The Real Joan of Arc

Sample Critical Challenge The real Joan of Arc

Taken from Joan of Arc and the Hundred Years’ War

Authors Catriona Misfeldt, Stacey Dawson, Matt Driediger, Mike Parker, Richard Rolph Editor Roland Case

Synopsis This two-part challenge deals with the life of Joan of Arc and explores the circumstances leading up to her Trial of Condemnation in 1431. To begin the first challenge, students learn a few of the details of Joan’s life and offer an initial assessment of her character. Students are provided with more extensive information including a map, timeline and briefing sheet outlining the places and events of the Hundred Years’ War and Joan of Arc’s role in this period. In addition, students examine positive and negative quotations about Joan’s character taken from trial documents. After looking for evidence and possible counterevidence concerning various claims about Joan, The Critical Thinking Consortium students reconsider their initial assessment of Joan’s Education Building character. After learning more about the political and University of British Columbia cultural climate of the time, students offer a final 6365 Biological Sciences Road reassessment of Joan. Finally, students address the Vancouver, BC V6T 1Z4 second critical challenge which is to write a five- to six- 604.822.9297 (p) 604.822.6603 (f) paragraph biographical account explaining her “true” [email protected] www.tc2.ca character.

© 2006 The Critical Thinking Consortium. Permission granted to duplicate the blackline masters (i.e., briefing sheets, data charts, documents, assessment rubrics) for individual classroom use only. Duplication of the suggested teaching activities or use of the blackline masters for other purposes are not permitted without prior written permission from The Critical Thinking Consortium. The real Joan of Arc AA Critical Challenge

Critical tasks A. Assess the character of Joan of Arc. B. Write a five- to six-paragraph biographical account of Joan of Arc explaining her “true” character.

Overview This two-part challenge deals with the life of Joan of Arc and explores the circumstances leading up to her Trial of Condemnation in 1431. To begin the first challenge, students learn a few of the details of Joan’s life and offer an initial assessment of her character. Students are provided with more extensive information including a map, timeline and briefing sheet outlining the places and events of the Hundred Years’ War and Joan of Arc’s role in this period. In addition, students examine positive and negative quotations about Joan’s character taken from trial documents. After looking for evidence and possible counter- evidence concerning various claims about Joan, students reconsider their initial assessment of Joan’s character. After learning more about the political and cultural climate of the time, students offer a final reassessment of Joan. Finally, students address the second critical challenge which is to write a five- to six-paragraph biographical account explaining her “true” character.

.Objectives

Broad Joan of Arc is a mysterious and controversial historical character. understanding

Requisite Background knowledge tools • knowledge of the Hundred Years’ War • knowledge of the life of Joan of Arc • understanding of the historical context

Criteria for judgment • criteria for character assessment (e.g., open-minded, empathic) • criteria for biographical account (e.g., historically accurate, supported with corroborating evidence, balanced assessment)

Critical thinking vocabulary • counter-evidence

Thinking strategies • data chart

Habits of mind • open-mindedness • historical empathy

Joan of Arc and the Hundred Years’ War 1 The Critical Thinking Cooperative Suggested Activities Pre-planning

® This critical challenge and the one following may be completed separately or in sequence. You may want to decide before starting the first challenge whether to use the next challenge, which involves simulating the initial Trial of Condemnation of Joan of Arc.

Session One Blackline Masters #1–5

Introduce ® Begin the class by asking students to guess which female historical Joan of Arc figure has inspired more books about her life than any other woman. After students have exhausted their suggestions, indicate that the person knowledge of is Joan of Arc. (The University of British Columbia Library has 91 Joan’s life book titles.) At this point, provide a brief introduction to Joan’s life by reviewing the facts outlined on Overview of Joan’s life (Blackline Master #1) or by reading aloud a short published biography (see References for print and on-line sources). • Ove born rview a pe of as Jo Bla • ant an cklin h in ’s e Ma ea 14 life ster Introduce rd an 12 in #1 ® Explain to the class that not only has En gelic Dom glish voic rem from es a y, Fr controversy right Fr t age ance Joan of Arc inspired more books ful h ance thi ; eir; and rteen • p to s , tel rese ecur ling nted e the her than any other woman in history, • her Fre to d af self nch rive ter e to th crow the xam e Fre n fo dete inat nch r the she is famous throughout the rmin ion b Cou d e w y a rt at evil, heth coun age was er h cil o seve world. However, she is a very • foun er vo f Ch nte giv d to ices urch en; en a be cam sch rmo pure e fr olars Engl ur, a and om G to controversial person. Despite the ish Nam ba go od ; e(s):nn o o ___ e d; r ____ r fr • ____ a o ____ n m s ____d u ____ t th cc ____ro e e ____ o ss ____ p fu ____s enormous amount of informa- l ____to ly ____ f le ____ ig • d a ___ ht capt rmie agai ured s ag nst t an Diff ain he tion about her, she remains a • d erin st i tur g pe th Th mp ne rcep e E e ri d o tion ng re son ve s of lish al Bla ed r t Joa f Jo cklin f o n’s or an e M • or the char tw ? aste mystery; many questions about pu ove En acte o y r #2A t on r a y glishr ears tr ea visi ; ; ia r; onar l fo gro y fr • r und om G fo he brea od u r ki L her motivation and mental n esy ng f d g a emin u nd dedi ist il cat L ty wi ed p

• an tc atri L c d sh hc ot le b re ra L

a u wd ft visi r rn s le L on health are still unanswered. ed e elf- ader wi ary d sa t fr o cr L h om f c at ificin ou tro de

ha th g sa t L uble vil • rg deve int leg d yo d In e oust L u e itia s t Chak al dis th

cla l a 25 rist e coL loya re sse ye ian in un l tra d ss L 1 s it

a menars 43 de el or Biographers have struggled P s t 1 L lu ; o ai lat ; ded pe nt er peas B oM a se ant

en vy ie t a L lf-se ed nirtia f se rvin ic l aossu co g ma t. essrm n evil- nip ehntu d doin ulato to uncover the layers of ofn J tri g h r odanr al ere oef d ; tic Arc yi e s ars h K lat ighl er y po (1 truths, myths and legends siti 92 ve 0 exc ) b Joan epti K y of A h ona mo rc a ono lly stly nd t urab po he H divin le; sitiv undr ely b e ed Y mot asic in order to find the real ears ivat ally m K ’ e w o War d inte ell stly be ntio - ne cau for ned gati se . . the and ve . si mo som ncer st pa ew v K 1 e rt de hat ery 1 viou neg Joan. The challenge is an s s an ativ tra d e nge c ins , but lear ane not ly un or d stab T rive le he C ‘e n b ritic vil’ f y al Th orce attempt to get at the “real” Joan. inkin s g Co oper ative

Record initial ® Present the first of three assessment invitations to consider the first critical task:

Joa Assess the character of n of A rc an d th e Hu ndre d Ye ars’ Joan of Arc. War

The Criti cal T hink ing C Invite students to offer this initial oope r ative assessment, based on what they have heard thus far. Distribute The real Joan? (Blackline Master #2A– B) to each student (or each pair of students). Read aloud the list of

Joan of Arc and the Hundred Years’ War 2 The Critical Thinking Cooperative six pairs of opposing perceptions of her character, informing students that disputes over Joan’s character are at the root of much of the controversy surrounding her. Direct students to complete only the “initial assessment” section of Blackline Master #2A. Explain that they will learn more about Joan and be asked to re-consider their initial assessment. As a class, briefly discuss students’ initial judgments.

Provide background ® Introduce the Hundred Years’ War by asking how long students on the war think the war lasted (nearly 120 years). After discussing what students might know, provide an overview of the places and events that figure prominently in the war, and Joan’s role in knowledge of the war

this period, using the following materials: Na me(s ): ______• map of France during the Hundred ____ Fran ce du (Blackline Master #3); ring Years’ War the H un Bla dr cklin ed e Ma Ye ster ars’ #3 • Hundred Years’ War briefing sheet War (Blackline Master #4A–B); • Hundred Years’ War timeline (Blackline Master #5A–E). There are various ways of handling these resources, including the following suggestions: • create an overhead transparency of the map (Blackline Master #3) and read aloud the briefing sheet (Black- line Master #4A–B) to the class, pointing out the lo- Jo an o f Arc and the Hun cations of the events on dred Ye ars’ War

the map. 14

T he C ritic al Th inkin • distribute a copy of the timeline g Co oper ative (Blackline Master #5A–E) to each pair of students and invite different students to read an entry on the timeline while you point out the locations of the events on an overhead transparency of the map.

Create illustrated ® OPTIONAL: Assign students to create an annotated and illustrated map/timeline map or an illustrated timeline of the Hundred Years’ War. Arrange students in teams of three or four to produce an individual team project or to contribute parts of a common class project. To produce a large map, create a transparency from Blackline Master #3 for students to project on the wall and trace onto chart paper. The map should document the key places, events (key words only), dates and/ or people (individuals and groups). You may want to enlarge the

Joan of Arc and the Hundred Years’ War 3 The Critical Thinking Cooperative timeline (Blackline Master

e t #5A–E) on ledger-size pa- s a

M T e he En n gl i ish l E k dwar ing, k d III, per (11 x 17) to allow c Fr in H an vad u a ce. es l T Y he H The E nd B ea u n rs’ W ndred glish re ar be Frenc defe d gins h at t at the Ye s . Poi he B a e tier attl r i s, ca e of Joh s’ room for students to r Fren pturin n the W o ch k g th Fe a t re ing, e Duke arless r c lea wh of , ti i se fo o the c Bur m v r £ y on gu e ra 5 tr nd nsom 00,00 ols P y, E lin h . 0 ag aris nglis e s ree and h t i s to roo l The w coop Harfl ps ca draw or paste illustra- g En ith er eu ptu glis He ate r. re n th h s nry e Fre laugh Eng IV o E nc ter lan f H of h at th d. enry y Cré e B V b l cy, t attle C co egin h n e r suc rou ivil que s the w v a ce gh a st ssf r b of i ul Fr etw No t E lo us en e rm ng e of ch en an a tions. Alternatively, the b r ow. the Arm dy The T e by Co agnac reat unt o s (le H nam y of T p d o and f Arm enry es H roye the B agn IV, K E enry s o ur ac En in ng V C from gund ) glan g of land of Burg ians, i d, die Fr heir t g un s c s. en o t n dy. row Henr ch th he i class might create a 1 n k 337 A ed K y V The rone. rm in E n agn g. nglish i 1 c acs g defe arm h 3 on ai at y T 46 tro n s a l of te Fren l Jo Pari n ti ch a hn s f me arm c 13 the rom s it y Jo i 56 F B s s hn t earl attl ize the i wall-size timeline, ess. e of at th a Fea r Ag e ss rle C 14 kill inc ass ss i h 0 in ou in s 7 g 1 rt ate e t 0, , A d 00 rm by h r tak 0 a th i in an gn e T 141 g 15, d t acs. b 1 p 000 he Phi riso as Goo llipp s ner d, h e ’ s. s is 141 ucces with individual n 3 so r, a a J the E llies w o anu 141 nglish ith J ary 5 . 1412 1415 teams responsible Jo 1417 an is D born omr in 141 emy, 9 Cham pagne 1420 Jacqu to for specified peri- es d’A Isabe rc an lle Ro d mée. 7 ods of the war. 1 See References

r for sources of a

’ s r

images which e r

h t students may con- d

c r

o sult when illustrating their map/ n

o timeline. The Bibliothèque Nationale de J France website has illustrations of many of the famous battles in this war:

http://www.bnf.fr/enluminures/themes/t_1/st_1_02/a102_002.htm.

Session Two Blackline Masters #6–8

Gather evidence ® Divide the class into two groups—the “positive” and “negative” about Joan groups. Distribute copies of Positive comments about Joan (Blackline Master #6A–B) to each pair of students in the former group and data chart Negative comments about Joan (Blackline

N Master #7A–B) to each pair in the latter ame : ______group. These sheets contain quotes ______Joan ’s su ppor Po ters w sit about Joan offered as part of the • p ere o ive easan ften f co ts fro rom m • m th the fo m vill e are llow en Bl ager a su ing ts ackli f s and rroun group ab ne M ree fr citiz ding s: o aste charges against her at the initial Trial om t ens w her v ut r #6 • he E hos illag The E Jo A me nglis e tow e; ngli an mber h; ns Jo sh re o s of t an h 4. actio r wh he cl elped “I t n to J o exa ergy to hink oan • mine who w the E of Condemnation (1431) or as kni d he gave hole nglis ghts r prio sacr of th h fea and l r to amen and e res red J Th ords her tr ts to that t of t eann eir te who ial; her o this f he ar e mo stim foug pinio ear i my o re th twen onie ht be n, to t was f the an th ty-fi s we side Me brin whi Kin e testimony in her posthumous Trial Co ve ye re he her. ssire g the ch m g of ndem ars a ard a Pier Proc oved Fran nat fter t the ce L ess a them ce, and ion, w her i Tria The ebou gain , in heres her nitial l of N Engl chie st he my y an e she trial ullif ish m r (Pr r.” d wa was , the icati 5 otiv iest) J s bur foun Trial on . “J ation of Nullification (1456). Each group oan’ ned a d gu of eann for J s mil t the ilty o e had oan’ itary stak f wit are c don s dea 1. lead e. chcra omm e ma th “It w ershi ft fat only rvels as s p e wit supe in w th aid th t h her rstiti ar, an e art at Je heir . Th ous, d, as is to read the quotes, looking for of o anne coun erefo they the a ca rderi was M sels re, in thou Engl ptain ng an as e essir and e my ght t ish sh bred arm xper e Th lsew opin here own and y int t as p oma here ion, was mor inst o ba ossi Joa s Ma , des they a exc e sk ructe ttle, ble in n’s rie ired , in a eedin ill; at d in and t devo (Prie her d ll evidence to support either a L gly. this war c hat e tion st) eath aw, ” Ma the c ould ven 6. “ .” Adv ître apta not From ocat Aign ins m have her Jo e of t an V arve wit earl an’s he C iole led h car y you abil ourt (Lic g e in th, J ity as of P entia ood the F eann positive or a negative portrayal 2. a m arlia te in that a aith, ette w “In a ilitar men Jea ll th and i as b ll sh y lea t) nnett e vill n go roug ve e did der F e kne age o od m ht up ry si , exc athe w he f Do orals mple ept in r” in r Be mre ; she bear you affa Ma Lati lief a my lo was ing th ng gi irs o ria”; n; a p nd h ved so of Joan’s character traits: m e la rl; bu f wa S a pr raye er Pa her. ilita nce, t fo r, sh he ayer r] a ter ry op asse r wa e wa had m ] as w nd A [“Ou war erati mbli rlike s a w ode ell ve [“ r such ons, ng an thin ere n st w as an The w as c direc arm gs, ot ric ays, a y of Ave as m ross ting y, or follo h. U s be her c ost s bows artill derin wed p to come omp act killf and ery [ g af the p the ti s on anion with ul. E sieg weap ter] t loug me s e wh s. w as m very e equ ons he ca h an he le ose p • The “positive” group is to ho h uch one w ipm of duti ttle d som ft he aren a w o en es in r ts d fou isdo nde t]— of w the etime paren abov ght m an red th she I kn ome field s mi ts sh e all for tw d for at sh ow n, su s. Al nded e w in m ent esigh e co t it ple ch a so sh [loo onde akin y or t t as uld he B ased s spin e did ked rful.” g use hirty a cap lesse her ning the Jea of a yea tain Do d Ma to go , and usua read Blackline Master Th n (D rtille rs. It mrem rie o ofte oth l e inj uke ry th was w y. O f Be n to t er th ustic d’Al at sh hen ften rmon he H ings. es of enço e wa her I saw t [a c ermi 3. Joan n) s so the paren her onv tage “I kn ’s tr field ts th go t ent], of ow w ial w s; an ough here. near no ell t ere d wh t her She #6A–B for evidence that r def hat J in th en s with was ende eann and e fie he he the there that n r, up e has to t lds, s ard plou o on to th no d he C he w the M gh or Co e wo e end irec Jean hurc ould ass- into unse uld of t tor, C Mo h, in go b bell, l, di have he P oun rel (l orde ack if sh Engl recto dare roces sel, J abou r to h to the e Joan is an admirable ish. r, or d to s [tr oan’ rer ear M vill Ca I hav defe offer ial], a s Ch near ass age stle e hea nder, him nd ristia Dom …” to co rd th for f self a 7. n va rem Judg unse at th ear o s her “Sh lues y) es, w l and ose w f the e wa thr ere h direc ho w C s a g eaten arsh t Jea ent atho ood a person (e.g., is a ed.” ly re nne, to the lic, v nd m Bro pulse by o nev ery p ode ther d [sp rder er fa ious st wo Mar oken of th b iling [reli man tin to] e lasph to be giou , livi Ladv and emi pre s], an ng as enu upo es [c sent d w a (prie n the ursin at the hen s visionary, feminist, st) M Nam g or s Mas he co any e of wear s. To uld, times Our ing i hear Jo blas wh Lord n Go an o phe en th vex d’s f Arc med e D ed nam and disa bef uke [ann e] the ppo ore d’A oye Hun intm her, lenç d] he patriot, shrewd leader, dred dare ent I he on r. Ye d s in] ard swo ars’ wea him her re o War bei r or . As rep r ng re blasp a ru rove ( prim hem le, no [exp Cha ande e bef one ress mber d.” L ore h in th 2 lain oui er, e ar devout Christian, self- 2 to t s de for fe my he D Cont ar of uke d es ’Orlé ans) The Criti sacrificing woman). cal T h inkin g Co oper ative

Joan of Arc and the Hundred Years’ War 4 The Critical Thinking Cooperative • The “negative” group is to read Blackline Master #7A–B for evidence that Joan is not an admirable person (e.g., is a witch, blood-thirsty warrior, disloyal traitor, deluded

e peasant, heretic, self- t s

n i l serving woman). k c

a l B L I Evid o enc ok e fr in Char om g acte his fo r tra tori r e Distribute a ledger-size it II cal q vi Ini uo de tial tes n supp ce ortin g ev iden ce III copy (11 x 17) of the P oss ible Evi coun den ter-e ce f vide rom nce br e ie v IV fin i Ad g s t dit he a chart Looking for evi- io e r na t l su e ppo p rting o evi o de C nce V g Ad n dit i dence (Blackline io k na l c n oun i ter- h ev T id enc l e a c i t i Master #8) to each r C

h student. After dis- T cussing the quotes and the implied

6 character traits 2 with a partner,

r each student is a

’ s r

d to record Joan’s e r

h t traits in the first column d

c r

o and any supporting evidence from the n

o quotations in the second column of Blackline Mas- J ter #8.

Introduce ® Once students have recorded these traits and any supporting evidence, counter-evidence introduce the notion of “counter-evidence” by asking students what this term might mean. If students need help with the concept, invite

them to think what “counter-attack” or “counter-punch” might mean. counter-evidence After students understand that counter-evidence is evidence which challenges or contradicts other evidence, invite a student to identify one of Joan’s positive traits and to offer the supporting evidence for this trait. Invite students from the “negative” group to review their copy of Blackline Master #8 for evidence that challenges the identified positive trait. For example, if a student suggested that Joan was a talented military leader because she was skilled at ordering her men into battle (from quotation #1), the counter-evidence might be that she was blood-thirsty, always encouraging war when other means might have worked (from quotation #15). Repeat one or more examples until students understand what is required.

Share ® Organize each pair of “positive” students to join a matching pair of opposing evidence students from the opposing group. Each pair is to help the corresponding pair identify evidence that challenges the evidence each has assembled. Suggest to students that they proceed as follows: • the “positive” pair reads one character trait and the initial supporting evidence they have recorded; • the “negative” pair looks over its data chart to find possible evidence that might challenge the “positive” pair’s evidence for that trait; • the “positive” pair records the possible counter-evidence in column three of Blackline Master #8;

Joan of Arc and the Hundred Years’ War 5 The Critical Thinking Cooperative • reverse the procedure, with the “negative” pair presenting one of its traits and the “positive” pair looking for possible counter- evidence; • alternate following this pattern until no further counter-evidence can be suggested.

Re-assess ® After all pairs have recorded possible counter-evidence, ask students Joan’s character to return to Blackline Master #2A–B where they recorded their ini-

tial assessment of Joan. Direct students individually to reconsider the open-mindedness critical task by completing the “second assessment” section. Remind them to remain open-minded as they re-evaluate their views of Joan’s character (e.g., they should be willing to consider new evidence against their view and to revise their view should the evidence warrant it). Explain that students are to indicate whether or not their assessment of Joan has changed and the reasons for their current thinking. As a class, briefly discuss students’ revised judgments.

Session Three Blackline Master #9

Consider the ® As should be obvious to the class from the previous activity, there historical context were deeply conflicting views of Joan’s character and motivation. Even the Church was divided. Some clergy felt Joan was pure and historical empathy chaste—her actions and deeds were the work of God. Others believed Joan’s insistence on wearing men’s clothing was blasphemous and that her visions and voices were the devil’s work. Explain to students that if they are to sort through these conflicting accounts, they must understand the historical circumstances and prevailing beliefs. To develop students’ sensitivity to the attitudes and beliefs held by people during the Middle Ages, provide the following contemporary extensions of medieval beliefs: • Compare current perceptions of body piercing with medieval women wearing men’s clothing. Consider the attitudes and assumptions that some people have towards those who pierce their bodies. For example, discuss how some students’ grandparents might react to multiple body piercings. What assumptions might they make about the person? Draw parallels with women who wore men’s clothes during the Middle Ages. At the time, even those women working in the fields wore skirts or dresses. By wearing men’s clothing, Joan was not only perceived as rebelling against her position as a woman, but also as challenging God’s authority. In Joan’s time, few people questioned their position in life and most feared God. • Compare the “realism” of children’s dreams with belief in dreams during the Middle Ages. Invite students to recall the dreams/ nightmares they had as young children. Did the dreams seem real to students when they were very young? Discuss how we now view dreams as the work of people’s sub-conscience, yet in Joan’s time people did not know how their minds worked or understand the notion of the sub-conscience. When they had dreams, many believed that someone was truly speaking to them or that it was a sign of something about to happen.

Joan of Arc and the Hundred Years’ War 6 The Critical Thinking Cooperative Examine ® Distribute to every student a copy of Medieval practices and beliefs historical beliefs (Blackline Master #9A–B). As a homework assignment, ask students to read the briefing sheet looking for understanding of evidence to support and to counter the historical context traits they have identified. Direct Reli gious beli Me Durin efs d g the iev eve Mid al ryday dle A pr students to look for factors that gu life. ges r ac ided For eligi tic Bl thei man on w es ackl thro r liv y pe as a a ine M ugh es. P ople, cent nd ast a out th eople relig ral fa b er # nd w eir li beli ion d ctor supe eli 9 ere ju ves, eved irect in rstitio ef influenced people’s perspectives about you dge strug that ed an It ns a s wen d by gled ever d order nd p E t to h God betw yone ed th laced vide eave after een , (Sata e In witc nce o n. If deat good n). M quisi hcra wor f Go you h. If and co any tion t ft on ld w d wa were you evil nfess peop o roo a lev w as fil s bel bad were und le su t ou el w Joan’s character and motivations. As as re led w ieve you goo er to spec t dev ith h spo ith d to suff d rtur ted otio eres all nsib relig be s ered R e and of w n to y. succ le fo ious een e in h ole o wer itchc the d esse r the sign very ell. f wo e bu raft evil belie s and weat s and wher D men rned were ved fail her, me e: th uring at the led t Pa they ures. peop aning e the stak o rticip were If th le’s h s. Go as in Midd e. they read through the briefing sheet, atin bein ings ealth d ferio le A forgi g in r g pu went , cro lif r to m ges, ve th eligi nishe badl ps— e tha en wom of eir s ous c d fo y, pe n me and t en w hell ins a erem r thei ople soci n. T heref ere g . God nd th onie r sin al sta he C ore h ener even ’s bl ey c s me s. so tus w hurch ad f ally v t—s essin ould ant G ciety as j tau ewer iewe encourage students to place E uch a g wa avoi od . Mo ustifi ght th adva d very s bir s req d the woul con st w ed. M at w ntag cerem ths, uire eter d vent. ome en d ome es in Mid ony marr d for nal a fi Peas n’s ro omi n’s lo dle A had iages ever goni elds, ant w les w nated wer G ges a re and y im es rais om ere med od d acce ligio boun porta fam ed ch en w limit ieva eterm pted us as tiful nt ilies ildre orked ed to l themselves in the minds and times wer ined thing pect. harv d . Mo n and from the e fro thei s wi Peo ests. ied y st wo car daw home to m Sa r pos thou ple o oung men ed fo n to and ok t ints ition t que f the con . Wo were r, fed dus heir held in s stion troll men poo and k in t thei spirit mira ociet ing t h ed by had r and clot he r ent ual b culo y. O hem. usba thei few pow hed t ire li elief us po bject nds r fath legal erle heir of historical persons. This will ves t s so wers s tha goo after ers righ ss. T o Go serio . Som t d of ward befor ts. T hey At th d an usly e p n the f . Ma e ma hey w e tim d bec that eople eeds amil ny m rriag ere in e, th ame they of t y wa arria e and often stitut e Ca mon devo slig he in s mo ges w by t ion i tholi ks or ted htly divid re im ere a heir The n Eur c Chu nun bette ual. port rran help them assess Joan’s character Chur ope, rch, s. fields r off Wom ant th ged. e ch c was as t . Th tha en w an t The veryo reate very he m m ey w n the ho l he w ne w d its pow ajor r any m ere a wom ived ants Chu as su own erfu eligi ore ble t en w in to and rch bjec law— l and ous educ oppo o ear ho w wns v estab t, inc can influ ation rtun n mo ork were iolat lishe ludin on la entia H and ities. ney. ed in ing r d cou g ki w— l. owev cou The Nob the traits from a historical not eligio rts t ngs a to w er, t ld in y oft le w allo us l o try nd p hich runn he ro herit en re omen a wed aw. A peop easan ing le of land ceive had dmin to sen ltho le ac ts. T p the h nob from d a g ister tenc ugh t cuse he rivile ouse le wo thei ood and two e a p he C d of ges, hold. men r hus inte very erson hurc from inclu Ow was band rdict hars to d h Co fat ding nersh ofte . perspective. Students are to add banis . Exc h pu eath urt w a her t bein ip of n lim hed omm nishm , it co as s dep o eld g a D prop ited (sa from unic ents uld ende est so uke erty to ving the C ation : exc nt o n. W or a and of th hurc mea omm n me ome King exerc eir s h an nt th unic U n. n we , wa ise p oul). d the e per ation pper re ge s pas ma ower This refor son w clas nera sed any relevant findings to ny s ove was e den as In s mo lly re acram r pol often ied s med tivat gard being ents itical use alva ieva ions ed per (rel rule d by tion the u l time pe form igiou rs. In the P pper s, th ople ed in s cer terdi ope ex clas ere e belie the k emon ct pre to amp ses ( xiste ved ing’ ies) vent le, it the lo d stro Blackline Master #8, they s lan and s ed figh was rds) ng d Su woul d. W ervic t wit thou and ivisi perst d suf ithou es fr re h a p ght to the p ons b ition fer in t sac om fuse easan be b easan etwe De s hel rame d to a t. Co enea ts. F en spite l for nts, birt ttack nseq th a or m the i etern h. Fo the uent lord’ agic nflue ity. c r the arche ly, m s dig recording additional rem nce oerce uppe rs w any F nity peo aine of th d int r cla ho w renc to ple d stro e Chu acti o par sses, ere s h kn b expla ng i rch, vity. ticip and een t ights elie in an n the belie w The ation the p o be ved i d un Mid f in ays: mone , war eople of lo sup n sup derst dle A myth theft y fro was they w ersti ernat and t ges a and rans and m a a mo hire evidence supporting the g tions ural he na s it h om, plund succe ney- d or hos . Th pow tura elpe M colle er, ssfu mak ts. Th ey ex ers a l wo d any cting kidna l wa ing wh ey b pect nd h rld. P fort tax ppin r cam erea eliev ed th ad m eopl end unes es fro g im e in s evi ed g e dea any e urin won m to porta seve and l wit ood d to m g res in ba wnsp nt pe ral repla ches gobli reap em ults o ttle o eopl ople ce it had ns w pear bers ver c r thr e and for traits in the fourth column with the p ould as po of the entu ough farm a sic ower bring litica upp ries. trea ers. New k on to t luc l. Th er c The ties Fra e. T ake k par ere lass rela had nce he C a he tners was es w tion hurc althy d hips cont ere c ships h fro chil isag . Thi inual ompl amo wne d ree a s crea form ex an ng and additional evidence d up qu bout ted m ing d hi on een. who any and u ghly All o shou opp nder the u f this ld su ortun mini pper was ccee ities ng of class inten d wh for p carri sifie om a eople 27 ed w d bec s kin to countering the traits in the ith th ause g or em a the p lot rivil of mo eges ney. of The Cri tical fifth column. Thin kin g Co oper ative

Session Four

Share arguments ® Once students have completed the final two columns of (Blackline and re-assess Master #8), invite them to join with a partner to share insights and to add evidence to their data chart. When students have exchanged ideas, each student is to revisit Blackline Master #2A–B for the last time and record his or her “final” assessment of Joan’s character. Students are to indicate whether or not their assessment of Joan has changed from the initial assessment and the reasons for their current thinking. As a class, briefly discuss students’ final judgments.

Pose ® Invite students to imagine themselves as Joan of Arc’s biographer. critical task They must decide how to portray her character and the events in her life in a brief biographical account of her life. Assign students to criteria for complete the critical task: biographical account Write a five- to six-paragraph biographical account of Joan of Arc explaining her “true” character.

Joan of Arc and the Hundred Years’ War 7 The Critical Thinking Cooperative You may want to read to the class one or more textbook accounts of Joan, especially those that ignore the controversy surrounding her life and character. Use these accounts to help students generate criteria for an effective textbook account or use the following criteria to critique these published accounts: • historically accurate and relevant information; • presents a fair-minded account (e.g., gives a balanced hearing to alternative points of view); • supports with specific, corroborating evidence. Encourage students to use these criteria when drafting their own account.

Present ® Suggest the following structure to organize students’ writing: structure for bio • Paragraph #1: a short, opening statement summarizing three or four of Joan’s attributes; • Paragraphs #2–5: one paragraph for each attribute that provides specific, corroborating evidence supporting the attribute and alternative or opposing points of view about the attribute; • Paragraph #6: a brief conclusion summarizing Joan’s “true” character and why she was so famous. Encourage students to refer to the evidence they have recorded on Blackline Master #8 and other information about Joan found on the briefing sheets and other materials consulted during this challenge. Ask students to share their completed biographies in pairs or small groups before handing them in.

Evaluation Blackline Masters #10–12

N ame : ______® ____ Assess evidence _ Assess students’ ability to gather ______

of character Us e the evidence supporting/countering each of in foll te o A rme wing s diat rub se e ma ric t ss rks o as in for e sess g vide stud th Bl nce ents e ackl falli ’ evi ev ine Joan’s character traits recorded on ng b denc id Mas etwe e su en ter # en t ppor c 10 Id he d ting e ent escr and ifica U ipto cou char tio nde rs. nte act n of rde ring er tr N velo each Looking for evidence (Blackline aits o pla ped of us Joa are ible n’s c iden char har tifie acte acte d. r tra r tra its Com its. A T pete ward Sup hree nt Master #8) using the rubric found in por a plau ti r s evid ng e ide ible enc ntif char e V 1 ied. acte W irtua r tra ell lly n its dev is of o re Five elop fere leva or ed the d to nt e ch mor Assessing the evidence (Blackline cha sup vide arac e pla rac por nce ter usi ter t t an 3 trai ble raits y of App ts ar . roxim e ide rele ate ntifi Co vant ly tw ed. unte to evid o pi ev r- supp enc eces Master #10). According to this ide ort e are of nc 1 ea o e V ch c ffer Fou 5 irtua hara ed r pi lly n cter e eces evid o re trai vide of r ence leva t. nce elev any is o nt c supp are o ant of ffer oun ort ffer the ed t ter- each ed t rubric, the assignment is worth 15 char o su A 3 cha o acte ppo ppr rac r tra rt oxim ter t its. rele ate rait. vant ly tw off cou o pi ered nter eces ch to s -evid of Co arac upp enc F 5 marks and is assessed on three mm 1 ter ort e e are our en trai ach pie ts: t. cou ces o nter f rel to -evid evan supp enc t ort e are each off 3 cha ered criteria: racte r t rait.

5 TO • identification of character TAL traits, / 15 • amount and relevance of supporting evidence, • amount and relevance

of counter-evidence. Joan of A rc an d th e Hu ndre d Ye ars’ War

T he C ritic al Th inkin g Co oper ative

Joan of Arc and the Hundred Years’ War 8 The Critical Thinking Cooperative Assess justification ® Assess students’ justification for the three Na me: ______of character ______successive assessments of Joan’s ______U se th character on The real Joan? (Blackline e fo A inte llow s rmed ing se iate rub ss ma ric to in rks f ass g or e ess t th vide he s e Bl nce tude ju ackl Master #2A–B) using the rubric found fallin nts’ st ine g j i M be ustif fic ast twee icat a er # n th ion f tio 11 Re e de or th n cog scri eir n niti Un ptor succ ew on o der s. essiv evid f dev e as in enc Th elo sess Assessing the justification e e p m exp ed ents or lan of J no ation oan e refe s m ’s ch vide renc ake arac nce e to littl Com ter. the or p new e pe Aw sub ersp Th ten ard (Blackline Master #11). According sequ ecti e ex t e v p O nt a es in m lan pen sses ode atio r ness sme st re ns m e-as to nts. evid fere ake W ses ence nce ell sme N 1 the or p to n dev nt o sig sub ersp ew Th elop r n of sequ ecti e ex ed to this rubric, the assignment is eco any ent ves i s plan n a n ig a a sider sses nifi tion sses atio smen e cant s m sme n of ts. vide refe ake evid nt in the nce ren enc ligh init So 3 the or p ce to co e. St t o ial me subs ersp ne ntra ude f new r indi equ ecti w ry e nt ig econ catio ent ves i worth 10 marks and is evaluated vide nor side n of asse n n e a r ss ce. s any sses ing men sme the i ts. evid nt in nitia enc ligh l Cl 5 ea e, bu t of ear i sily d t st new r ndic Com e ism uden econ atio me 1 vide isses t to side n of on two criteria: nts: nce. con o asse rati seri tra ssm on o ous ry ev ent f th iden in lig e ini ce. ht o tial f new 3 N ame : ___ recognition of new evidence, ____ • ______5 ______TO ____ TA ____ L ______• willingness to reconsider U / 10 se th e fo fallin llow A g be ing s twe rubr se en t ic to ss he d asse in escri ss th g their initial assessment. ptor e st th Bla s. uden e a cklin ts’ b cc e M iogr o aste aphi un r # cal a t 12 Ac ccou cura nt o re te a Und f Joa leva nd erde n. A i nt vel ward nfor Man ope int mat y fa d erm ion cha cts a edia ract bou te m ir er a t Joa arks Assess textbook ® relev re in n’s C for Assess the biographical an ac o ev t. cur mp ide ate o P eten nce r rovi t des a relev num paragraphs ant ber abo and of W ut Jo accu ell account of Joan’s character S Ho an’s rate dev p w c fa el ecif ever hara cts All ope c ic, ina , som cter the d orro ccur e i . Jo fact bo ke ate o nfor an’s s pro evi rati L 1 y in r ir mat a cha vid den ng ittle form relev ion nd ract ed a ce or n atio ant is rele er a bou evid o su n is , and vant re ac t using the rubric found in ence ppo miss . cura is p rting ing. te rovid ed. 3 So me s Bala p upp nce rovi ortin an d ded, g e Assessing the account alys vagu but vide i e t n s 1 or end ce is The not s to 5 acco conv be Th Joan con unt inci e ev of A side show ng. co iden rc an o rati s n nvi ce i d th ne p on o o ncin s spe e Hu oint f m g. cific (Blackline Master #12). ndr char of ore 3 an ed a vi th d Yea cter ew o an The rs’ W . f Jo acco ar an’s con unt side show po rati s so ints on o me d of v f dif o th iew feri 5 According to this rubric, Com 1 29 em , bu ng The me just t do acc nts: ice. es n co oun ot nsid t ser v ers a ious iew lter ly of Jo nate T an’s poi 3 he C cha nts o the assignment is worth 15 ritica ract f l Th er. inkin g Co oper ative 5 marks and is evaluated on three TO TAL criteria: / 15 • accurate and relevant information, • support with specific

Joan of A rc a corroborating evidence, nd t h e Hu ndre d Ye ars’ War

• balanced analysis. 30

T he C ritic al Th inkin g Co oper ative Extension

Examine ® Invite the class to speculate why Joan of Arc has become as famous Joan’s fame as she has (e.g., she was a woman ahead of her time, she was a political puppet, she was a peasant woman who rose to a position of power and respect in a man’s world). You may wish to use the following stems to stimulate their thinking:

“There are many reasons for Joan of Arc’s fame including…

But in my opinion, the most compelling reason is…because…”

Joan of Arc and the Hundred Years’ War 9 The Critical Thinking Cooperative References

Print sources Beck, Roger B. et al. (1999). World History: Patterns of Interaction. Evanston, IL: McDougal Littell. Boutet de Monvel, Maurice. (1980). Joan of Arc. New York: Viking Press. Brooks, Polly Schoyer. (1990). Beyond the Myth: The Story of Joan of Arc. New York: Houghton Mifflin. Cranny, Michael. (1997). Pathways: Civilizations Through Time. Scarborough, ON: Prentice Hall Ginn Canada. Dumarche, Lionel and Jean Pouessel. (1990). The Hundred Years’ War. London: Evans Brothers Limited. Stanley, Diane. (1998). Joan of Arc. New York: Morrow Junior Books.

On-line sources Famous Trials—Joan of Arc. http://www.lawbuzz.com/justice/joanof_arc/joanof_arc.html This interactive website details the events leading up to and including Joan of Arc’s trial. It provides links to a variety of images and paintings related to the trial. Joan of Arc On-line Archive. http://archive.joan-of-arc.org/index.html A biography, timeline, manuscripts, quotations, letter, portraits and other information about Joan of Arc are contained in this site developed by Allen Williamson. Saint Joan of Arc Center—Short Biography. http://www.stjoan-center.com Saint Joan of Arc Center—Picture Album. http://www.stjoan-center.com/Album/ This link shows photographs and paintings from places and people in Joan’s early life, her mission, the battles, the coronation of Charles VII, the prisons and her death. Saint Joan of Arc Center—Pictorial Essay. http://www.stjoan-center.com/picessay/ This link is written in first person (from Joan’s perspective) and reads like a diary of her life. It includes related images. Saint Joan of Arc Center—Trials. http://www.stjoan-center.com/Trials/ This site provides an English translation of the Trial of Condem- nation and Nullification by Murray T. Douglas. The Age of Charles V. http://www.bnf.fr/enluminures/aaccueil.htm. The Bibliothèque Nationale de France has many images of people and battles from the early part of the Hundred Years’ War.

Joan of Arc and the Hundred Years’ War 10 The Critical Thinking Cooperative Blackline Master #1

Overview of Joan’s life

• born a peasant in 1412 in Domremy, France; • heard angelic voices at age thirteen, telling her to drive the English from France and to secure the French crown for the rightful heir; • presented herself to the French Court at age seventeen; • after examination by a council of Church scholars to determine whether her voices came from God or from the devil, was found to be pure and good; • given armour, a banner and troops to fight against the English; • successfully led armies against the English for two years; • captured and turned over to the English; • imprisoned for over a year; • put on trial for heresy and witchcraft without legal counsel; • found guilty and burned at the stake in 1431; • cleared of charges 25 years later at a second trial; • declared a saint over four hundred years later (1920) by Pope Benedict.

Joan of Arc and the Hundred Years’ War 11 The Critical Thinking Cooperative Name(s): ______Blackline Master #2A

The real Joan?

Differing perceptions of Joan’s character

visionary from God L visionary from devil

groundbreaking feminist L troubled youth

dedicated patriot L disloyal traitor

shrewd leader L deluded peasant

self-sacrificing saint L self-serving manipulator

devout Christian L evil-doing heretic

Initial assessment

My initial assessment of Joan of Arc is

K K K K highly positive mostly positive mostly negative very negative

exceptionally basically well- somewhat clearly unstable honourable; intentioned and devious and or driven by divinely motivated for the most part strange, but not ‘evil’ forces sincere insane

because . . .

Joan of Arc and the Hundred Years’ War 12 The Critical Thinking Cooperative Blackline Master #2B

Second assessment

Key new information:

K become more positive

With this new information, my assessment of Joan of Arc has K become more negative

K not changed

because…

Final assessment

Key new information:

K is more positive

Compared with my initial assessment, my final assessment of Joan of Arc K is more negative

K has not changed

because…

Joan of Arc and the Hundred Years’ War 13 The Critical Thinking Cooperative Name(s): ______Blackline Master #3

France during the Hundred Years’ War

Joan of Arc and the Hundred Years’ War 14 The Critical Thinking Cooperative Blackline Master #4A

Hundred Years’ War briefing sheet

The Hundred Years’ War was a dispute between the Battle of Agincourt in 1415, the French army of 20,000– monarchs and nobles of France and England. Although 30,000 men outnumbered the 6,000 English. Led by there were often breaks in the fighting—including a Henry V, the archers won another victory over the period from 1348–1356 when the Black Death was raging heavily armoured French knights. across Europe, war lasted from 1337–1453. More accurately, it was a series of wars that took place in what Internal conflict among the French (1392–1435) is now known as France. The driving motivation was to Around 1392, the current king of France, Charles VI, was determine who should be king of France. rumoured to be mad. Because he was an ineffective ruler, the country was governed by John the Fearless (Duke of Lead-up to the war Burgundy) and Louis of Orléans (cousin of the king). John The conflict between the kings of France and England and Louis had different opinions about what was best for began long before the start of The Hundred Years’ War. France. John wanted to promote trade and make peace For centuries, rulers in both countries struggled for with the English. Louis wanted to recapture a French economic control of French provinces. However, when province controlled by England. John assassinated Louis. Philip the Fair (Philip IV) died in 1328 without an heir, the fight for the throne of France began. The French supported The son of the king, also called Charles (Duke of a cousin of the dead ruler. The English king, Edward III, Orléans), was the dauphin or rightful heir of France. He the grandson of Philip the Fair, believed he had a stronger gathered forces from his father-in-law, Bernard of claim to the throne. Edward III invaded France on Armagnac, and prepared to fight the current ruler of November 1, 1337. He had the support of several French France, the Duke of Burgundy. But John the Fearless barons, but the majority of the French did not want to be gathered his own troops. Civil unrest between the part of England and fought to drive out the English. Armagnacs and Burgundian troops grew. Both sides turned to England for help. In 1411, the Burgundians English victories (1337–1429) asked for help and were given 2,000 soldiers. The next The English gained control of vast areas of France up year, the Armagnacs promised the English king French until 1429 when they began to lose ground. They had a provinces in exchange for 4,000 men. Both sides accused powerful weapon—the longbow—that repeatedly helped each other of treason and the conflict continued. them defeat French armies. Archers, ordinary villagers, were trained to use the longbow. It could penetrate plate Queen Isabeau, acting on behalf of her insane husband, armour and kill a knight. In three important battles the formed an alliance with the Burgundians. In 1419, when French tried to ride past the common archers to get at the dauphin Charles’ men assassinated John (Duke of their social equals—the English knights—but the volley Burgundy), the Burgundian troops formed an alliance with of arrows was so deadly that, in each case, many French England. Philippe the Good, who succeeded John as the were killed. The surviving knights were ransomed for Duke of Burgundy, supported the English claim to the large sums of money. At the Battle of Crécy, on August throne. He thought it was better to let the English have 26, 1346, the English were outnumbered by a French their way than to keep fighting. Queen Isabeau agreed and army three times its size. The French knights believed in 1420 she convinced her mad husband to sign the Treaty they were invincible and attacked. They retreated when of Troyes. Philippe, the Duke of Burgundy, was promised they saw the onslaught of arrows. Many knights, knocked more power in the new France. Under the treaty, Henry V, from their horses, lay helplessly in their heavy armour king of England, married Catherine, the daughter of the and were slaughtered with knives. At Poitiers, in 1356, current French king. When Charles VI died, Henry would the English repeated their victory. In this battle the become king of France. The only person who refused to French believed they had caught the English at a go along with the treaty was the dauphin Charles, who disadvantage. The knights charged on foot but were insisted on his claim to the French throne. killed by a wall of arrows. The French king, John, and his son, Philip, were captured and held for ransom. At the

Joan of Arc and the Hundred Years’ War 15 The Critical Thinking Cooperative Blackline Master #4B

Ending of the war (1429–1453) It is at this time that Joan of Arc comes upon the stage. She supports Charles and is instrumental in driving the In the early part of the 15th century, France was divided English from Orléans in the spring of 1429. On July 17, into three regions. The northern part of France was ruled 1429, Charles was crowned king of France. Six years by the English king, Henry VI. The eastern part, later he and Philippe, Duke of Burgundy, agree to including Paris, was controlled by the Burgundians, who cooperate. This effectively undermines the English cause for many years had supported England’s attempts to to determine who should be the French king. It marks the conquer France. Nearly one-half of the country, from the beginning of the end for the English, but it was too late Loire valley south, recognized the dauphin Charles as for Joan, as she was executed in 1431. In 1436 Paris Charles VII of France even though he had not yet been surrendered to the French and by 1450 the English had crowned. Although the royal officials remained loyal to been driven out of Normandy. The war finally ended in Charles, his youth, inexperience and lack of funds made 1453. The English had left France except for the area it difficult to re-conquer the rest of France. near the port of Calais.

Joan of Arc and the Hundred Years’ War 16 The Critical Thinking Cooperative Blackline Master #5A

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Joan of Arc and the Hundred Years’ War 17 The Critical Thinking Cooperative Blackline Master #5B

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Joan of Arc and the Hundred Years’ War 18 The Critical Thinking Cooperative Blackline Master #5C

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Joan of Arc and the Hundred Years’ War 19 The Critical Thinking Cooperative Blackline Master #5D

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Joan of Arc and the Hundred Years’ War 20 The Critical Thinking Cooperative Name: ______Blackline Master #5E

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Joan of Arc and the Hundred Years’ War 21 The Critical Thinking Cooperative Name: ______Blackline Master #6A

Positive comments about Joan

Joan’s supporters were often from the following groups: The English reaction to Joan • peasants from the area surrounding her village; 4. “I think the English feared Jeanne more than the whole of the rest of the army of the King of France, • villagers and citizens whose towns Joan helped to and that this fear it was which moved them, in my free from the English; opinion, to bring the Process against her.” • members of the clergy who gave sacraments to her Messire Pierce Lebouchier (Priest) or who examined her prior to her trial; The English motivation for Joan’s death • knights and lords who fought beside her. 5. “Jeanne had done marvels in war, and, as the English Their testimonies were heard at the Trial of Nullification are commonly superstitious, they thought there was a twenty-five years after her initial trial, the Trial of fate with her. Therefore, in my opinion, they, in all Condemnation, where she was found guilty of witchcraft their counsels and elsewhere, desired her death.” and heresy and was burned at the stake. Messire Thomas Marie (Priest)

Joan’s military leadership Joan’s devotion 1. “It was said that Jeanne was as expert as possible in 6. “From her early youth, Jeannette was brought up the art of ordering an army into battle, and that even with care in the Faith, and in good morals; she was so a captain bred and instructed in war could not have good that all the village of Domremy loved her. shown more skill; at this the captains marveled Jeannette knew her Belief and her Pater [“Our exceedingly.” Maître Aignan Viole (Licentiate in Father” in Latin; a prayer] and Ave [“The Ave Law, Advocate of the Court of Parliament) Maria”; a prayer] as well as any of her companions. She had modest ways, as becomes one whose parents Joan’s ability as a military leader were not rich. Up to the time she left her parents she 2. “In all she did, except in affairs of war, she was a followed the plough and sometimes minded [looked very simple young girl; but for warlike things, after] the cattle in the fields. Also she did the usual bearing the lance, assembling an army, ordering duties of women, such as spinning, and other things. military operations, directing artillery [weapons of I know it pleased her to go often to the Hermitage of war such as crossbows and siege equipment]—she the Blessed Marie of Bermont [a convent], near was most skillful. Everyone wondered that she could Domremy. Often I saw her go there. She was there act with as much wisdom and foresight as a captain when her parents thought her with the plough or into who had fought for twenty or thirty years. It was the fields; and when she heard the Mass-bell, if she above all in making use of artillery that she was so were in the fields, she would go back to the village wonderful.” Jean (Duke d’Alençon) and to the Church, in order to hear Mass…” Jean Morel (labourer near Domremy) The injustices of Joan’s trial Joan’s Christian values 3. “I know well that Jeanne has no director, Counsel, nor defender, up to the end of the Process [trial], and 7. “She was a good and modest woman, living as a that no one would have dared to offer himself as her Catholic, very pious [religious], and when she could, Counsel, director, or defender, for fear of the never failing to be present at the Mass. To hear English. I have heard that those who went to the blasphemies [cursing or swearing in God’s name] Castle to counsel and direct Jeanne, by order of the upon the Name of Our Lord vexed [annoyed] her. Judges, were harshly repulsed [spoken to] and Many times when the Duke d’Alençon swore or threatened.” Brother Martin Ladvenu (priest) blasphemed before her, I heard her reprove [express disappointment in] him. As a rule, no one in the army dared swear or blaspheme before her, for fear of being reprimanded.” Louis de Contes (Chamberlain to the Duke d’Orléans)

Joan of Arc and the Hundred Years’ War 22 The Critical Thinking Cooperative Blackline Master #6B

Joan’s goodness Joan’s ability to foresee the future 8. “She was a girl of good disposition, devout [very 10. “I saw Jeanne for the first time at Poitiers. And then committed to her faith], patient, loving the Church, she foretold [predicted] to us—to me and to all the going often to confession, and giving to the poor all others who were with me—these four things which that she could. I can attest this, having been witness should happen, and which did afterwards come to thereof, both at Domremy and at my own house at pass; first, that the English would be destroyed, the Burey, where she passed [stayed] six weeks.” siege [attack] of Orléans raised, and the town Durand Laxart (Joan’s uncle) delivered from the English; secondly that the King would be crowned at Reims; thirdly, that Paris would Joan’s commitment to her faith be restored to his dominion [rule]; and fourthly, that 9. “When she was given over by the Church, I was still the Duke d’Orléans should be brought back from with her, and with great devotion she asked to have a England. And I who speak, I have in truth seen these Cross; and hearing this, an Englishman, who was four things accomplished. We reported all this to the there present, made a little cross of wood with the Council of the King; and we were of opinion that, ends of a stick, which he gave her, and devoutly she considering the extreme necessity and the great peril received and kissed it, making piteous lamentations [danger] of the town, the King might make use of her [sorrowful moans] and acknowledgements of God, help and send her to Orléans.” Our Redeemer, Who had suffered on the Cross for Brother Séguin de Séguin (Dean of the Faculty of our Redemption, of Whose Cross she had the sign Theology of Poitiers) and symbol; and she put the said Cross in her bosom [chest], between her person and her clothing. And, besides, she asked me humbly that I would get her the Church Cross, so that she might see it continually until death.” Maître Jean Massieu (Priest)

Joan of Arc and the Hundred Years’ War 23 The Critical Thinking Cooperative Blackline Master #7A

Negative comments about Joan

Joan’s enemies were predominately from the following Contradicting divine teachings groups: 12. “The Accused had fallen into many diverse and • the English; detestable [extremely hateful] errors which reek [smell] of heresy [actions that contradict Divine • the Burgundians (who were allied with the teachings of God]. She had said, vociferated English); [shouted], uttered, published and inculcated • churchmen who feared for their lives if they [instilled] within the hearts of the simple, false and supported Joan or who hoped to gain favour with lying propositions [statements] allied to heresy, even the English by not supporting her. themselves heretical, contrary to our Catholic Faith The following passages or articles are taken from a and its principles, to Gospel rules, and to the Statutes document read to Joan on March 27, 1430, formally established or approved by General Councils; outlining the 70 crimes she was accused of committing. propositions, contrary not only to the Divine Law but These articles were prepared by Jean d’Estivet, the also to Canon and Civil Law; propositions prosecutor of the trial. d’Estivet was a friend of Bishop scandalous, sacrilegious [violating anything sacred], Cauchon, the Inquisitor judge. The very formal, legal contrary to good manners, offensive to pious nature of the document makes it difficult to read. The [religious] ears; she had furnished help, counsel and best strategy is to read in chunks and try to grasp the favour to the people who dogmatically [firmly main idea, and not get bogged down in trying to believed] affirmed, or promulgated [publicly understand every word. announced] such propositions.” Article 3

Promoting witchcraft Acting immorally 11. “The Accused, not only this year, but from her 13. “Jeanne attributes to God, His Angels and His Saints, infancy, and not only in your Diocese [the areas orders which are against the modesty of the sex, and under a bishop’s control]…but also in many other which are prohibited [forbidden] by the Divine places in this kingdom, had done, composed [made Law…In one word, putting aside the modesty of her up], contrived [plotted] and ordained [ordered] a sex, she acted not only against all feminine decency, number of sacrileges [violations of anything sacred but even against the reserve which men of good to the Church] and superstitions: she made herself a morals, wearing ornaments and garments which only diviner [someone who speaks for God], she caused profligate [immoral and reckless] men are accustomed herself to be adored and venerated [looked upon with to use, and going so far as to carry arms of offense [to respect]; she had invoked [summoned] demons, and carry weapons]. To attribute all this to the order of evil spirits, consulted them, associated with them, God, to the order which had been transmitted [passed had made and had with them compacts, treaties and on] to her by the Angels and even by Virgin Saints, is conventions, had made use of them, had furnished to to blaspheme [curse or swear in God’s name] God and others, acting in the same manner, aid, succor [help], His Saints, to destroy the Divine Law and violate the and favour, and had, in much, led them on to act like Canonical Rules; it is to libel [discredit] the sex and herself; she had said, affirmed, and maintained that to its virtue [goodness], to overturn all decency, to act thus, to use witchcraft, divinations [God-like justify all examples of dissolute [immoral, sinful] characteristics], superstitions, was not a sin, was not living, and to drive others thereto.” Article 13 a forbidden thing, but, on the contrary, a thing lawful, to be praised, worthy of approval; also she Wearing men’s clothing had led into these errors and evil doings a very great 14. “Previous to, and since her capture, at the Castle of number of persons of diverse estates, of both sexes, Beaurevoir and at Arras, Jeanne had been many and had imprinted on their hearts, the most fatal times advised with gentleness by noble persons of errors…” Article 2 both sexes, to give up her man’s dress and resume [wear again] suitable attire [clothing]. She had

Joan of Arc and the Hundred Years’ War 24 The Critical Thinking Cooperative Blackline Master #7B

absolutely refused, and to this day also refuses with their heads and others had wings. To say such things persistence; she disdains [considers it unworthy of of Archangels and the Holy Angels is presumption her character] also to give herself up to feminine [exceed what is proper], audacity [boldness], lying, work, conducting herself in all things rather as a man as in the holy books we do not read that they did like than as a woman.” Article 16 a reverence, a like demonstration to any saint—not even to the Blessed Virgin, Mother of God…all these Encouraging war and bloodshed are lies imagined by Jeanne at the instigation of the 15. “So long as Jeanne remained with Charles she did devil, or suggested by demons in deceitful dissuade him with all her power, him and those with apparitions [visual appearance of spirits], to make him, from consenting [agreeing] to any treaty of sport of her curiosity, she who would search secrets peace, any arrangement with his adversaries beyond her capacity and condition.” Article 51 [enemies]; inciting them always to murder and Manipulating the people to worship her effusion [spread] of blood; affirming that they could only have peace by sword and lance; and that God 18. “By all these inventions, Jeanne had so seduced [led willed it so, because otherwise the enemies of the astray] Christian people that many have in her King would not give up that which they held in his presence adored her as a Saint, and in her absence do kingdom; to fight against them thus, is she told them, adore her still, composing [creating] in her honour one of the greatest benefits that can happen to all masses and collects; yet more, going so far as to call Christendom.” Article 18 her the greatest of all the Saints after the Virgin Mary, raising [putting up] statues and images to her Listening to the devil when attempting suicide in the Churches of the Saints, and bearing about them 16. “Jeanne, as one desperate, for hate and contempt of medals in lead or other metal representing her— the English, and foreseeing the destruction of exactly as the Church does to honour the memory Compiègne, which she believed to be imminent and the recollection [remembrance] of the canonized [most likely to happen], did attempt to kill herself by Saints, publicly proclaiming [stating] that she is sent throwing herself down from the top of a tower; at the from God; and more Angel than woman. Such things instigation [provocation, encouragement] of the are pernicious [harmful] to the Christian religion, devil, she took it into her head to commit this action; scandalous, and prejudicial [harmful] to the salvation she applied herself to commit it; she did commit it in of souls.” Article 52 so far as she was able; on the other hand, in so Forcing her leadership on the army throwing herself down, she was so well impelled [forced] and guided by a diabolic [belonging to the 19. “In contempt [feeling of one who views something as devil] instinct that she had in view rather the safety worthless] of the orders of God and the Saints, of her body than that of her soul and of many others. Jeanne, in her presumption [arrogance] and pride, Often indeed, had she boasted that she would kill had gone so far as to take command over men; she herself rather than that she should be delivered to the had made herself commander-in-chief and had under English.” Article 41 her orders nearly 16,000 men, among whom were Princes, Barons, and a number of Gentlemen; she had Lying and possession by evil forces made them all fight, being their principal captain.” 17. “Jeanne had not feared to proclaim that Saint Article 53 Michael, the Archangel of God, did come to her with Accusation of being a temptress a great multitude [number] of Angels in the house of a woman where she had stopped at Chinon; that he 20. “Jeanne did behave in an unseemly manner with men, walked with her, holding her by the hand; that they refuses the society [company] of women, wishes to together mounted [climbed] the stairs of the Castle live with men only, to be waited up by them, even in and together gained the Chamber of the King; that her own room and in the most private details; a like the Angel did reverence [feeling of deep respect] to thing had never been seen or heard of a chaste [pure] the King, bowing before him, surrounded by this and pious [religious] woman.” Article 54 multitude of Angels, of which some had crowns on

Joan of Arc and the Hundred Years’ War 25 The Critical Thinking Cooperative Blackline Master #8

Joan of Arc and the Hundred Years’ War 26 The Critical Thinking Cooperative Blackline Master #9

Medieval practices and beliefs

Religious beliefs superstitions and placed witchcraft on a level with heresy. During the Middle Ages religion was a central factor in It ordered the Inquisition to root out devotion to the devil everyday life. For many people, religion directed and (Satan). Many people suspected of witchcraft were led to guided their lives. People believed that everyone, confess under torture and were burned at the stake. throughout their lives, struggled between good and evil and were judged by God after death. If you were good Role of women you went to heaven. If you were bad you suffered in hell. During the Middle Ages, women were generally viewed Evidence of God was believed to be seen everywhere: the as inferior to men and therefore had fewer advantages in world was filled with religious signs and meanings. God life than men. The Church taught that women’s lower was responsible for the weather, people’s health, crops— social status was justified. Men dominated medieval all successes and failures. If things went badly, people society. Most women’s roles were limited to the home and believed they were being punished for their sins. convent. Peasant women worked from dawn to dusk in the Participating in religious ceremonies meant God would fields, raised children and cared for, fed and clothed their forgive their sins and they could avoid the eternal agonies families. Most women were poor and powerless. They of hell. God’s blessing was required for every important died young. Women had few legal rights. They were often event—such as births, marriages and bountiful harvests. controlled by their fathers before marriage and by their Every ceremony had a religious aspect. People of the husbands afterward. Many marriages were arranged. The Middle Ages accepted things without questioning them. good of the family was more important than the wants and God determined their position in society. Objects that needs of the individual. Women who lived in towns were were from Saints held miraculous powers. Some people slightly better off than the women who worked in the took their spiritual beliefs so seriously that they devoted fields. They were able to earn money. Noble women had their entire lives to God and became monks or nuns. many more opportunities. They often received a good education and could inherit land from their husband. At the time, the Catholic Church, as the major religious However, the role of noble women was often limited to institution in Europe, was very powerful and influential. running the household. Ownership of property and The Church created its own law—canon law—to which privileges, including being a Duke or a King, was passed everyone was subject, including kings and peasants. The from father to eldest son. Women were generally regarded Church established courts to try people accused of as dependent on men. violating religious law. Although the Church Court was not allowed to sentence a person to death, it could Upper class motivations administer two very harsh punishments: excommunication In medieval times, there existed strong divisions between and interdict. Excommunication meant the person was the upper classes (the lords) and the peasants. For banished from the Church and therefore denied salvation example, it was thought to be beneath a lord’s dignity to (saving of their soul). This was often used by the Pope to fight with a peasant. Consequently, many French knights exercise power over political rulers. Interdict prevented refused to attack the archers who were seen to be of low many sacraments (religious ceremonies) and services from birth. For the upper classes, and the people they hired or being performed in the king’s land. Without sacraments, coerced into participation, war was a money-making people believed they would suffer in hell for eternity. activity. The money from a successful war came in several ways: theft and plunder, kidnapping important people for Superstitions ransom, collecting taxes from townspeople and farmers. Despite the influence of the Church, belief in myth and Many fortunes won in battle or through treaties had magic remained strong in the Middle Ages as it helped enduring results over centuries. The relationships among people explain and understand the natural world. People members of the upper classes were complex and highly believed in supernatural powers and had many political. There was continual forming and undermining of superstitions. They expected the dead to reappear as partnerships. This created many opportunities for people to ghosts. They believed good goblins would bring luck disagree about who should succeed whom as king or whereas evil witches had the power to take a healthy child queen. All of this was intensified because the privileges of and replace it with a sick one. The Church frowned upon the upper class carried with them a lot of money.

Joan of Arc and the Hundred Years’ War 27 The Critical Thinking Cooperative Name: ______Blackline Master #10

Assessing the evidence

Use the following rubric to assess students’ evidence supporting and countering each of Joan’s character traits. Award intermediate marks for evidence falling between the descriptors.

Underdeveloped Competent Well developed

Identification of No plausible character traits Three plausible character traits Five or more plausible character traits are identified. are identified. character traits are identified.

1 3 5

Supporting Virtually no relevant evidence Approximately two pieces of Four pieces of relevant evidence is offered to support any of relevant evidence are offered evidence are offered to the character traits. to support each character trait. support each character trait.

1 3 5

Counter- Virtually no relevant counter- Approximately two pieces of Four pieces of relevant evidence evidence is offered to support relevant counter-evidence are counter-evidence are offered any of the character traits. offered to support each to support each character trait. character trait.

1 3 5

TOTAL / 15 Comments:

Joan of Arc and the Hundred Years’ War 28 The Critical Thinking Cooperative Name: ______Blackline Master #11

Assessing the justification

Use the following rubric to assess the students’ justification for their successive assessments of Joan’s character. Award intermediate marks for evidence falling between the descriptors.

Underdeveloped Competent Well developed

Recognition of The explanations make little The explanations make The explanations make new evidence or no reference to new modest reference to new significant reference to new evidence or perspectives in evidence or perspectives in evidence or perspectives in the subsequent assessments. the subsequent assessments. the subsequent assessments.

1 3 5 Openness to No sign of any Some indication of Clear indication of serious re-assessment reconsideration of the initial reconsidering the initial reconsideration of the initial assessment in light of new assessment in light of new assessment in light of new evidence. Student ignores any evidence, but student too evidence. contrary evidence. easily dismisses contrary evidence.

1 3 5

TOTAL / 10 Comments:

Joan of Arc and the Hundred Years’ War 29 The Critical Thinking Cooperative Name: ______Blackline Master #12

Assessing the account

Use the following rubric to assess the students’ biographical account of Joan. Award intermediate marks for evidence falling between the descriptors.

Underdeveloped Competent Well developed

Accurate and Many facts about Joan’s Provides a number of All the facts provided about relevant character are inaccurate or relevant and accurate facts Joan’s character are accurate information irrelevant. about Joan’s character. and relevant. However, some information is inaccurate or irrelevant, and key information is missing.

1 3 5

Specific, Little or no supporting Some supporting evidence is The evidence is specific and corroborating evidence is provided. provided, but tends to be convincing. evidence vague or not convincing.

1 3 5

Balanced The account shows no The account shows some The account seriously analysis consideration of more than consideration of differing considers alternate points of one point of view of Joan’s points of view, but does not view of Joan’s character. character. do them justice.

1 3 5

TOTAL / 15 Comments:

Joan of Arc and the Hundred Years’ War 30 The Critical Thinking Cooperative