Mr. Greenberger Name: __________________________English 10H Date: __________________

OEDIPUS THE KINGPERFORMANCE BASED ASSESSMENT

Scenario: After reading Oedipus, some students were having a spirited discussion about whether it is important to read ancient Greek literature. One student argued that it is not just the story that is important but the fact that there will always be tragic heroes. Another student argued that while a story might be tragic, it doesn’t mean that person was a hero. Another student said that there are real historical figures that have tragic stories. The class decides to look at two historical figures and see if they are tragic heroes.

This week, you will use texts and artwork about Joan of Arc and Chief Joseph of the Naz Pierce to determine author’s point of view and purpose in different mediums. Complete the following tasks:

Part 1: Read and analyze informational texts on Joan of Arc and Chief Joseph of the Nez Perce to determine author’s point of view, purpose and use of rhetoric to advance this purpose. (graphic organizer)

Part 2: Analyze additional accounts of Joan of Arc and Chief Joseph in a painting and a timeline determining which details are emphasized in each medium. Complete the appropriate section of the provided graphic organizer.

Part 3: Compose an argument to support the claim responding to the following prompt: Using an analysis of the informational text provided which historical figure most closely represents the Aristotelian definition of a tragic hero?

We will be in the Library on Friday where you are expected to produce a final draft of your essay which will be typed, 12 pt., Times Roman, Double-spaced.

This is your only copy. If you lose this, print a fresh copy from the class website: mrgreenberger.weebly.com.

Background information on Joan of Arc:

Joan of Arc (French: Jeanne d'Arc, ca. 1412 – 30 May 1431), nicknamed "The Maid of Orléans" (French: La Pucelle d'Orléans), is considered a heroine of France and a Roman Catholic saint. She was born to a peasant family at Domrémy in north-east France. Joan said she received visions of the Archangel Michael, Saint Margaret and Saint Catherine instructing her to support Charles VII and recover France from English domination late in the Hundred Years' War. The uncrowned King Charles VII sent Joan to the siege of Orléans as part of a relief mission. She gained prominence after the siege was lifted in only nine days. Several additional swift victories led to Charles VII's coronation at Reims. On 23 May 1430, she was captured at Compiègne by the English-allied Burgundian faction, was later handed over to the English, and then put on trial by the pro-English Bishop of Beauvais Pierre Cauchon on a variety of charges, was convicted on 30 May 1431 and burned at the stake when she was about 19 years old.

Twenty-five years after her execution, an inquisitorial court authorized by Pope Callixtus III examined the trial, pronounced her innocent, and declared her a martyr. Joan of Arc was beatified in 1909 and canonized in 1920. She is one of the nine secondary patron saints of France, along with St. Denis, St. Martin of Tours, St. Louis, St. Michael, St. Remi, St. Petronilla, St. Radegund and St. Thérèse of Lisieux. Joan of Arc has been a popular figure in cultural history since the time of her death, and many famous writers, filmmakers and composers have created works about her. Cultural depictions of Joan of Arc have continued in films, theatre, television, video games, music, and performances to this day.

Background information on Chief Joseph of the Nez Perce.

Hin-mah-too-yah-lat-kekt, popularly known as Chief Joseph, (March 3, 1840 – September 21, 1904), succeeded his father Tuekakas (Chief Joseph the Elder) as the leader of the Wal-lam-wat-kain (Wallowa) band of Nez Perce, a Native American tribe indigenous to the Wallowa Valley in northeastern Oregon, in the interior Pacific Northwest region of the United States.

He led his band during the most tumultuous period in their contemporary history when they were forcibly removed from their ancestral lands in the Wallowa Valley by the United States federal government and forced to move northeast, onto the significantly reduced reservation in Lapwai, Idaho Territory. A series of events which culminated in episodes of violence led those Nez Perce who resisted removal including Joseph's band and an allied band of the Palouse tribe to take flight to attempt to reach political asylum, ultimately with the Sioux chief Sitting Bull in Canada.

They were pursued by the U.S. Army in a campaign led by General Oliver O. Howard. This 1,170-mile fighting retreat by the Nez Perce in 1877 became known as the Nez Perce War. The skill with which the Nez Perce fought and the manner in which they conducted themselves in the face of incredible adversity led to widespread admiration among their military adversaries and the American public.

Coverage of the war in United States newspapers led to widespread recognition of Joseph and the Nez Perce. For his principled resistance to the removal, he became renowned as a humanitarian and peacemaker. However, modern scholars like Robert McCoy and Thomas Guthrie argue that this coverage, as well as Joseph's speeches and writings, distorted the true nature of Joseph's thoughts and gave rise to a "mythical" Chief Joseph as a "red Napoleon" that served the interests of the Anglo-American narrative of manifest destiny.

Source: Wikipedia

Joan of Arc’s trial as a heretic.

FIRST PUBLIC EXAMINATION

(In the text footnotes are in bold)

On Wednesday, February 21st, at 8 o'clock in the morning, in the Chapel Royal of the Castle of Rouen.

The Bishop and 42 Assessors Present.

We did first of all command to be read the Royal letters Conveying surrender and deliverance of the said woman into Our hands; afterwards the letters of the Chapter of Rouen, making concession of territory for Our benefit. This reading ended, Master Jean d'Estivet, nominated by Us as Promoter of the Case, did, in Our presence, show that the aforesaid woman of the name of Jeanne had been, by the Executor of Our Mandate, cited to appear in this place at this hour and day, here to answer, according to law, to the questions to be put to her.

The said Promoter did then produce Our Mandate, to which is attached the document confirming its execution, and did read them all. Our said Promoter did then require that the said woman should be placed before us, and, in terms of the citation, questioned by Us on divers Articles concerning the Faith, to the which We did agree. But as a preliminary, because the said woman had asked to hear Mass beforehand, We did show to the Assessors that, by the advice of well-known Doctors and Masters consulted by Us, it had been decided, considering the crimes of which she is accused and the impropriety of the dress which she is wearing, that it is right to postpone permission to hear Mass and to assist in Divine Service.

In the meantime, the said woman was brought by the Executor of Our Mandate, and set before Us.

We did then saw that the said Jeanne had been lately taken (1).... (It is agreed by all authorities that Jeanne was not captured in the Diocese of Beauvais, which ended at the Bridge of Compiegne. Jeanne was taken north of the Bridge, on the right bank of the river, and either in the Diocese of Noyon or Soissons, which of the two has not been determined. The Bishop's assertion is distinctly untrue.) in the territory of Beauvais ; that many acts contrary to the Orthodox Faith have been committed by her, not only in Our Diocese, but in many others; that the public report, which imputes these misdeeds to her, had spread in all estates of Christendom; that, in the last place, the most Serene and most Christian our lord the King had sent and given her up to Us in order that, according to law and right, an action may be brought against her in the matter of the Faith; that, acting upon this common report, upon public rumor, and also on certain information obtained by Us, of which mention had already been often enough made, by the advice of men versed in sacred and secular Law, We have officially given commandment to cite the said Jeanne to appear before Us, in order through her to obtain truthful answers to the questions to be put to her in matters of the Faith, and in order to act towards her according to law and right; which do so appear in the letters that the Promoter has shown.

Then, desiring in this, particular the blessed succor of Jesus Christ, Who is concerned in this, and wishing only to fulfill the duties of Our office for the exaltation and preservation of the Catholic Faith, We did first charitably warn and require the said Jeanne, seated in Our presence, for the more prompt resolution of the Action and the relief of her own conscience, to speak the whole truth upon all questions which should be addressed to her touching the Faith; and We did exhort her to avoid all subterfuges and falsehoods of such a nature as should turn her aside from a sincere and true avowal.

And in the first instance we did require her, in the appointed form, her hand on the Holy Gospels, to swear to speak truth on the questions to be addressed to her.

To which she did reply:

"I know not upon what you wish to question me; perhaps you may ask me of things which I ought not to tell you."

"Swear," We did then say to her, "to speak truth on the things which shall be asked you concerning the Faith, and of which you know."

"Of my father and my mother and of what I did after taking the road to France, willingly will I swear; but of the revelations which have come to me from God, to no one will I speak or reveal them, save only to Charles my King; and to you I will not reveal them, even if it cost me my head; because I have received them in visions and by secret counsel, and am forbidden to reveal them. Before eight days are gone, I shall know if I may reveal them to you."

Again did We several times warn and require her to be willing, on whatsoever should touch on the Faith, to swear to speak truly. And the said Jeanne, on her knees, her two hands resting on the Missal, did swear to speak truth on that which should be asked her and which she knew in the matter of the Faith, keeping silence under the condition above stated, that is to say, neither to tell nor to communicate to any one the revelations made to her.

After this oath, Jeanne was interrogated by Us as to her name, and surname, her place of birth, the names of her father and mother, the place of her baptism, her godfathers and godmothers, the Priest who baptized her, etc.

"In my own country they call me Jeannette; since I came into France I have been called Jeanne. Of my surname I know nothing. I was born (2)....(On January 6th, 1412. "In nocte Epiphiniarum Domini." (Letter from Boulainvilliers to the Duke of Milan. Quicherat, vol. V., 116.) in the village of Domremy, which is really one with the village of Greux. The principal Church is at Greux. My father is called Jacques d'Arc ; my mother, Ysabelle. I was baptized in the village of Domremy. (3)....(The Font and Holy water stoup in the old Church at Domremy are said to be of the 15th century, and to have been used at Jeanne's baptism.) One of my godmothers (4)....(Jeanne appears to have had a great many godparents. In the inquiry made at Domremy in 1455, eight are mentioned, viz. : Jean Morel, Jean Barrey, Jean de Laxart, and Jean Raiguesson, as godfathers; and Jeannette Thévenin, Jeannette Thiesselin, Beatrix Estellin, and Edith Barrey, as godmothers.) is called Agnes, another Jeanne, a third Sibyl. One of my godfathers is called Jean Lingué another Jean Barrey. I had many other godmothers, or so I have heard from my mother. I was, I believe, baptized by Messier Jean Minet; he still lives, so far as I know. I am, I should say, about nineteen years of age. From my mother I learned my Pater, my Ave Maria, and my Credo. I believe I learned all this from my mother."

"Say your Pater."

"Hear me in confession, and I will say it willingly."

To this same question, which was many times put to her, she always answered: "No, I will not say my Pater to you, unless you will hear me in confession."

"Willingly," We said to her, "We will give you two well-known men, of the French language, and before them you shall say your Pater."

"I will not say it to them, unless it be in confession."

And then did We forbid Jeanne, without Our permission, to leave the prison which had been assigned to her in the Castle, under pain of the crime of heresy.

"I do not accept such a prohibition," she answered; "if ever I do escape, no one shall reproach me with having broken or violated my faith, not having given my word to any one, whosoever it may be."

And as she complained that she had been fastened with chains and fetters of iron, We said to her:

"You have before, and many times, sought, We are told, to get out of the prison, where you are detained; and it is to keep you, more surely that it has been ordered to put you in irons."

"It is true I wished to escape; and so I wish still; is not this lawful for all prisoners?"

We then commissioned as her guard the noble man John Gris, (5)....(John Gris, or Grey, a gentleman in the Household of the Duke of Bedford, afterwards knighted. He was appointed chief guardian to the Maid, with two assistants, all members of the King's Body Guard. They appear to have left her entirely in the hands of the common soldiers, five of whom kept constant watch over her.) Squire, one of the Body Guard of our Lord the King, and, with him, John Berwoit and William Talbot, whom We enjoined well and faithfully to guard the said Jeanne, and to permit no person to have dealings with her without Our order. Which the forenamed, with their hands on the Gospels, did solemnly swear.

Finally, having accomplished all the preceding, We appointed the said Jeanne to appear the next day, at 8 o'clock in the morning, before Us in the Ornament Room, at the end of the Great Hall of the Castle of Rouen.

Source: http://www.stjoan-center.com/Trials/sec01.html

Adolphe-Alexandre Dillens “The Capture of Joan of Arc” (1847-1852)

Jean Auguste Dominique Ingres “Joan of Arc at the Coronation of Charles VII”, 1854

Chief Joseph’s Surrender Speech:

Chief Joseph

Chief Joseph of the Nez Perce (1840?-1904) was known to his people as "Thunder Traveling to the Loftier Mountain Heights." He led his people in an attempt to resist the takeover of their lands in the Oregon Territory by white settlers. In 1877, the Nez Perce were ordered to move to a reservation in Idaho. Chief Joseph agreed at first. But after members of his tribe killed a group of settlers, he tried to flee to Canada with his followers, traveling over 1500 miles through Oregon, Washington, Idaho, and Montana. Along the way they fought several battles with the pursuing U.S. Army. Chief Joseph spoke these words when they finally surrendered on October 5th, 1877.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are - perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph - Thunder Traveling to the Loftier Mountain Heights - 1877

Source: http://www.historyplace.com/speeches/joseph.htm

Home of Chief Joseph on Colville Reservation (Photo taken in 1900-1)

Chief Joseph in war costume at Nespelem Creek

Source: http://content.libraries.wsu.edu/index.php/cdm/landingpage/collection/nezp

Graphic Organizer

Element Joan of Arc Testimony Dillens Paining Ingres Painting

Summary

Author’s/Artists point of view

Author’s/Artists purpose

Use of rhetoric (text)ORUse of emotion (art)

What is emphasized in each account?

Graphic Organizer

Element Chief Joseph speech Reservation photo War costume photo

Summary

Author’s/Artists point of view

Author’s/Artists purpose

Use of rhetoric (text)ORUse of emotion (art)

What is emphasized in each account?

GRADES 6 -11EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE WRITING

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point: 0

Reading

Comprehension of Key Ideas and Details

The student responseprovides an accurateanalysis of what thetext says explicitlyand inferentially and cites convincingtextual evidence to support the analysis,showing fullcomprehension ofcomplex ideasexpressed in thetext(s).

The student responseprovides a mostly accurateanalysis of what thetext says explicitly andinferentially and citestextual evidence tosupport the analysis,showing extensivecomprehension ofideas expressed in thetext(s).

The studentresponse provides agenerally accurateanalysis of what thetext says explicitly orinferentially and citedtextual evidence,shows a basiccomprehension ofideas expressed inthe text(s).

The studentresponse provides a minimally accurateanalysis of what thetext says and citedtextual evidence,shows limitedcomprehension ofideas expressed inthe text(s).

The student responseprovides aninaccurate analysis or no analysis of thetext, showing little to no comprehension ofideas expressed inthe text(s).

Writing

Written Expression

--The student responseaddresses the promptand provideseffective andcomprehensivedevelopment of theclaim, topic and/ornarrative elementsby using clear andconvincing reasoning,details, text-basedevidence, and/ordescription; thedevelopment isconsistentlyappropriate to thetask, purpose, and audience.

--The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

--The student responseaddresses the promptand provides effectivedevelopment of theclaim, topic and/ornarrative elements byusing clear reasoning,details, text-basedevidence, and/ordescription; thedevelopment is largelyappropriate to the task,purpose, andaudience.

--The student response demonstrates a great deal of coherence, clarity, and cohesion, and includes an introduction, conclusion, and a logical progression of ideas, making it fairly easy to follow the writer’s progression of ideas.

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written Expression(continued)

--The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

--The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses mostly precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

--The student response establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline. The response uses some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone and/or domain-specific vocabulary.

--The student response has a style that has limited effectiveness, with limited awareness of the norms of the discipline. The response includes limited descriptions, sensory details, linking or transitional words, words to indicate tone, or domain-specific vocabulary.

--The student response has an inappropriate style. The student writing shows little to no awareness of the norms of the discipline. The response includes little to no precise language.

Writing

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

The student response demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

The student response demonstrates inconsistent command of the conventions of standard English. There are a few patterns of errors in grammar and usage that may occasionally impede understanding.

The student response demonstrates limited command of the conventions of standard English. There are multiple errors in grammar and usage demonstrating minimal control over language. There are multiple distracting errors in grammar and usage that sometimes

The student response demonstrates little to no command of the conventions of standard English. There are frequent and varied errors in grammar and usage, demonstrating little or no control over language. There are frequent distracting errors in grammar and usage that often

impede understanding.

impede understanding.

The reading dimension is not scored for elicited narrative stories. The elements of coherence, clarity, and cohesion to be assessed are expressed in grade-level standards 1-4

for writing and elucidated in the scoring guide for each PCR. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical

event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in grade-level standards 3 for writing and elucidated in the scoring guide for each PCR

Coded Responses: (All coded responses are scored with a 0 on the rubric. A= No responseB=Response is unintelligible or undecipherableC=Response is not written in EnglishD=Response is too limited to evaluate