ESSENTIAL QUESTION:
Was Joan of Arc a hero or a villain?
LESSON OBJECTIVES:
· describe the perspectives of various groups of people in response to Joan of Arc and her actions.
· evaluate how well Joan of Arc united France, citing both her positive and negative contributions.
HISTORY/SOCIAL STUDIES COMMON CORE STANDARDS FOR ARGUMENT WRITING:
· Introduce claim(s), about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
· Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
· Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
· Establish and maintain a formal style.
· Provide a concluding statement or section that follows from and supports the argument presented
MATERIALS:
TEXT(S): Houghton Mifflin, Across the Centuries pp 312-313 OR
TCI, History Alive! Pp58-59
Use CCPS Database http://destiny.ccps.wan/
WorldBookOnline Joan of Arc http://www.worldbookonline.com/student/article?id=ar288800&st=joan+of+arc
Ebscohost.com Joan of Arc
http://web.ebscohost.com/hrc/detail?vid=3&hid=15&sid=b3b017e6-3dc9-476c-a36b-f372c5dc5583%40sessionmgr15&bdata=JnNpdGU9aHJjLWxpdmU%3d#db=khh&AN=28099925
Article: “What Makes a Good Leader?”
Social Studies Writing Checklist
Hero or Villain Graphic Organizer
Social Studies Writing Organizer
HIGHLIGHTERS OR COLORED PENCILS
TIME FRAME: 5-10 CLASS PERIODS
Prewriting
1. Discuss the characteristics that make a “good” leader. Thinking Map (circle) may be used for students to create an original list and then share their ideas.
2. Examine the 5 sections of an Argument Essay.
3. Read “What Makes a Good Leader?” article to analyze for the 5 sections of an argument essay. Choose a color for each section, and students may use highlighters to identify the various sections as they find them in the article.
4. Discuss their findings as a class. Did they find every section? Are some things missing? Is it a good argument—why or why not?
5. Review the five parts of a “good” argument to conclude the day’s lesson.
Research
1. Review Research gathering tool with students. Demonstrate that they are looking for information to confirm or refute their bold statement.
2. Make available to students the research information. Textbooks or Destiny Database can be used to gather information.
3. Students will read or listen to resources. Notes should be taken on Research Gathering Tool.
Drafting
1. Students should organize and evaluate the information they gathered during the research.
2. Students will complete the organizer Writing Organizer.
3. Students will place the information on the Writing Organizer.
4. Students will draft an argument using the Writing Organizer
Revising/Editing
1. Place students with finished drafts in 2 member groups.
2. Students should exchange papers and analyze the draft using the Analyzing the Argument in Social Studies document.
3. Students should conference with each other and make necessary changes to their drafts according to the feedback they received.
4. Place students with revised papers in groups of 4. Have students sit in a circle. Pass papers to the right and have students draw three lines under any letter that should or should not be capitalized. Pass papers again to the right, students should look for punctuation errors. Students should add any punctuation needed or add punctuation and circle it. Pass papers to right have them place a sp on words that are spelled wrong or think they are spelled wrong.
5. Student should get their own paper back.
6. Students should write a publishable copy with the suggestion from peer editors.
Publishing
1. Pair students with opposing views on Joan of Arc.
2. Students should present their views of Joan of Arc to the class in a debate.
Alternative Ideas
1. Assign students to research and write arguments from the point of view of a French citizen or a British Citizen.
2. Choose other historical figures as topics for arguments. Example; Genghis Khan, Charlemagne; King John (signer of Magna Carta); Justinian.