S+Simoneau+Andrea

Insert Course Name **Syllabus**

Office: Room 206 Office Phone: 207-322-8087 Office Hours:** Every day 1pm-3pm
 * Teacher: Miss Andrea Simoneau
 * E-mail:** andrea.simoneau@maine.edu


 * =Summary of Unit= ||
 * Students will acquire a working knowledge of the Hundred Years' War, and be able to discuss it fluently with peers. Through projects, they will be able to express their understanding of the forces driving the Hundred Years' War, its components and its aftermath. They will put themselves in the roles of the characters of the Hundred Years' War, and empathize with their points of view. They will utilize several different forms of technology to carry out their projects in a way that enhances their product. They will gain a greater understanding of the role of tradition in policymaking, and reflect on whether this is helpful or harmful, and at what point tradition must be tempered with innovation. They will also reflect on what role the Hundred Years' War had on further shaping the history of England, France, and Europe. ||

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. ||
 * ==**Established Goals (Maine Learning Results)**== ||  ||
 * 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
 * You are a member of the House of Valois or the House of Plantagenet. You are currently in conflict with the other house over who should ascend to the throne of France. In the middle of your argument, you are transported to the present day (somehow) and find yourself on the set of "The Jerry Springer Show." You agree with the other house to appear on "Springer". Your house, thinking ahead to the possibility of war between France and England, decides to try to sway the audience to their point of view, in hopes of gaining recruits, or at least support. Undoubtedly the other house is thinking the same thing, so you prepare for a debate between yourselves and the other house, to be held in front of a live studio audience and broadcast on YouTube. ||


 * =Expectations= ||
 * **Attendance and participation**: You are required to attend by state law. Whether or not you participate is up to you. While I do not give participation points, that also means that you are fully responsible for paying attention in class. If you fail my class because you don't participate and are not paying attention, that is your responsibility. If there is a reason for you not paying attention, such as you have a learning disability or you find the material difficult in some way, or you just plain don't like my teaching styles, we can work on that together. You are in high school now and you know what you need to do to do well in school. If you don't, we'll talk about it. But as much responsibility lies with you as it does with me. Keep this in mind.


 * Plagiarism:** Don't plagiarize and don't cheat. You know better. If you are unclear about how to properly cite your sources in essays and projects, by all means we can work on that, and we will. Cheating on tests has a zero tolerance policy. Your test will be taken away and you and your accomplice in cheating will take the test again in separate spaces, completely by yourself and monitored by a teacher. So I would advise you to avoid the whole mess.


 * Late work:** Life happens. If for some reason you can't submit your work in on time, write me a note detailing why you can't hand it in on time, and it has to be signed by an adult that verifies your excuse. (and I will discuss it with that person in greater detail) Otherwise, you will lose a point and a half for every day that it's late. If you miss a class the day something is due, you won't lose points, but you are responsible for getting it to me the very next day you're in school. Of course, in extreme circumstances modifications to this policy can be made, but you need to discuss it with me.


 * Accomodations:** If you have a learning disability or if you feel for some reason you are going to have difficulty in this class, please come to me and we'll discuss how best to approach the material for you. Understand that whatever you say to me will remain in strictest confidence, not only because I'm bound by law to do that but also because I feel its nobody's business but yours and mine. ||


 * =Benchmarks= ||
 * During this semester, you will have several intermittent tests, some examinations, and lots of small projects, as well as a final project. Each benchmark shows the percentage each assignment is worth. If something is worth 10 percent of your grade, that means its a possible ten points toward your grade.

//**Tests (20%)**// You will have four tests in this unit. You will be tested through essays, multiple choice, true/false and matching. Hint: Essays are worth more than the other categories on the tests. Tests are not cumulative, so don't worry about that. However, you may find you will need to employ information used on past tests to fully answer questions on the test, so I would advise you to keep that in mind as you study.

//**Hundred Years' War Rap, Poem or Song (20%)**// You will create a song, rap or poem that outlines, from the initial disputes between Valois and Plantagenet to the aftermath of the Hundred Years' War, the entire story of the Hundred Years' War. When you're doing this, you may want to use the four phases of the war as a guide. Appropriate language is expected, obviously, but other than that be creative!

//**Poster (10%)**// You will create a poster, graphic design, collage, or some other medium of your choice that WITHOUT WORDS explains some aspect of the Hundred Years' War. Just showing a scene from the Hundred Years' War (such as the death of Joan of Arc) misses the point of the assignment. Some examples of what you could do: explain the social, political and economic environment of England after the war, show what exactly the French and English are arguing about that started the Hundred Years' War, show the significance of the signing of the Treaty of Troyes. If you find you need to depict a specific scene from the Hundred Years' War, your project must include elements that discuss the deeper significance of what's going on. For example, it would be an illustration of the Treaty of Troyes to show Henry V marrying Catherine and signing the treaty, but you need to show WHY this is significant, without words, in the project as well.

//**Critics of Charles VII discussion (10%)**// One of the bitterest ironies of the Hundred Years' War was the death of Joan of Arc at the hands of the English. Charles VII had full power to save her, but did not do so. Instead he exonerated her long after she was dead. Students will take the roles of either Charles VII, Joan of Arc, critics of Charles's failure to save her, or supporters of Charles's decision. Students can decide what they want to be (and we can have more than one Charles and Joan if needed) and we'll have a discussion in these roles about why Charles did not save her. Students must prepare research and well-thought out arguments for this assignment. Be creative, too, in your interpretation of your role!

//**Reflection paper (10%)**// You're going to write a reflection paper after you've finished your final project on what you've learned about the Hundred Years' War, and what you found interesting and relevant to your life. What lessons can this war teach us about traditions? At what point should tradition be rethought? Does gender play a role in the death of Joan of Arc? Is it a good thing that people are no longer coerced into marriage to cement relations between empires? How does the Hundred Years' War affect the development of two major powers in Europe, and how does it connect to subsequent important events in Europe? What examples of tradition-based lawmaking can you find in American history, or in current American events? How is this helping or hurting us?

//**Valois vs Plantagenet on Jerry Springer (30%)**// The House of Valois and the House of Plantagenet had several reasons for going to war. It is often compared to a soap opera, especially the part concerning marriages and birthright. The entire class will choose roles in the House of Valois or the House of Plantagenet (after gaining a thorough understanding of both sides, of course!) and then go on "The Jerry Springer Show" to discuss with the other side and explain to the studio audience what is going on to cause tension between the two countries. ||

A: 95-97 A-: 93-95 B+: 90-92 B: 88-90 B-: 85-87 C+: 82-84 C: 79-81 C-: 76-78 D+: 73-75 D: 70-72 F: Below 70 (I dont believe in D-) ||
 * =Grading Scale= ||
 * A+: 97-100