Appendix A

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Interdisciplinary
Curriculum Template for
the Medieval Times Unit

1. Scan and cluster standards vertically and horizontally to select

one or two broad-based standards for each discipline in the
integrated unit.

• Design and make a pulley and gear system and investigate how motion
is transferred from one system to another. (Science)
• Formulate questions about and identify needs and problems related to
structures and mechanisms in their environment and explore possible
solutions and answers. (Science)
• Produce two- and three-dimensional works of art that communicate
ideas for specific purposes and to specific audiences. (The arts)
• Begin to develop research skills. (Social studies, science)
• Identify the distinguishing features of a medieval society.
(Social studies)
• Communicate ideas and information for a variety of purposes and to
specific audiences. (Language)
• Contribute and work constructively in groups. (Language)
Copyright 2004. ASCD.

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 Meeting Standards Through Integrated Curriculum

2. Choose an age-appropriate and relevant topic/theme.

Medieval Times

3. Create a web to identify potential clusters of standards/content.

Language Arts
• Writing—mystery
Social Studies
play, diary
• Features of society
• Reading—novel,
• Impact of Christianity, Crusades, Islamic
Internet
culture, Magna Carta
• Oral presentation
• Research
• Graphs
• Maps
• Compare now and then

Medieval Times

Science Arts
• Pulleys and gears • Drama—mystery play,
characteristics role play, interviewing
• Inquiry—research • Dance—medieval dance
with pulleys • Arts—castle, diorama,
• Design and construct produce two- or three-
pulley system dimensional works of art
• Compare and • Knowledge of tools
evaluate different for printmaking
systems

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 Appendix A

4. Construct a KNOW/DO/BE bridge.

BE
Cooperative, Responsible, Respectful

KNOW DO

Enduring
understandings Interdisciplinary
• Citizens have skills
roles and • Problem solving
responsibilities • Design and
• Our heritage construction skills
connects to our past • Research skills
• Pulleys and gears • Presentation skills
transfer motion from • Interpersonal skills
one system to another
Interdisciplinary concepts
• Heritage
• Citizenship
• Structure

5. Design a culminating assessment.

You are a citizen of St. Ann’s village. It is time for the Medieval Festival. Many visitors are coming
to your festival. Some will come from as far away as the 21st century. They will be curious about
how you live, the culture, and how it has affected their culture today. You are to research one aspect
of medieval times and how it is represented today. You have three responsibilities:
1. You and a partner are in charge of a booth at the fair. Small groups will visit you. You are
responsible for

• An oral presentation of your independent research. (Oral presentation)

• A storyboard outlining the important facts about your research. (Written presentation)
• An activity that your visitors can do that will teach them something about your area of research.
For example, you might make a working catapult or design a game. (Design and construction)
• Answering questions that the visitors have and comparing what you have discovered from
medieval times with the culture in the 21st century. (Research)
2. You are responsible for contributing to the archives. Please select from the artifacts you have
created during the unit: castle with blueprints, stained glass windows, maps. Provide a written
report of how your artifact is represented in the 21st century. (Design and construction)
3. It was very common to have mystery plays performed during medieval times. Your group is to
write and perform a mystery play for the audience during the festival. (Oral presentation)

There will be teacher, self-, and peer assessment.

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 Meeting Standards Through Integrated Curriculum

6. Create guiding questions.

• Why are people today still interested in medieval times?

• How did people live in medieval times?
• How do pulleys and gears work, and how did the people use them in medieval times?
• How do the important events of medieval times affect our culture today?

7. Generate instructional activities and assessments aligned with the KNOW/DO/BE

bridge and the culminating assessment:

(a) Recluster standards to develop mini-units.

Peasants and Kings Crusades and Pilgrimages

• King Arthur legend • Crusades
• Robin Hood • Tournaments and games
• The Plague—medical • Chivalry
practice • Weaponry
• Trade, pirates • Mystery plays—legends
• Feudalism • Life in church
• Roles and responsibilities • Islam and influences
(royalty, clergy, courtier, • Christianity and influences
peasants, dames, lords, • Geography—maps
monks, knights)
• Jobs
• Feasts
• Daily life
Medieval Times Then and Now
Impact of medieval
• Tournaments and games
society today

Castles and Creators People and Events

• Cities—maps • Marco Polo
• Design and construction of • Vikings
castles, mosques, manors, • Henry V
and cathedrals • Christopher Columbus
• Pulleys and gears • Pirates
• Printing press, hourglass, • Charlemagne
chess, paper, guild system, • Joan of Arc
stained glass • St. Francis of Assisi
• Musicians, troubadours, • Battle of Hastings
artists, astrologers, storytellers • Magna Carta

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 Appendix A

(b) Create standards-based learning experiences with built-in assessment.

Mini-Unit: Kings and Peasants
Teaching/learning experiences Standards Assessment
In groups, students brainstorm for
typical questions a researcher
would ask to discover how people • Identify the distinguishing fea- The questions that the class
lived in the Middle Ages. Class tures of medieval society. (SS) generates will be written on
develops generic questions. They • Use appropriate vocabulary to newsprint and displayed for
should include categories such as describe their inquiries and the class and the teacher to
food, clothes, homes, entertain- observations. (SS) evaluate for completeness.
ment, work, government, trade,
transportation, conflict mediation.
• Ask pertinent questions to gain
information. (SS)
• Locate relevant information from a
variety of sources. (SS)
In triads, students do an in-depth
• Analyze, clarify, and interpret • Charts with the student-generated
research study to provide answers
information about the social, polit- questions will be given to triads.
to research questions for one group
ical, and economic structures of Students will fill in with information
in medieval society. Groups include
medieval society. (SS) they generated from the research
peasants, royalty, knights, clergy,
• Begin to develop research skills. done.
lords and ladies, townspeople,
(L) • Teacher and self-evaluation.
explorers, traders.
• Construct and read a chart. (SS)
• Use appropriate strategies to
organize and carry out a group
project. (L)
• Produce two- and three-
dimensional works of art for
a specific purpose. (VA)
Students create a diorama from a
• Begin to develop research skills. • Research rubric
shoebox that illustrates a typical
(L) • Presentation of research done by
scene from their assigned social
• Decide on a purpose for reading creating a diorama
group.
and select material from a variety
of sources. (L)
• Create a media work. (L)
• Demonstrate an understanding of
Role-play. Suggestion: Students
voice and audience by speaking
develop a role-play in which one
and writing in role as characters
person is an interviewer
in a story. (D) • Teacher and peer evaluation
from the year A.D. 3000. The inter-
• Demonstrate the ability to main- • Rubrics: design and construction,
view will be played live
tain concentration while in role. research
on the Internet. The others in the
(D) • Presentation rubric
group need to answer the inter-
• Explain the importance of
viewer’s questions. Include the
research in producing effective
diorama in the interview.
dramatizations. (D)
Students summarize the learning
experience by creating a “Then, • Describe the ways in which
Now, and Future” chart. They medieval society has influenced • Class and teacher evaluation
complete chart during a class modern Western society. (SS)
discussion.
Source: Adrian DeTullio, Hamilton-Wentworth Catholic District School Board, Ontario, Canada; Debra
Attenborough, Niagara Falls Art Gallery, Ontario, Canada; and Susan Drake.

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