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 so-called 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 ninthgraders, 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 one-page 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 Schools 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
920 GRE
A Medieval Miscellany
920 HER
Monarchs in the Middle Ages
920 MAC
Feudalism and Village Life in the Middle Ages 920 PAD
Daily Life in Medieval Europe
920 SIN
Medieval Knights
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 worlds 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