your knowledge in a specific area of the Medieval
Period. Each project will require you to do in-depth research on a topic; your present level
of knowledge must be expanded. You will have 2 days in class to research, with
presentations happening on the third day. Along with your project, you must write a onepage paper summarizing what your project is about. You must also cite your sources
(using MLA format); each project should use at least 2 sources. Each student must also
create 1 multiple-choice question to be included on the culminating test for this section.
Art


Model, sculpture, mobile, paintings, diorama
Must be presented in front of the class with each part explained.
Demonstration
 Must teach classmates how to do something
 Must be 5-10 minutes in length
Entertainment
 Subject must teach the class about a specific topic or person.
 Must be 5-10 minutes in length
 Storytelling, skit, puppet show, musical performance, living history (person)
Technology
 Video, PowerPoint
 Must be 5-10 minutes in length
If you do not want to complete a project, you may write a paper:
Paper
 4-5 pages in length
 Typed
 Must site at least 5 sources
 Must prepare a half-page handout for the class outlining what you learned.
On the back are ideas for projects. Please let me know ASAP what your topic is; only one
student per class can work on a topic. If you have an idea for a project that is not written on
this paper, please check with me! This is a very basic list; not every possible topic is on it.
You will be given a rubric when you sign up for your project. This is the same rubric that
will be used when grading your work. Ms. Trumbull and Mrs. Moyer will be grading your
work.
Topic List
Medieval Justice/ Trial by Ordeal
Medieval Calendar
Life in a Monastery
Coat of Arms
Archery/Hunting/Falconry
Crusades
Fashion for men/women
Black Death/Plague
Battle of Hastings
The 100 Years War
Feudal System
Norman Invasion
Jousting/Tournaments
Vikings
Chivalry
Medieval manor
Gothic Cathedral or its’ parts-gargoyles, flying buttress, stained glass window, etc.
Medieval Musical Instrument
Viking Ship
Medieval Castle
Illuminated Manuscript
Coat of Arms
Medieval Tapestry
Medieval Games
Crafts (candle making)
Medieval Feasts/Banquets
Spanish Inquisition
Charlemagne
Joan of Arc
William the Conqueror
Pope Urban II
King John
Ferdinand and Isabella
Ivan the Great
All topics must be school appropriate and approved by the teacher.
Topic
Name: ____________________________
Medieval Period
Project Pathfinder
WHI.9, 12
Ms. Trumbull/Mrs. Moyer
This Pathfinder was created to help you find useful resources without having
to spend large amounts of time scouring the library and Internet. This information
will help your search to expand your knowledge of the Medieval Period. Make sure
that you stay on your topic, and reference the rubric to make sure you are covering
all the information needed. If you have any questions during research, just ask!
If you want to use a resource not listed on this sheet (especially a website),
please see Ms. Trumbull or Mrs. Moyer for a resource evaluation sheet! This
sheet MUST be turned in with your assignment!
Dictionary
www.merriam-webster.org
 Use this for a basic dictionary and thesaurus.
http://thescriptorium.co.uk/glossary.php
 This dictionary can help you sort out obscure words used in medieval times
that are not a daily part of our vocabulary.
Encyclopedia
The World Book Encyclopedia –ORwww.worldbookonline.com
Login: wbmcps
Password: wbmcps
 Get some basic information on your topic here. A great starting point!
http://www.the-orb.net/encyclo.html
 More in-depth information on the Medieval Period, from historians and
professionals.
Library Catalog
Use Park View High School’s online catalog to find books on your specific topic.
Search suggestion: Start your search using your topic as the keyword, but remember
you can use other words in your search!
Suggested books:
A Medieval Castle
A Medieval Miscellany
Monarchs in the Middle Ages
920 GRE
920 HER
920 MAC
Feudalism and Village Life in the Middle Ages
Daily Life in Medieval Europe
Medieval Knights
920 PAD
920 SIN
920 WOO
Database
www.infotrac.galegroup.com/itweb/sout56882
Password: dragon
Search suggestion: Start your search using your topic as the keyword, but remember
you can use other words in your search!
Biographical Sources
www.biography.com
 Search for a information on a specific person.
www.s9.com
 Search for information on a specific person (be sure to fact-check all
information from this site!)
www.history.com
 You can use this site to find information on a specific person, or you can
search a specific topic to find information on who is associated with it.
Government Sources
http://www.si.edu/
 Search the world’s largest museum. Great for visuals!
Websites
http://www.drakensang.com/medieval-times
www.history.com
www.medieval-life-and-times.info
www.medieval-period.com
http://www.medievalplus.com/
Citations
Each project must use at least 2 sources, which should be cited in your paper
using MLA format. See the library handout, go to the library website, or use one of
the following websites to help you.
www.citefast.com
www.easybib.com