S1+Simoneau+Andrea

=Stage 1 Identify Desired Results= E1. Historical Knowledge, concepts, themes and patterns. Grade 9-Diploma “The Hundred Years’ War 1337-1453” a) Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and the future. ||
 * **Establish Goals:** **(G)** ||
 * E. History

//What understandings are desired?//
•The key phases of the war, and the role of the divine right of kings in the continuation of this war. •The social, economic and political mileu that led to the war, and its effect on subsequent developments in England and France in those milieu. ||
 * //Students will understand that:// **(U)** ||
 * •the role of the Salic Law in this conflict, and how wars can be instigated or revived to increase popularity of a ruler or for other aims.

//What essential questions will be considered?//
•Why are the phases of the war important? •What outside factors influenced the war (the Catholic church, other kingdoms, etc?), and how did the war's conclusion affect both countries? ||
 * **Essential Questions:** **(Q)** ||
 * •How do the traditions of succession help to start the war?

//What key knowledge and skills will students acquire as a result of this unit?//
•People: House of Valois, House of Plantagenet, Edward III, Henry V, Joan of Arc, Charles VII •Events: Battle of Sluys, Battle of Crecy, Battle of Agincourt, Treaty of Troyes, Charles’s crowning at Rhiems. || •Demonstrate thorough knowledge of all the phases of the war, its characters, and its effects. •Interpret the aftermath of the war, and discuss the impact the war had on the social, political and economic development of both France and England. •Discuss Charles VII’s failure to save Joan of Arc, and discuss modern views on the subject vs Charles’ contemporaries’ views. •Analyze each phase of the war, and its connection of its events to the subsequent ones. •Assume roles of House of Valois and House of Plantagenet members, and discuss each side of the dispute. •Reflect on tradition, and discuss at what point tradition should be tempered with innovation ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary: Salic Law, succession

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//