Abstract

This paper aims to create an annotated bibliography and analyze the appearance of

a medieval theme in certain modern Young Adult novels. This paper will explore the

prevalence of certain themes in Medieval Literature throughout all of the novels. A

connection between the Common Core State Standards and the novels will show how these

novels could be used within the classroom. Even though the Language Arts Common Core

State Standards presents four standard texts for the year, these novels could serve as

enrichment materials.

Annotated Bibliography

Crispin: The Cross of Lead By AviHistorical Fiction, 2002 Lexile Measure: 780L

Crispin is a tale of mystery and truth. A 13-year old peasant boy living in 1377 A.D. feudal England is only known as Asta’s son is quickly swept up in a journey to clean his name from a crime he didn’t commit and to learn who his father truly is after his mother dies. Shortly after he learns from a village priest that his real name is Crispin, but before he can learn anymore about his past Father Quinel is murdered by the steward’s men. Now Crispin must race to clear his name and learn the truth about who his family is, with only his newly revealed name and his mother’s cross of lead.

Outbreak: Plagues That Changed History By Bryn BarnardNon-Fiction, 2005Lexile Measure: 1080L

The Black Death, cholera, Scarlet Fever...what impact did the plagues have on history? Diseases have shaped the course of human history in very formidable ways. Author Bryn Barnard takes a look at the correlation between plagues and their affects on the events in global history. This book contains meticulous illustrations and in-depth science on how the plagues spread.

Templar By Jordan MechnerIllustrations: LeUyen Pham and Alex Puvilland Historical Fiction/Graphic Novel, 2013 Lexile Measure: unknown Age level: 13-17

After the purge of the Templar Knights in 1307 by the King of France, the remaining knights must do all they can to keep their secrets safe and hidden. Martin is one of those remaining knights who, along with the remaining knights, mount a counter-attack against the pope and king to regain their lost treasure. This graphic novel radiates off the pages with colorful and bombastic illustrations depicting 14th century Europe.

The Crystal CaveBy Mary StewartFantasy, 1970Lexile Measure: 960L

Told in a first-person autobiography, this tale tells the story of Myrddin Emrys, or Merlin. It was a time of chaos and turmoil during 5th century Britain and the withdrawal of the Romans. Born the bastard son of a Welsh princess, Merlin’s childhood is plagued by visions and perilous journeys. His powers of the occult are questionable---are they for good or evil? How did he come by them and what lies within the Crystal Cave? However, his destiny lies with uniting the land and guiding the once and future king---Arthur.

The Midwife’s Apprentice By Karen Cushman Historical Fiction, 1995 Lexile Measure: 1240L

Set in medieval England an orphaned, friendless young woman named Brat makes the acquaintance of a midwife named Jane. Brat becomes Jane’s apprentice and assisting in delivering babies and gaining knowledge, confidence, and courage under Jane’s watch. Brat renames herself as Alyce and is determined to get something more out of life. This witty and poignant tale sheds light into home-life, midwifery, and raising children in a medieval village.

The Mists of AvalonBy Marion Zimmer BradleyFantasy, 1983Lexile Measure: 1120L

Hundreds of tales have been told about King Arthur and his Knights of the Round Table through their perspectives---but what about the woman? Marion Zimmer Bradley craftily constructs the Arthurian legend based on the perspectives of the woman from the tales. The books protagonist is Morgaine, a priestess trying to save her matriarchal Celtic culture in a time in Britain where a patriarchal Christianity threatens to extinguish their pagan ways. The tales focus on the women in the Arthurian tales such as Gwenhwyfar, Morgause, and other women in the Arthurian literature, while the men play supporting characters. The Plague Tales

By Ann BensonHistorical Fiction, 1998Lexile Measure: 1050L

Imagine a plague that was so rampant that half of the people you knew were dead within days. The Black Death was the most feared disease in human history. Ann Benson combines adventure, science, romance, fear, and thrill into this tale of two eras. One set in 1348 France, where a Spanish physician is sent on an impossible mission to save the royal family from the grip of death. The other set hundreds of years in 2005 London, a woman scientist digs up some earth that contains a dormant disease. Combining the past with the present is the only way that humanity can survive this mass black destruction.

Bibliographic Essay: Medieval Literature in Young Adult Novels

The theme of medieval literature is one that is not prevalent in modern literature,

but does have its niches. For example, the popular series Game of Thrones by J.R.R. Martin

has themes, elements, and even stretching historical allegories to the middle ages. The

genre of fantasy and historical fiction is litter with novels and tales of chivalrous knights,

scrupulous kings and rulers, and tales of despair and gloom that shadowed a period in

Europe’s history of endemic lawlessness. How is the best way to pass onto readers about

the medieval time period? Well one method is through the genre of historical fiction.

Historical fiction is a genre of literature that can have all the same elements of

fantasy, myth, mystery, romance, drama, etc. Yet there is something that gives historical

fiction, in my opinion, that extra push. It is that marrying of fact and fiction. The ability to

read a thrilling tale and perhaps go visit the setting in which the author cast the story at.

Author John Thomas Gillespie states the following,

Historical fiction gives young readers insight into the struggles, conflicts, and emotions—hope, fear, joy, and sometimes despair—of people who lived in the past. It enables children to experience, albeit in a secondhand fashion, daily life in ancient

Rome, a covered wagon journey across the prairies, or the intrigues associated with the court of Elizabeth I (1).

Historical fiction allows the readers to both escape to and comprehend the past. It is a

genre that delicately entwines the present with the facts of history to where the characters

that are fiction can sometimes be believed to be fiction.

Taking a look at the annotated bibliography I have compiled a list that is assorted

with the genres of fiction/fantasy, non-fiction, and historical fiction. These seven novels I

believe aptly conveyed the medieval history with either fact or fiction. They deal with myth,

legend, the occult, and simply the history of the time period. Rebecca Barnhouse, who has

researched extensively on this topic illuminates that reading in the medieval period is

strikingly different than how we read today in modern times. This made the purpose for

books different than they are today in most respects. She states today, “We read to learn, to

explore new ideas, to gain pleasure, and for a multitude of other reasons (367).” However,

back in the medieval period the main purpose for reading as she states was prayer and only

a handful of people could had books, and even less knew how to read. It is only with the

advent of the printing press in the 1500s that books begin to become a commodity for lay

people.

Books and literacy was mostly kept in the medieval monasteries and places of

learned professions. Verbose and grandiose epics were some of the first tales told and they

were mostly told orally. The oral tradition stemmed from Sumerian epics Gilgamesh, which

translated to other peoples like those who occupied Britain and from oral tradition created

the legends of King Arthur and his knights, Tristan and Isolde, and Robin Hood for some

examples. Throughout a 700 year span authors such as Bede, Geoffrey of Monmouth, and

Chretien de Troyes and others penned those legends and created the corpus of Arthurian

literature. From them the rebirth of Arthurian literature occurred with such Victorian

authors as T.H. White and Alfred Lord Tennyson. Subsequently modern authors imitated or

departed from the Arthurian legends to create their own works such as The Mists of Avalon

by Marion Zimmer Bradley and The Crystal Cave by Mary Stewart.

The authors in all of the titles in the annotated bibliography had to deal with fact,

myth, and legend in some way. They either had to deal with it, say they were imitating it,

departing from it, or telling it in a different way. This applies mostly to the novels about

King Arthur and the Crusades (Crispin: The Cross of Lead and Templar). In the tales about

medieval plagues and diseases (The Plague Tales and Outbreak: Plagues That Changed

History) the authors took care to intensely research to create through their writing a view

of medicine and healing during this time within the backdrop of a storyline. However, while

it is not the intention to portray life in the medieval ages incorrectly some authors

mistakenly do so. Rebecca Barnhouse in her article “Books and Reading in Young Adult

Literature Set in the Middle Ages,” reviews several young adult novels set in the backdrop

of the middle ages. She delves into reasons as to why certain authors overlooked or

blatantly “perpetuated anachronistic fallacies, allowing their didactic tendencies to

overshadow historical accuracy (364).” This can be seen in the novel The Midwife’s

Apprentice. Author Karen Cushman has Alyce the main character reading and writing labels

from jars out of the apothecary when historically speaking a midwife would not be able to

read or write, nor would an apprentice such as Alcye be able to do so either.

It seems that the author Karen Cushman and the other authors Barnhouse reviews

felt compelled to commit anachronistic fallacies to either intentionally or unintentionally

promote literacy by having characters read or write when historically speaking they would

not be able to. In the article “Leeches and Leprosy: Medieval Medicine in Modern Novels for

Young Readers,” Rebecca Barnhouse makes the argument authors who write for the

purpose of portraying characters in the medieval world can do so with historical accuracy

and so that reader’s will relate to them. She states,

Writers can do this by creating likable, sympathetic characters who display clear intelligence yet also share the beliefs of their own medieval culture, which may be alien to the reader’s worldview. If a writer has established a character early on as one the reader knows and trusts, the reader is more likely to accept and sympathize with an opinion held by that character as different rather than wrong (41).

These authors, specifically the authors of the historical fiction texts, have more of a

microscope view on their writings because they are historical fiction. They can tell stories

that are fictional, but if it is set in a historical setting and time period it behooves the

authors to accurately research and depict life as it was. Anachronistic details may blend in

with the story elements but they can sometimes distract and even ruin the ultimate goal of

marrying of fact and fiction.

Common Core and Young Adult Literature

The theme for this project was chosen with the Common Core State Standards in

mind. Many standards focus on both fiction and non-fiction texts. They also focus on

elements of plot, literary devices, and juxtapositions that will help students analyze and

synthesize the texts within the curriculum with the hope that they can mirror this in other

academic schemas. For this particular project the following CCSS standards were relevant:

1. CCSS.ELA-Literacy.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently

2. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

3. CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

With the advent of the Common Core Curriculum there has been more emphasis on

a well-rounded curriculums with both fiction non-fiction. For many teachers/librarians,

teaching non-fiction seems like a daunting task because most students find it difficult,

taxing, and overall boring. However, non-fiction can be to the total opposite in the

classroom and have a positive effect if taught correctly. One non-fiction text, Outbreak:

Plagues That Changed History was a part of the annotated bibliography in order to

emphasize the utilization of non-fiction within a curriculum. So why use non-fiction?

First, non-fiction is not boring! There is often a negative connotation when students

hear that they have to read a non-fiction text, especially middle school students. However,

it is the teacher’s job to motivate and stimulant students, they need to have an investment

into why they are reading the text. It can be done through anticipation guides, enrichment

activities, etc. The point to stress is that history and fact are not boring, and teachers can

see that through many of the great non-fiction books on the shelves.

Second, non-fiction works act as models that students can study and produce in

their own writing. This is extremely important in middle school where students need to

start using such skills as in-text citations, research methods, expository/argumentative

writing, etc. Non-fiction with its use of facts and chronology could assist as a model to

where students can aim to perfect their own writing.

Third, non-fiction can help close the gap of those students who are unready for

college/college-like classes because they cannot comprehend complex texts. Complex texts

do not just stop in high school, but are prevalent in college, therefore the sooner students in

middle school can master comprehending them the more successful they will be. The

Common Core State Standards addresses this problem through its lessons surrounding

textual evidence, using quotations, defining theme, etc. The problem also comes from the

need to re-read many non-fiction texts as well. This will sometimes frustrate students and

put them off non-fiction. Again, this is the job of the teacher to breakdown and scaffold the

text so that students do not become disenchanted with complex texts. This is extremely

important with the current CCSS and the PARRC exams. Altogether the reading and

utilization of non-fiction texts in the classroom are extremely beneficial to students’

reading and writing growth. There is a challenge for both teachers and librarians together

to motivate and invest the students into these types of texts, however with the use of

proper techniques they can prevail.

These reasons to use non-fiction in the classroom do not placate the studying and

analyzing of fiction. The standards shown above are only a small fraction of the standards

used in just the 8th grade. Out of the four standard texts for the year, only one is non-fiction,

however, teachers should utilize both other fiction and non-fiction novels or passages as

enrichment for those standard texts. Enrichment is key for motivational purposes and

expanding the knowledge and culture of students. Having a well-stocked library in a

classroom is a key for any language arts teacher and using a measureable variant such as a

Lexile Scale will aid in achieving college and career readiness.

Lexile Scale and Common Core State Standards

To aid in the connection between Common Core State Standards (CCSS) and reading,

I have included the Lexile measure for each of the novels presented in my annotated

bibliography. The Lexile Scale was designed to scientifically match readers with text using a

uniform scale. Through having a recognized standard, the Lexile measures and matches

readers with texts and resources at the right level of challenge. It is more about the level of

reading children are at versus where they should be based on grade level. With the CCSS

and the Lexile Framework, there is a clear way to measure and monitor progress towards

complex texts to be prepared for college. Below is a scale that is used to measure the Lexile

Level. Teachers and librarians can use this scale on books in their classrooms so they can

be easily identified. First, however, a student must be identified at their Lexile level

through diagnostic assessments. The Lexile Company has partnered with state

departments of education and test publishers to create assessments.

Grade Reader Measures, Mid-Year 25th percentile to 75th percentile (IQR)

1 Up to 300L

2 140L to 500L

3 330L to 700L

4 445L to 810L

5 565L to 910L

6 665L to 1000L

7 735L to 1065L

8 805L to 1100L

9 855L to 1165L

10 905L to 1195L

11 and 12 940L to 1210L

Case Study: Modern Medieval Literature

It is no secret that children/young adults who do not read over the summer lose

reading proficiency. Reading is vital when it comes to reading proficiency and progress

amongst children in grades K-8. Any loss attributed to summer reading can have a

cumulative, long-term effect. This is especially true for those students in lower-income

households. There is a loss of about two-three months for children/young adults of lower-

income families, however, those children/young adults of middle-income families gain

about a month. Amounting research that shows summer reading attributes to reading,

writing, and critical thinking skills needed for a successful future. It is therefore a pressing

situation to discuss and problem solve the lack of summer reading done by children/young

adults over those lazy-hazy summer months, in particular those of low-income households.

Therefore teachers, librarians, parents, tutors, babysitters, etc. need to get created in their

endeavors to motivate children/young adults to read! This annotated bibliography could

be used as an enrichment unit or curriculum unit within a language arts or social studies

class. The following is an example of a lesson plan that could easily connect with several of

the texts from the annotated bibliography, namely, Outbreak: Plagues That Changed History

and The Plague Tales.

Lesson Plan for English IX: Ruberti

DATE: May 2015 Unit: Choices: Medieval Europe Big Goal: 9th Grade Scholars will demonstrate 80% mastery on all content and make two years of reading growth, in order to be college and career ready. AGENDA:

1. DO NOW 2. I DO 3. Whole Group 4. Small Group 5. Exit Ticket

Areas of Focus:1. Active Reading 2. Showing Evidence3. Writing

Knowledge: 1. Medieval Europe 2. The Black Death 3. Geography

LESSON OBJECTIVE: Scholars will understand the causes, IEP LESSON Goals: Scholars will understand the

patterns of movement, and impact of the Bubonic Plague, or Black Death, across Europe by applying geography to interpret the past.

causes, patterns of movement, and impact of the Bubonic Plague, or Black Death, across Europe by applying geography to interpret the past.

Assessment Limits/Standards/MCCRS: RI.8.4 W.8.10 L.8.4 L.8.6 SL.8.1Time(min)

INSTRUCTIONAL SEQUENCE Instructional Framework

Informal/ FORMATIVE ASSESSMENT

ACCOMMODATIONS and MODIFICATIONS

Instruction Teacher/ Scholar Actions

5-10

DO NOW:

Review the geography theme of “Movement”: what does it mean, provide examples, why is it important in understanding both geography and history.

Describe that the assignment will be to learn and understand the movement of the Bubonic Plague and its impact on Europe.

Discuss what the students know about the plague.

Pause for answers and then ask students to share out.

T will post the DO NOW on the board.

S’s are completing the DO NOW on their guided notes.

T1=Communicate

standards-based lesson objectives

T2= Present Content Clearly

T3= Use strategies an task

to engage all students in

rigorous work T4= Use

evidence-dependent questions

T5= Check for understanding

and provide specific,

academic feedback

Completed DO NOW

Turn & Talk

Share Out

KA, RH, DH, IH, AJ, MS, SQ, DW

20-30

I DO:

Read a short handout on the spread of the plague and make note of the various locations mentioned in the story.

After reading the story, students should use an atlas to locate the countries, cities and regions mentioned. They are to label the blank map and use arrows to show the movement of the disease.

The map should also show the dates that the disease appeared at each location.

Students are answering following along in their Guided Notes.

T is circulating and checking for under-standing

T1=Communicate

standards-based lesson

objectivesT3= Use

strategies an task to engage all students in rigorous work

T4= Use evidence-

dependent question.

KA, RH, DH, IH, AJ, MS, SQ, DW

20-30

WHOLE GROUP:

View the video “Black Death” to visualize the impact of the plague on humans.

Discuss the video and observations of the students.

Discuss the factors that contributed to the spread of the disease. How could it have been slowed or stopped? Why were some areas more devastated than others? What impact did the

Students are answering following along in their Guided Notes.

T is circulating and checking for under-standing

T1=Communicate

standards-based lesson

objectivesT3= Use

strategies an task to engage all students in rigorous work

T4= Use evidence-

dependent questions

KA, RH, DH, IH, AJ, MS, SQ, DW

physical features of Europe have on the spread of the disease? Discuss the impact that the plague had on cities and towns at the time, such as possibly a loss of food production due to a lack of farmers, a loss of faith in religion.

Ask if there are any similar diseases today that are widely spread. How are the disease and its movement similar or different than the Bubonic Plague of the 14th century?

Talk about AIDS, SARS, Tuberculosis and malaria and other diseases. Discuss why they might be spread more easily today than 600 years ago.

Collect maps.EXIT TICKET:

Teacher will give a written assessment in which students describe the causes and movement of the Bubonic Plague and its impact, and also explain why some parts of Europe were devastated and other parts were barely touched.

T is circulating and checking for under-standing

Demonstrate their mastery by taking the daily exit ticket.

T1=Communicate

standards-based lesson

objectivesT3= Use

strategies an task to engage all students in rigorous work

T4= Use evidence-

dependent questions

Exit Ticket

KA, RH, DH, IH, AJ, MS, SQ, DW

-Visual Cues-Notes & Outlines-Graphic

Organizers-Copies of Notes-Extended Time

-Reduced Distractions to

others-Reduced

Distractions to the Student

HOMEWORK: 1. Research the Black Death and write a summary of its main causes and effects.

Resources/Instructional Materials Needed: Blank map of Europe Atlases geographic dictionary colored pencils a handout telling the history of the Bubonic Plague the DVD titled: “Black Death”

Lastly, for my very first class for this MLS degree, we had to create a Finding Aid. I

created one with ties to Arthurian Literature. It is poetic and full-circle that this project was

my last assignment to turn in for this Masters when my first project mirrored it in a

fashion. Some texts presented in this annotated bibliography are in my Finding Aid while

others are enrichment resources and texts for those enticed by the medieval world and

more so its literature. The following snap shots are examples of my Finding Aid.

Works Cited

Barnhouse, Rebecca. “Books and Reading in Young Adult Literature Set in the Middle Ages.” The Lion and the Unicorn Volume 22, Number 3 (1998): 364-375. The Johns Hopkins University Press. http://muse.jhu.edu.proxy-um.researchport.umd.edu/journals/lion_and_the_unicorn/v022/22.3barnhouse.html

Barnhouse, Rebeccas. “Leeches and Leprosy: Medieval Medicine in Modern Novels for Young Readers.” Literature and Medicine Volume 21, Number 1 (2002): 26-44. The Johns Hopkins University Press. http://muse.jhu.edu/journals/lm/summary/v021/21.1barnhouse.html

Earnes, Alicia.“Summer Reading and the Rich/Poor Achievement Gap | An Educator Responds to Questions.” School Library Journal, 2013 http://www.slj.com/2013/06/standards/curriculum-connections/summer-reading-and-the-richpoor-achievement-gap-an-educator-responds-to-questions/

Gillespie, John Thomas. Historical Fiction for Young Readers (grades 4-8): An Introduction. Westport: Libraries Unlimited, 2008. Print.

Lesson on Medieval Black Death. http://medievaleurope.mrdonn.org/lessonplans/plague.html accessed 18 May 2015.

Lexile Framework for Reading. https://lexile.com/ accessed 18 May 2015.